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Mulitmedia english v3
- 2. Tell me and I will forget; show me and I may remember; involve me and I will understand (Chinese proverb) 2
- 3. Lecture 5% Reading 10% Audiovisual 20% Demonstration 30% Discussion Group 50% Practise by doing 75% Teach others/immediate use of learning 90% THE LEARNING PYRAMID 3
- 4. DEFINITION • Computer-based materials designed to be used on a computer that can • display and print text and high-quality graphics, • play pre-recorded audio and video material, • create new audio and video recordings. 4
- 5. DEFINITION • Derived from the word “Multi” and “Media” • Multi • Many, Multiple • Media • Tools that is used to represent or do a certain things, delivery medium, a form of mass communication – newspaper, magazine / tv. • Distribution tool & information presentation – text, graphic, voice, images, music and etc. 5
- 6. DEFINITION • Multimedia is a combination of text, graphic, sound, animation, and video that is delivered interactively to the user by electronic or digitally manipulated means 6 TEXT AUDIO GRAPHIC VIDEO ANIMATION
- 11. ELEMENTS OF MULTIMEDIA 11 VIDEO TEXT AUDIO GRAPHIC VIDEO ANIMATION Example
- 12. MULTIMEDIA IN ELT • Because of its capability of integrating the four basic skills of listening, speaking, reading and writing, multimedia is of considerable interest to the language teacher. • ESL LAB • Multimedia English 12
- 13. BENEFITS OF MULTIMEDIA • Kulik et al. (1985,1986, 1991, and 1994) at the University of Michigan Analyzed hundreds of controlled experiments on the effectiveness of computer-based learning Findings indicate that average learning time has been reduced significantly and achievement levels one grade better when multimedia is used 13
- 14. UNDERLYING THEORIES • The more actively involved students are in the teaching and learning process, the more knowledge gets retained • Cognitive theory: To educate you must do more than modify behavior, you must help the students learn how to develop strategies for learning • Multimedia computers provide a powerful environment for helping achieve the goals of cognitive movement in education 14
- 15. Teacher Dominated Perspective Teacher centered Cognitive Perspective Learner centered Teacher present knowledge Learner discover and construct knowledge Students learn meaning and memorize Students create meaning and process information Learn facts Develop learning strategies Knowledge is acquired Knowledge is created Individual study Cooperative learning 15
- 16. UNDERLYING THEORIES • Broadly, cognitive theory is interested in how people understand material, and thus in; • aptitude and capacity to learn • and learning styles 16
- 17. UNDERLYING THEORIES • Piaget 1969- students learn better when they invent knowledge through inquiry and experimentation instead of acquiring facts presented by a teacher in class. • Traditional classroom- impossible as one teacher to many. 17
- 18. UNDERLYING THEORIES • Multimedia computers (internet) help by providing student with a world of interconnected knowledge to explore • Student becomes active processor of the information and knowledge is the by product 18
- 19. UNDERLYING THEORIES • Cognitive theory is the basis of the educational approach known as constructivism • emphasizes the role of the learner in constructing his own view or model of the material, and what helps with that. • Learner now an active processor who explores, discovers, reflects and constructs knowledge – known as constructivist movement • Encourage knowledge formation and development of meta cognitive processes for judging, organizing, and acquiring new information 19 Metacognition is defined as "cognition about cognition", or "knowing about knowing."[1] It can take many forms; "it includes knowledge about when and where to use particular strategies for learning or for problem solving.
- 20. UNDERLYING THEORIES • Rumelhart (1981) introduced the notion of schemata- mental frameworks for comprehension that function as scaffolding for organizing experience • Vygotsky (1798) emphasized the role of social interactions in knowledge construction- concept of ZONE OF PROXIMAL DEVELOPMENT (ZPD) 20
- 21. ZONE OF PROXIMAL DEVELOPMENT • The difference between what a learner can do without help and what he or she can do with help • “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through solving under adult guidance, or in collaboration with more capable peers” (Vigotsky) 21 Scaffolding
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- 24. ZPD AND INTERNET / MULTIMEDIA TECHNOLOGIES 24 So he goes to the internet to look for websites that will teach him how to read critically Ahmad has to complete his final year research project (AE). However, his supervisor told him that he needs to improve his Literature Review. He is not reading critically enough. This is Ahmad, a final year student at a university. Ahmad can actually read but he needs a little coaching to be able to read critically
- 25. ZPD AND INTERNET / MULTIMEDIA TECHNOLOGIES 25 Online multimedia websites ESL critical reading websites ZONE OF PROXIMAL DEVELOPMENT Critical reading videos on YouTube SNS – discussions with friends Ahmad is now able to read critically
- 26. LANGUAGE LEARNING • Multimedia computers natural for teaching language • Digital audio provides pronunciation capabilities • Full motion video can put students in real life situations 26