ED-MEDIA 1999 Proceedings Book - Association for the ...

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Multimedia for Kids Antonio R. Bartolomé University of Barcelona, Spain bartolom@doe.d5.ub.es Karl Steffens University of Koeln , Germany karl.steffens@rs1.rrz.uni-koeln.de "Multimedia for Kids" ("Mediakids") is a project of research and development in the field of multimedia design and production, funded by “Eductional Multimedia Joint Call” from the European Commission, with the participation of 5 universities, 4 schools and 2 private companies of 6 European countries. The project began in September 1998, and will last for is 2 years. This is a short description of this project and its main distinctive items. 1. Objectives and basic description Research on educational multimedia shows that there are a number of key aspects that in general receive little attention. To these, we want to pay particular interest: . The fit of multimedia programs to the curriculum. . Individual differences between teachers. . Cultural differences. . The level of participation of end-users in the development process. . The consideration of metacognitive and non-cognitive dimensions in learning. . The integration of CD-ROM multimedia material and Internet based material into instructional processes. The project will evaluate the design, development and integration of multimedia materials into instruction processes through two parallel conceptions. The objective of the research is not to compare both ones but to analyze how end users participation in design and production process affects the final integration of products, and how two different multimedia designs could be integrated in actual educational environments. "Geometry for Kids" is a CD-ROM multimedia program, with Internet based communication elements, in an open -modular, flexible, interchangeable- design, to be developed by software companies but with participation of end-users -students and teachers- during the production process, and in a context of a methodological approach that takes into consideration the national and individual differences between countries, schools and teachers, as well as the metacognitive and non-cognitive aspects of learning. "As we were" is a Internet multimedia environment -the history of childhood in Europe- with some CD-ROM based resources. This environment affords a high level of communication of schools involved either at national or European level. The environment is composed of elements and tools as well as methodological suggestions that teacher and students could integrate freely into their own curricular design. The CD-ROM offers multimedia elements -e.g. tools, samples as designs, video sequences, and sounds- compiled by schools that participate in the project. Our evaluative research will aim at clarifying if these proposals answer schools needs and, at the same time, how they will offer possibilities of being developed in an cost-efficiency way in an open market. This is a complex and important project, funded with half a million of dollars. There are other lines of research as well. One linked to pedagogical research is to develop solutions that try to apply to commercial products the results of recent research about learning and related metacognitive aspects.
2. Other Characteristics of the Project: Direct participation of 4 schools as associated partners, and 2 more schools in development and evaluation phases. Participation of 30 schools in the implementation phase through National Agencies and Schools Associations and networks as well as Teachers Training Institutions. The two multimedia computer programs (CD-ROM and Internet based technology) will be part of a learning environment that takes into consideration constructivist, situated cognition and contingent instruction aspects. Schools will benefits from the results of this project in terms of innovative MM models based in edutainment conceptions, 3D representations, context learning, object oriented design, as well as in terms of models for a transnational teaching and a cooperation with university and industry. The programs will be validated at schools, private and public, with telematics connection, MM level 2 equipment, one KEY person -a teacher interested, motivated, and English speaking, and 8-10 and 10-12 year old students. Schools will be connected though national agencies and/or private schools associations. The project will benefit from cognitive/metacognitive/non-cognitive research, instructional studies, particularly in the field of Geometry and History. The first 3 months of project (work packages 2 and 5) are oriented to prepare the pedagogical basis for the multimedia design. The partners involved in the project are: Universitat de Barcelona (coordinator) (E), Universtät zu Köln (D), The Nottingham Trent University (UK), Universidade Catolica Portuguesa (PT), Leiden University (NL), Colegio Senara (E), Col.legi públic Salvador Espriu (E), College House Junior School (UK), Scuola Statale Fabio Besta (I), Giunti Multimedia (I), Plaza & Janés Editores (Bertelsman group) (E). 3. Project Management The work has been organized in 9 workpackages (WP), each one with several tasks. WP 1 Project management. WP 2 Research on children´s cognitive, metacognitive, and non-cognitive activities in working at geometry problems with computers WP 3 Development of a pedagogical framework for a multimedia geometry environment for primary schools WP 4 Development of a multimedia course on geometry for primary schools WP 5 Research on children´s technology enhanced historical reasoning in primary schools WP 6 Development of a pedagogical framework for an open software (shell) for a multimedia course on the history of childhood in Europe WP 7 Development of an open software (shell) for creating a multimedia course on the history of childhood in Europe for primary schools WP 8 Formative evaluation of the two MM programs WP 9 Dissemination of the two programs and evaluation of their use in specific learning environments.. WP2 and WP5 have been completed. Reports have been produced in paper, Web and CD-ROM. The CD-ROM version includes also a database of references (Mac and Win platforms). All are available at: http://www.doe.d5.ub.es/mediakids
Page 1 and 2: Designing an Interactive Learning E
Page 3 and 4: develop an educationally meaningful
Page 5 and 6: 2. Functionality of the BSCW System
Page 7 and 8: 3. First empirical findings During
Page 9: of the users as participating actor
Page 13 and 14: education resources are being produ
Page 15 and 16: y using a drop-down menu: Informati
Page 17 and 18: Results Computing ability and expos
Page 19 and 20: instructional designs while introdu
Page 21 and 22: Global Educational Multimedia Serve
Page 23 and 24: Assured Access/Mobile Computing Ini
Page 25 and 26: The University has set up a secure
Page 27 and 28: * Changes in educational paradigms
Page 29 and 30: Using Computer Imagery and Visualis
Page 31 and 32: Publishing an imej Journal for Comp
Page 33 and 34: In summary, we offer the following
Page 35 and 36: Discussion Forums and Peer Review F
Page 37 and 38: Languages and Statistics: Solutions
Page 39 and 40: Kelly and Leckbee (1998) indicate,
Page 41 and 42: A Wide Array of Uses: Inquiry and I
Page 43 and 44: Effects of Question-Based Learning
Page 45 and 46: The EFFECTS of TRAINGING METHOD on
Page 47 and 48: 3. RESEARCH METHODOLOGY A 10-day ex
Page 49 and 50: prototype for futuristic learning e
Page 51 and 52: Designing a Course Web-Site to Supp
Page 53 and 54: International Collaborative Learnin
Page 55 and 56: Facilitation frameworks Bostrom et
Page 57 and 58: From table 2 it can be seen that te
Page 59 and 60: Learning in Safety and Comfort: Tow
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Networking The Nation Noel Craske S
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Norfolk Stations. Schools of Distan
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one-on-one with Teaching Assistants
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Java. One of them is already an exp
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• Personal study room management
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As has already been discussed in th
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On-line Support of On-Campus Educat
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In-service Teachers Teaching Pre-se
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How the Construction & Analysis of
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Yet, still we ask ourselves: How do
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us, we need to be ever-conscious of
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A Reporting Simulation Using Toolbo
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environment — it is impossible to
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Actually, when a particular author
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Any instance of this type is an HC
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Figure 5: Saving an Educational App
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To address this problem Webfuse dra
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Cognitive tools can act as structur
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In this study, we propose the follo
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more information about it, for exam
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Charlottesville, VA., 691-696. Muly
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ownership is retained by the instit
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priority, it is in the interests of
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limitations of the prevailing compl
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exchange information with other cla
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whether compiled or interpreted. So
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A web site system for instructors t
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is to monitor the status of learner
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the capability grant G13 as Not Set
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Slavin R.(1994), Small group method
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tutor. Support offered in the form
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Apart from utilising the functional
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Rogoff, B., & Lave, J. (Ed.). (1984
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Java can significantly increase the
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The modules are designed for a vari
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adapted tests to assess the student
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Architecture of HEZINET The system
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Berners-Lee, T. & R. Cailliau, (198
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The ParlEuNet system will provide a
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3. Students use a dedicated HTML co
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The prototype under development is
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make an hypermedia educational envi
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accreditation or standing in countr
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A government designates a certain a
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will be involved - either in partne
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Streaming 7000 films... Uwe Sander
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and how to innovate will be paramou
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Toward a framework for instruction
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A knowledge integration approach to
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In 1978, the University formalized
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comparisons to conventional instruc
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Multimedia Cases in Teacher Educati
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Merseth, K.K. (1996). Cases and cas
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Using Multimedia to support mentors
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Conclusion The project is still und
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An Investigation into Faculty Attit
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Web-Based Testing in Distance Educa
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Selecting Internet Technologies to
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Designing and Implementing Web-Base
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