Journal articles on the topic 'Multimedia training package'

In recent years the interactive training capabilities available through multimedia technology have dramatically influenced the way in which technical material is taught. These interactive training programs feature training approaches combining graphics, audio, and video in an electronic environment that allows the user to create an individualized training process customized to each person’s level of understanding and expertise. Procedural changes in collecting pavement distress information and in the pavement condition rating process itself have created an opportunity for the Illinois Department of Transportation (IDOT) to develop a training package for its pavement distress identification program. This package demonstrates the capabilities of multimedia-based training within the pavement distress identification arena. The compact disc-based tutorial has been created for IDOT using Folio VIEWS multimedia production software and various other application software. The information contained in the program is from the Condition Rating Survey (CRS) distress manual and the Long-Term Pavement Performance program (LTPP) distress identification manual. Both distress identification procedures (CRS and LTPP) are presented in full detail, using text and graphics, to accommodate a greater number of users. The development of the training tutorial is documented, and some of the capabilities of interactive training tools are demonstrated.

TRAINING ON MAKING AND MENTORING ANDROID-BASED APPLICATION OF HANDHELD SI DIO (CAMTASIA STUDIO) MULTIMEDIA FOR PKBM TUTORS IN KUNINGAN REGENCY. Equality education of study group Package C is one of the non-formal education programs for people’s equivalent to high school level. One of the problems faced in the learning process of Package C program held by PKBM Kuningan city is not maximize the use of learning media, especially in the field of technology. This community service activity will be held in PKBM Kuningan city which already has NPSN. The purpose of this training is to improve tutor skills in making and implementing learning by utilizing android-based smartphone as a medium of learning. The method of training implementation consists of several stages: training licensing, training preparation, preparation of training module book, Si Dio handheld multimedia training, mentoring of media usage already made by tutor. Based on the results of training and mentoring the application of handheld multimedia Si Dio based on android this can help improve and improve the quality of the process of Package C equivalence program and facilitate understanding even though learners learn independently.

Use of videos as multimedia materials in class and integration of these materials into education increase the quality of education. This study was conducted with 219 students attending the departments of Elementary School Teaching and Pre-School Teaching at Education Faculty in the academic year of 2011-2012. In order to determine their level of background knowledge, the students were given an achievement pre-test regarding educational subjects. The test questions prepared by the Ministry of Education and private courses given by companies like European Computer Driving License (ECDL) and Microsoft were used to determine the students’ levels of knowledge about the package software regarding which training would be given. The results of the study revealed that the courses given using multimedia videos were more successful than those given based on traditional methods.Keywords: internet; educational videos; multimedia; package software;

Since the 1970s, there has been a progressive increase in the use of computers as a teaching resource. The purpose of this article is to summarise the current uses of computer-based learning (CBL) packages and to highlight how to assess whether a particular multimedia package meets your own requirements for training.

The greatest barrier to effective training in electron microscopy is the initial apprehension within students based on the complexity and cost of the instrumentation. A second, and today more real barrier, is the actual cost of hands-on training in courses, in terms of both instrument and staff resources. The software described below was developed to eliminate these barriers, to include a ‘fun’ component to relax students, to improve the effectiveness of short training courses and to act as a stand-alone resource for new SEM operators.A software package utilising multimedia components, “Virtual SEM 1.2”, has been developed to simulate the use and operation of a basic scanning electron microscope (SEM). Background SEM theory is provided through introductory tutorials and an automatic assessment section allows independent evaluation of student progress. The package is appropriate for entry level operator training and also as a reference for general operation.

This study reports the results of an evaluation study of a training process that provided teachers with information about how to use an interactive multimedia package for classroom instruction The ways in which the teachers accessed relevant printed text and hypertext information were mapped and analysed. Search patterns for each information source were tentatively classified into two cognitive strategies labelled as ‘sequential search strategies’ and ‘goal-oriented search strategies’. It was found that the ‘sequential search strategies’ broke down in the non-sequential hypertext environment and users had to be supported by conceptual maps to ensure meaningful outcomes.

The article substantiates that large-scale implementation of information technologies will facilitate methodological support of future foreign language teachers’ linguistic self-education. The main functions and advantages of the author’s multimedia training package “English for Self-Education”, designed to support future foreign language teachers’ linguistic self-educational activities, are characterized. It is defined that the package is an open-ended multipurpose programmatic learning system, containing didactic, methodological, informational and reference materials. The package is based on general pedagogical, ergonomic and specific principles of informatization of education. It has a dual structure, which includes two levels. The first level contains 1) lexical-informational component that provides working with lexical and theoretical material, 2) training element, which enables practicing knowledge and skills, as well as mastering methods and means of autonomous managing, regulating and correcting the process of linguistic self-education, 3) control aspect, which allows realizing independent monitoring and evaluating the degree and quality of acquired knowledge and skills. The second level considerably extends didactic possibilities and educational resources of the package. It covers a wide range of extra learning materials of theoretical and practical nature that are available both in the package itself and beyond its limits through providing the access to the “virtual reality” within external resources of global network. All the above not only makes for activating students’ cognitive activity but also significantly enriches their language and sociocultural practice. The package enables comprehensive independent study of a foreign language, exercising self-diagnostics in order to detect gaps in the student’s foreign-language competence, performing intensive linguistic self-educational activities, constant monitoring the level of autonomously mastered foreign-language material, carrying out search for information, etc. Thus, the package provides optimal conditions for future foreign language teachers’ linguistic self-educational activities. Students have an opportunity to actualize the adaptive algorithm of building the individual trajectory of linguistic self-education in accordance with their psychological features and personal educational needs. It is shown that working with the package results in students’ receiving an external and internal educational products, namely improving foreign-language knowledge and skills, along with gaining personal experience of linguistic self-educational activities. It is grounded by the example of the proposed package that comprehensive use of IT significantly optimizes the process of linguistic self-education.

For more than 20 years the Illinois Department of Transportation (IDOT) has been using the results of its Condition Rating Survey (CRS) to make policy decisions regarding pavement rehabilitation activities, assess overall network condition throughout the state, and present funding requests to the state legislature. Before the early 1990s the CRSs were conducted manually by assigning a subjective rating ranging from 1.0 to 9.0 to each pavement section in the network. Since 1994 IDOT has used automated equipment to record roughness, rutting, and faulting information and videotapes at a workstation to identify additional distress. The acquisition of the automated equipment resulted in changes to the CRS procedures. Instead of subjectively assigning a rating to a pavement section, automated sensor data are used in conjunction with the identification of up to five predominant distress types and severity levels to calculate a CRS value. Models were developed to accommodate this change within the department so that CRS ratings determined by the new procedures would be within one-half point of the rating that would have been assigned by manual procedures. In addition, the models were developed to minimize the amount of time spent biennially conducting the CRS for Interstate pavements and primary highways. As a result of the changes in the CRS procedures, the rating of the predominant distress types and severities for each pavement section became more important. For this reason, the department identified the need for additional training that could be used to supplement the annual training class and provide immediate support to the CRS raters as they performed the condition surveys. An interactive, compact-disc (CD)-based training program that features full multimedia capabilities such as video, audio, and photograph was developed. An interactive testing and assessment package is also being developed as part of the training package. A summary of the development of the CRS rating models and the CD-based training program designed to be used at the workstation as surveys are conducted is presented.

The COVID-19 vaccine is being rolled out globally. High and ongoing public uptake of the vaccine relies on health and social care professionals having the knowledge and confidence to actively and effectively advocate it. An internationally relevant, interactive multimedia training resource called COVID-19 Vaccine Education (CoVE) was developed using ASPIRE methodology. This rigorous six-step process included: (1) establishing the aims, (2) storyboarding and co-design, (3) populating and producing, (4) implementation, (5) release, and (6) mixed-methods evaluation aligned with the New World Kirkpatrick Model. Two synchronous consultations with members of the target audience identified the support need and established the key aim (Step 1: 2 groups: n = 48). Asynchronous storyboarding was used to co-construct the content, ordering, presentation, and interactive elements (Step 2: n = 14). Iterative two-stage peer review was undertaken of content and technical presentation (Step 3: n = 23). The final resource was released in June 2021 (Step 4: >3653 views). Evaluation with health and social care professionals from 26 countries (survey, n = 162; qualitative interviews, n = 15) established that CoVE has high satisfaction, usability, and relevance to the target audience. Engagement with CoVE increased participants’ knowledge and confidence relating to vaccine promotion and facilitated vaccine-promoting behaviours and vaccine uptake. The CoVE digital training package is open access and provides a valuable mechanism for supporting health and care professionals in promoting COVID-19 vaccination uptake.

This article is dedicated to one of the essential problems of improvement of the quality of education in the higher educational institutions in Ukraine nowadays that is the introduction of crossmedia into the educational process. In the article, based on the author's own experience, the essential characteristics of the cross-media, the importance of the formation of cross-media competencies in the Humanities graduates are disclosed and the effectiveness of the introduction of cross-media as an innovative technology in their training is analysed. The peculiarities of transformation and modernization of the modern didactic space are described, Ukrainian and foreign scientific and methodological works on the problem of the introduction of cross-media technologies into the educational process are reviewed, the theoretical aspects of this problem are studied, preferable sources of information and most popular platforms among students based on content analysis of ethnocentric questionnaire (hand delivered questionnaire) are revealed. An emphasis is made on the necessity to conduct media education in formal, informal and accidental ways, which lead to the formation of one’s own media product in the sphere of one’s personal interests. The author also paid special attention to the package of licensed programmes such as AdobeAudition, InDesign, Photoshop, AdobePremiere for the production of the multimedia content of high quality. On the basis of the new technological equipment the students who obtain higher education have an opportunity to realise their students’ media projects and create the journalist content in such forms as: printed production with the on-line version, video- and audio-podcasts, infographics, videoconnection, webinars etc. The effectiveness of the student-centered attitude in the educational process that motivates the future specialists to self-knowledge, self-development and self-education is substantiated. It is proved that the introduction of such technologies affects the modernization of the educational process in the higher education institution, provides the maximum approximation of education to the conditions of the future career.

Extramural education along with certain advantages has some disadvantages, including the lack of the possibility of acquiring experimental work skills. Pharmacy students of correspondence courses should study a number of chemical disciplines, including analytical chemistry. Virtual labs could solve the problem of lack of laboratory training, at least partially. Virtual laboratory works on chemistry, described in the literature, are built on the basis of multimedia technologies (audio, video, animations, presentations and other visual effects). The purpose of this work is the creation of a computer program that would not only visually simulate the process of acid-base titration, but also create a task for a student, i.e. – definition of titrant volume and calculation the concentration of an analyte in a virtual sample. Virtual laboratory work was developed in the LabVIEW12 package (National Instruments, USA). A file of virtual laboratory work along with all educational materials is received via e-mail by all students. When you open the laboratory work file, the front panel of the virtual instrument shows the setup for titration, a series of indicator windows for displaying information, and a virtual monitor screen for displaying the titration curve. Then the program guides the student through the following steps: registration of personal data and definition embodiment, visualization of titration and formation of the titration curve, mapping the first derivative of the titration curve, increasing the scale of the graph and determining the volume of titrant at the equivalence point. After finishing the task, the student makes a print-screen, inserts it into his report with the calculations and sends it to the teacher via e-mail for verification in a timely manner. Thus, the described laboratory work allows the student to observe the formation of the titration curve and its subsequent transformation, as well as to master the processing of titration results. Development of virtual laboratory works similar to other methods for quantitative analysis will form a complete virtual laboratory practice, which can increase the level of training of pharmacy students and eventually move to distance learning.

The world experience on educational clusters proves their applicability and efficiency. An example is the formation of educational clusters for economic education and business schools. Formation of educational clusters has become an important part of the state personnel policy of many countries of the world. Multidimensional notion of "sustainable development" in combination with a wide range of age-old target audiences requires new methodological approaches for building an open dialogue between a student and a teacher. Taking into account the complex nature of the research subject that combines social, economic and environmental dimensions of human activity, authors propose a scientific and educational cluster as an innovative form of implementation of cross-cutting education for sustainable development (ESD) in Ukraine. The role of the core formation of an educational cluster is best suited for universities that are open to innovation and new educational technologies. The new educational model is illustrated by ad hoc activity of Carpathian School held in Kosiv, Ivano-Frankivsk region. Target audience represented Master students of natural sciences, secondary school students, biologists and geography teachers together with civil society activists. The school organizers were "Centre for Civic Initiatives", Kosiv and Faculty of Geography of Taras Shevchenko National University of Kyiv supported by two National Natural Parks “Hutsulshchyna” and “Vyzhnytsky”. The lecturers’ team included university professors, experts of The Regional Environmental Centre for CEE countries (REC), Hungary, the National Ecological Centre of Ukraine (NECU), leading experts of the Ministry of Natural Resources of Ukraine, employees of local museums and cultural institutions. The main goal of the School is to consider the role of civil society, local activists, entrepreneurs and authorities in building sustainable communities, to achieve the UN Sustainable Development Goals. The cluster model was tested for obtaining a professional orientation of the lyceum graduates with a strong TOT component in view of education reform "New Ukrainian School". The students were acquainted with educational materials and methodical guides of the REC multimedia toolkits "Green Package" and "Step by Step", adapted to Ukrainian needs by local experts. These materials are easily perceived by young people, Master students and senior pupils. Interactive games and dilemmas were suitable for the formation of ecologically oriented thinking and social competence of youth. The guides were also highly praised by elderly participants and recommended for training and retraining of school teachers. Interviews with the school attendees and lecturers, interviews and publications in the local mass-media showed the benefits of cluster model in comparison with traditional forms of education. The school also identified the opportunities for professional guidance, training and retraining of teachers' staff.

Background: The prerequisite of effective nutrition intervention is an appropriate education. This study aimed to evaluate the effectiveness of nutrition education based on discussion and multimedia in the learning of pregnant women. Methods: This randomized educational trial was conducted on 174 pregnant women in Gonabad City, northeast Iran. The study participants were randomly assigned into three groups (58, 57, and 59 women in the multimedia group, discussion group, and control group, respectively). The demographic information form and assessment of learning questionnaire were completed before the study for all three groups. In the intervention group, training was based on the discussion and multimedia packages. Multimedia packages were given to mothers in the intervention group for 2 weeks. In the discussion group, mothers were divided into subgroups of 8 to 12 members, and educational subjects were presented over three 90 min sessions. One month after the intervention, a post-test was administered to all groups. Results: The mean gestational ages in the multimedia group, discussion group, and control group were 9.66, 9.54, and 9.40 weeks, respectively. The results showed that the difference between the multimedia and discussion groups (P<0.001) regarding the cognitive scores was significant before and after the intervention. There were significant differences between groups regarding affective domain scores before and after the intervention (P=0.03). Conclusion: The effectiveness of multimedia learning in the cognitive domain and discussion in the affective domain was confirmed. Therefore, it is recommended to use innovative and effective methods such as multimedia packages for educating pregnant women.

ABSTRAKPelatihan Pembuatan Media Pembelajaran Multimedia Menggunakan Aplikasi Lectora Inspire Yang Diintegrasikan dengan Camtasia Studio bagi Guru SD Di Pesisir Teluk Tomini. Kegiatan pengabdian masyarakat dilaksanakan di Kecamatan Kabila Bone dengan sasaran adalah Guru Sekolah Dasar. Kegiatan ini bertujuan memberikan pelatih guru-guru untuk membuat media pembelajaran multimedia menggunakan aplikasi Lectora Inspire yang dintegrasikan dengan Camtasia Studio. Metode yang digunakan adalah pengenalan aplikasi dan pelatihan menggunakan aplikasi Lectora Inspire untuk membuat video pembelajaran. Video pembelajaran yang dihasilkan menggunakan gambar, suara, video dan animasi yang dikemas menjadi materi pelajaran yang interaktif. Hasil dari kegiatan ini adalah dari video ini bisa diunggah di media sosial seperti Youtube, Instagram, dan Facebook sehingga mudah untuk dimanfaatkan oleh murid. Kata kunci: lectora inspire; camtasia studio; multimedia; kabila bone. ABSTRACTTraining on Making Multimedia Learning Media Using the Lectora Inspire Application Integrated with Camtasia Studio for Elementary School Teachers in the Coast of Tomini Bay. Community service activities are carried out in Kabila Bone District with the target of being elementary school teachers. This activity aims to provide teacher trainers to create multimedia learning media using the Lectora Inspire application which is integrated with Camtasia Studio. The method used is application introduction and training using the Lectora Inspire application to make learning videos. The resulting learning videos use images, sounds, videos and animations that are packaged into interactive subject matter. The result of this activity is that this video can be uploaded on social media such as Youtube, Instagram, and Facebook so that it is easy for students to use Keywords: lectora inspire; camtasia studio; multimedia; kabila bone.

The article is devoted to the forms and means of information and communication support for students of mathematics in the pedagogical institution of higher education. The main purpose of the article is to define and characterize the forms and means of information and communication support for teaching mathematics in a pedagogical institution of higher education. To achieve this goal, the authors used the following research methods: analysis and generalization of scientific and methodological sources, government documents on the research topic for theoretical justification of the problem, modeling, synthesis of data. The results. The introduction to this article presents a theoretical analysis of educational technologies, in particular, highlights the «information technology» and defines the essence of this concept. The authors define the pedagogical goals of the use of information technology, as well as provide a classification of pedagogical software. The article highlights and substantiates computer training programs used in higher education institutions in the study of some disciplines, which by their purpose are divided into control (tests, questionnaires, etc.), reference and information (databases, dictionaries), modeling and electronic textbooks. In the process of analysis, the means of information and communication support for teaching mathematics in a pedagogical institution of higher education are identified: computer training and control programs (electronic textbooks, workshops, test systems, simulators), expert systems, electronic libraries, telecommunications, e-mail, teleconferences) and multimedia systems. Conclusions. The authors proved that spreadsheets and integrated mathematical packages can also be widely used in teaching students of mathematical disciplines. Integrated mathematical packages such as Matlab, MathCad, Maple, Mathematica are singled out and briefly described. It is noted that one of the leading types of ICT is computer telecommunications, in the system of mathematics education the use of the following types of computer telecommunications as teleconferencing, e-mail, electronic bulletin board and other Internet capabilities is quite possible. So, modern MultiMedia tools allow you to create a variety of information environments that increase the level of emotional perception of information, and to develop the ability to implement various forms of independent activities for information processing.

. Introduction. The paper substantiates the possibility of using information and communication tech- nologies in the study of natural and mathematical disci- plines while training junior technical specialists. The authors consider the effectiveness of the introduction of modern ICT tools, in particular, multimedia technologies in the process of studying mathematical disciplines, which contributes to the diversification of methods of dealing with objects of study, as well as the visualization of edu- cational information. The use of multimedia technologies can significantly increase the learning motivation and cognitive activity, improve the professional level of future junior specialists, and encourage to apply the latest in- formation resources in professional activities. The purpose of the article is to summarize the experi- ence of using information and communication technologies in education and justify their effective influence on the formation of professional digital competencies of future specialists in the field of IT technologies, lay the founda- tions for professional growth and lifelong learning. The methods of analysis, comparison, explication, abstraction are used in the study. Results. The introduction of ICT into the educational process has become the basis for the formation of a fun- damentally new form of lifelong education which is based on detailed self-assessment supported by technological means and motivated for self-educational a ctivity by the results of self-assessment. The introduction of ICT into the educational process in- fluences the teacher's activity: the teacher is increasingly freed from some didactic functions, including controlling ones, leaving creative ones behind; his/her role is chang- ing significantly and the possibilities of managing the cognitive activity of students are expanding; the qualita- tive characteristics of educational activity are changing, more and more didactic functions are imposed on the computer (presentation of educational material, demon- stration and modeling of processes and phenomena); the requirements for the computer training of the teacher are increasing. The educational process, in its essence, is increasingly approaching productive work. This effect is especially enhanced if educational tasks solved with the help of ICT, are related to the practical activities of the future special- ist or are of interest in the current educational work. Originality. Recently, the application of computer tech- nology and information and communication technologies in higher education, in particular, in the study of mathe- matical disciplines, has intensified. This happened due to the improvement of the computer base of universities and the availability of such mathematical packages as GRAN1, Derive, Mathcad, Matlab, Maple, Mathematica, MuPad, etc. on the software market. Conclusions. The opportunities provided by the use of modern ICT to users, including mathematical packages, determine the need for their widespread introduction into the educational process of the college while teaching mathematical disciplines, which will make it possible to activate the students' educational and cognitive activity and raise the level of the mathematical and professional training of future programmers and economists.

The paper is focused on identifying the advantages and disadvantages of remote education systems in terms of modern requirements to practical skills of future professionals, especially in the engineering field. Based on the analysis of the shortcomings of the already existing distance education models in the context of the pandemic, the need for a fundamentally new remote training scheme has been substantiated. The proposed model allows the students and interns of the shipbuilding profile to master the theoretical backgrounds of shipboard design and engineering and complete all practical tasks, acquiring practical skills in specialized packages of up-to-date shipbuilding CAD systems entirely remotely.This model was tested using a peer-to-peer data exchange technology between three modern information platforms: Moodle, CADMATIC™ and TeamViewer. Advantages of this distance learning model were identified: the possibility of acquiring practical skills in modern computer-aided design systems from anywhere globally through direct interaction of the learner and the teacher in real-time. An appropriate engineering education approach has been developed based on the presented model, enabling the student to acquire needed practical skills and initial experience in ship design using modern three-dimensional CAD in remote mode. The described course prepares the trainees for work at shipbuilding design and production companies in initial engineering positions, namely in ship hull design, structural digital twins, and production information development. A pilot project, "Development and testing of specialised multimedia courses in advanced ship engineering", was implemented at the "Neoteric Naval Engineering Institute" of the Admiral Makarov National University of Shipbuilding. The project results show the high efficiency of using the proposed engineers training model considering modern requirements of employers to future designers and the commercial safety requirements of shipbuilding CAD systems suppliers. The relevance of the results obtained is justified both in the context of the COVID-19 pandemic and beyond.

<span>Queensland Alumina Limited (QAL) and the Interactive Multimedia Unit (IMU) at Central Queensland University (CQU) have recently completed a joint project involving the design, development and implementation of a multimedia training package. The multimedia tutorial forms an integral part of the training curriculum for alumina production workers at QAL's Fluid Bed Calciner facility. This paper describes the progress of the project to date and the current and future strategies for evaluation of the training program. An initial evaluation of learner attitudes shows a high degree of acceptance and enthusiasm for the new package. The quality of the multimedia training materials was recently recognised at 1997 Queensland IT&amp;T awards for excellence.</span>

Aim: Pyelonephritis is a subset of urinary tract infections that occurs by the ascent of bacteria from the lower urinary tract to the upper tract, such as kidneys. The purpose of this study is to create an introductory multimedia educational package for pyelonephritis. Method: The required information was retrieved from Medline (through PubMed), Web of sciences, Scopus, and Google Scholar databases by searching "Educational package" or "Training package" and "Pyelonephritis" keywords. In the next step, AutoPlay Media Studio software was selected to build an electronic educational multimedia package, considering the features of different Autoruns. In the usability evaluation stage, the isometric questionnaire 9241 part 10 was used. Four kidney and urinary tract specialists and eight experts in health information technology gave their views to us by completing the stated questionnaire. The results collected from the questionnaires were entered into SPSS-23 software for analysis using descriptive statistics. Results: The content of the educational multimedia package, i.e., the definition of pyelonephritis, types of pyelonephritis, the causes of pyelonephritis, the underlying factors, clinical signs and symptoms, and methods of diagnosis and treatment are presented on different pages of the electronic package, respectively. The results of this usability evaluation showed that the items; "after not using the system for a long time, it is easy for the user to re-learn how to use the system" and "the user can use the system properly without asking his/her colleagues for help" had the lowest mean value (4.2) and the item; "explanations provided help the user to use the system more skillfully" had the highest mean value (4.9). Conclusion: The use of educational multimedia packages by patients can improve awareness and affect public health. Our educational multimedia package is superior to traditional training due to easy access and not being limited to a specific time and place, increasing the quality of learning and awareness.

Objective: Breaking bad news to the patient is challenging, especially for the physicians and the residents, due to the lack of structured and practical training. This study aimed to design and evaluate a novel virtual instructional design for improving obstetrics and gynecology (Ob/Gyn) residents breaking bad news skills. Materials and methods: Virtual instructional design was performed based on the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) from September 2020 to July 2021 at the Department of Ob/Gyn, a referral hospital affiliated with Tehran University of Medical Sciences, Tehran. Iran. The five steps of ADDIE virtual instructional design were applied sequentially. Results: Totally 33 of the Ob/Gyn residents included in the study that 77% needed specific training. The awareness of the performance of the residents in seven areas including interview context, strategy, planning, professionalism, empathy, knowledge, and receiving information needed to be trained for breaking bad news. The content of the virtual training package was designed based on the prior assessment needs in four multimedia lectures of professors, one short educational video, a 65-page file that combines text and images in 4 parts. The pre-test and post-test mean scores (SD) were 9.45 (2.0) and 10.67 (1.7), respectively (p-value≤0.001) in the cognitive and attitudinal domain. In the final step, the final corrections were made in the virtual training package. Interestingly, the satisfaction of residents' attitudes was 96.5%. Conclusion: Most Ob/Gyn residents do not have the necessary perception and skills to deliver bad news to the patients. Designing an appropriate virtual training package for improving communication skills is associated with satisfaction. Thus, the efficacy of the training program should be implemented for all Ob/Gyn residents.

Background: The aim of present study is to improve the selective attention of children with attention deficit hyperactivity disorder (ADHD), using a computer application. Materials and methods: The investigator developed a computer assisted program (Attention Improving Multimedia Package) to improve the selective attention of children with ADHD. The training package consists of performance based and timed activities aimed to improve the accuracy, concentration and speed of work of children with ADHD. After developing the tool, the investigator approached the school authorities. The purpose and need of the study were explained to the Principals and teachers. The samples were selected by assessing the students using ADHDSRS. The school rater option was used. The investigator selected 20 students who had been screened as “at risk” and “high risk’’ of ADHD in school rater option as explained in the ADHD- SRS manual. The investigator selected 20 students who are “at risk” and “high risk” of ADHD from both sexes. The subjects were the 5th, 6th and 7th grade students aged 10, 11 and 12 selected from Govt. H S S, Puthoor. Then the samples were randomly assigned to experimental and control group. Each group consisted of 10 subjects. Both the experimental and control group were assessed to understand their baseline performance. The d2 test of attention was administered to both groups. Before administering the test, the procedure and purpose were explained. Socio- demographic details were noted in the space given. After completing the d2 test of attention, filled recording blanks were collected and checked whether it is completed or not. Then the AIMP were given to the experimental group in a separate classroom individually. Before administering the AIMP, a rapport was created with subject. The procedures and importance of AIMP was explained to the subjects. The subjects were allowed to sit comfortably in front of the computer and the room was free from any disturbances. After the successful completion of the intervention, a post- test was conducted for both experimental and control group. To find out the sustainability of attention after the intervention, the investigator conducted a delayed post-test after one week of post-test. There were 5 sessions. In the first session the subjects were asked to complete LEVEL 1 activity. In the second session, the subject was informed to complete the LEVEL 1 at first and then the LEVEL 2 activities. The third, fourth and fifth sessions were administered by starting from the LEVEL 1. By repeating the activities, the subject could easily complete the previous level of activities faster than earlier. The time taken to complete was recorded on each session, so the administer can observe the improvement of subject. Results: The mean rank and Wilcoxon Z value of pre-test and post- test scores on accuracy of performance of experimental group are 3.00 and 2.121 respectively. The Z value of experimental group is significant at 0.05 level. Conclusion: Hence, the null hypothesis, “there is no significant difference in the accuracy of performance of experimental group before and after intervention” is rejected and is concluded that there is a significant improvement in accuracy after intervention.

This paper reports on a series of evaluations undertaken in the countries which participated in the CAMILLE project.1 The principal aim of this European project has been the development and delivery of hypermedia courseware in Dutch, Spanish and French. The courseware encompasses the training of general linguistic competencies for beginners (Dutch and Spanish) as well as competencies related to the use of language for specific purposes (French). The target audience includes students in science or business, and technicians or engineers from SMEs (Small and Medium Enterprises - small businesses). This report may be of interest to two kinds of reader of this journal, as follows. • Each one of our packages exploit the full range of hypertextual and multimedia facilities currently provided by standard computing platforms. Furthermore, each package offers learners a large-scale learning environment capable of supporting autonomous study. Consequently, these preliminary outcomes relating to the way CAMILLE has been practically used by learners and to its effectiveness are of potential interest to teachers, trainers and educational advisers. • The various experiments conducted by the teams and integrated into the process of software development will be of interest to Computer-Aided Learning (CAL) developers in general. Indeed, within the CAL literature, the issue of integrating evaluation into the life of a project, i.e. either in the course of the development or at the end of it, has often been recommended but much less frequently reported, at least for this type of environment. The paper discusses the constraints, advantages and drawbacks of actually adopting such a procedure.DOI:10.1080/0968776960040307

In this paper, an attempt is made to study the features of teaching future mathematics teachers in computer graphics and multimedia in the context of informatization of education and to identify some important points that affect the effectiveness of improving their mathematical training. Today, despite the abundance of various application software packages, the problem of learning computer animation remains relevant. The use of computer graphics in educational systems not only allows you to increase the speed of information transfer and increase its level of understanding, but also contributes to the development of imaginative thinking. Of great educational and psychological importance is the fact that the color of graphic images affects thoughts and feelings, stimulating the imagination. The competent use of computer graphics technology allows us to provide not only the best development of educational material, but also create all the conditions for a more effective learning process as a whole.

On May 18, 2003, the Australian Minister for Education, Brendon Nelson, appeared on the Channel Nine Sunday programme. The Yoda of political journalism, Laurie Oakes, attacked him personally and professionally. He disclosed to viewers that the Minister for Education, Science and Training had suffered a false start in his education, enrolling in one semester of an economics degree that was never completed. The following year, he commenced a medical qualification and went on to become a practicing doctor. He did not pay fees for any of his University courses. When reminded of these events, Dr Nelson became agitated, and revealed information not included in the public presentation of the budget of that year, including a ‘cap’ on HECS-funded places of five years for each student. He justified such a decision with the cliché that Australia’s taxpayers do not want “professional students completing degree after degree.” The Minister confirmed that the primary – and perhaps the only – task for university academics was to ‘train’ young people for the workforce. The fact that nearly 50% of students in some Australian Universities are over the age of twenty five has not entered his vision. He wanted young people to complete a rapid degree and enter the workforce, to commence paying taxes and the debt or loan required to fund a full fee-paying place. Now – nearly two years after this interview and with the Howard government blessed with a new mandate – it is time to ask how this administration will order education and value teaching and learning. The curbing of the time available to complete undergraduate courses during their last term in office makes plain the Australian Liberal Government’s stance on formal, publicly-funded lifelong learning. The notion that a student/worker can attain all required competencies, skills, attributes, motivations and ambitions from a single degree is an assumption of the new funding model. It is also significant to note that while attention is placed on the changing sources of income for universities, there have also been major shifts in the pattern of expenditure within universities, focusing on branding, marketing, recruitment, ‘regional’ campuses and off-shore courses. Similarly, the short-term funding goals of university research agendas encourage projects required by industry, rather than socially inflected concerns. There is little inevitable about teaching, research and education in Australia, except that the Federal Government will not create a fully-funded model for lifelong learning. The task for those of us involved in – and committed to – education in this environment is to probe the form and rationale for a (post) publicly funded University. This short paper for the ‘order’ issue of M/C explores learning and teaching within our current political and economic order. Particularly, I place attention on the synergies to such an order via phrases like the knowledge economy and the creative industries. To move beyond the empty promises of just-in-time learning, on-the-job training, graduate attributes and generic skills, we must reorder our assumptions and ask difficult questions of those who frame the context in which education takes place. For the term of your natural life Learning is a big business. Whether discussing the University of the Third Age, personal development courses, self help bestsellers or hard-edged vocational qualifications, definitions of learning – let alone education – are expanding. Concurrent with this growth, governments are reducing centralized funding and promoting alternative revenue streams. The diversity of student interests – or to use the language of the time, client’s learning goals – is transforming higher education into more than the provision of undergraduate and postgraduate degrees. The expansion of the student body beyond the 18-25 age group and the desire to ‘service industry’ has reordered the form and purpose of formal education. The number of potential students has expanded extraordinarily. As Lee Bash realized Today, some estimates suggest that as many as 47 percent of all students enrolled in higher education are over 25 years old. In the future, as lifelong learning becomes more integrated into the fabric of our culture, the proportion of adult students is expected to increase. And while we may not yet realize it, the academy is already being transformed as a result. (35) Lifelong learning is the major phrase and trope that initiates and justifies these changes. Such expansive economic opportunities trigger the entrepreneurial directives within universities. If lifelong learning is taken seriously, then the goals, entry standards, curriculum, information management policies and assessments need to be challenged and changed. Attention must be placed on words and phrases like ‘access’ and ‘alternative entry.’ Even more consideration must be placed on ‘outcomes’ and ‘accountability.’ Lifelong learning is a catchphrase for a change in purpose and agenda. Courses are developed from a wide range of education providers so that citizens can function in, or at least survive, the agitation of the post-work world. Both neo-liberal and third way models of capitalism require the labeling and development of an aspirational class, a group who desires to move ‘above’ their current context. Such an ambiguous economic and social goal always involves more than the vocational education and training sector or universities, with the aim being to seamlessly slot education into a ‘lifestyle.’ The difficulties with this discourse are two-fold. Firstly, how effectively can these aspirational notions be applied and translated into a real family and a real workplace? Secondly, does this scheme increase the information divide between rich and poor? There are many characteristics of an effective lifelong learner including great personal motivation, self esteem, confidence and intellectual curiosity. In a double shifting, change-fatigued population, the enthusiasm for perpetual learning may be difficult to summon. With the casualization of the post-Fordist workplace, it is no surprise that policy makers and employers are placing the economic and personal responsibility for retraining on individual workers. Instead of funding a training scheme in the workplace, there has been a devolving of skill acquisition and personal development. Through the twentieth century, and particularly after 1945, education was the track to social mobility. The difficulty now – with degree inflation and the loss of stable, secure, long-term employment – is that new modes of exclusion and disempowerment are being perpetuated through the education system. Field recognized that “the new adult education has been embraced most enthusiastically by those who are already relatively well qualified.” (105) This is a significant realization. Motivation, meta-learning skills and curiosity are increasingly being rewarded when found in the already credentialed, empowered workforce. Those already in work undertake lifelong learning. Adult education operates well for members of the middle class who are doing well and wish to do better. If success is individualized, then failure is also cast on the self, not the social system or policy. The disempowered are blamed for their own conditions and ‘failures.’ The concern, through the internationalization of the workforce, technological change and privatization of national assets, is that failure in formal education results in social exclusion and immobility. Besides being forced into classrooms, there are few options for those who do not wish to learn, in a learning society. Those who ‘choose’ not be a part of the national project of individual improvement, increased market share, company competitiveness and international standards are not relevant to the economy. But there is a personal benefit – that may have long term political consequences – from being ‘outside’ society. Perhaps the best theorist of the excluded is not sourced from a University, but from the realm of fictional writing. Irvine Welsh, author of the landmark Trainspotting, has stated that What we really need is freedom from choice … People who are in work have no time for anything else but work. They have no mental space to accommodate anything else but work. Whereas people who are outside the system will always find ways of amusing themselves. Even if they are materially disadvantaged they’ll still find ways of coping, getting by and making their own entertainment. (145-6) A blurring of work and learning, and work and leisure, may seem to create a borderless education, a learning framework uninhibited by curriculum, assessment or power structures. But lifelong learning aims to place as many (national) citizens as possible in ‘the system,’ striving for success or at least a pay increase which will facilitate the purchase of more consumer goods. Through any discussion of work-place training and vocationalism, it is important to remember those who choose not to choose life, who choose something else, who will not follow orders. Everybody wants to work The great imponderable for complex economic systems is how to manage fluctuations in labour and the market. The unstable relationship between need and supply necessitates flexibility in staffing solutions, and short-term supplementary labour options. When productivity and profit are the primary variables through which to judge successful management, then the alignments of education and employment are viewed and skewed through specific ideological imperatives. The library profession is an obvious occupation that has confronted these contradictions. It is ironic that the occupation that orders knowledge is experiencing a volatile and disordered workplace. In the past, it had been assumed that librarians hold a degree while technicians do not, and that technicians would not be asked to perform – unsupervised – the same duties as librarians. Obviously, such distinctions are increasingly redundant. Training packages, structured through competency-based training principles, have ensured technicians and librarians share knowledge systems which are taught through incremental stages. Mary Carroll recognized the primary questions raised through this change. If it is now the case that these distinctions have disappeared do we need to continue to draw them between professional and para-professional education? Does this mean that all sectors of the education community are in fact learning/teaching the same skills but at different levels so that no unique set of skills exist? (122) With education reduced to skills, thereby discrediting generalist degrees, the needs of industry have corroded the professional standards and stature of librarians. Certainly, the abilities of library technicians are finally being valued, but it is too convenient that one of the few professions dominated by women has suffered a demeaning of knowledge into competency. Lifelong learning, in this context, has collapsed high level abilities in information management into bite sized chunks of ‘skills.’ The ideology of lifelong learning – which is rarely discussed – is that it serves to devalue prior abilities and knowledges into an ever-expanding imperative for ‘new’ skills and software competencies. For example, ponder the consequences of Hitendra Pillay and Robert Elliott’s words: The expectations inherent in new roles, confounded by uncertainty of the environment and the explosion of information technology, now challenge us to reconceptualise human cognition and develop education and training in a way that resonates with current knowledge and skills. (95) Neophilliacal urges jut from their prose. The stress on ‘new roles,’ and ‘uncertain environments,’ the ‘explosion of information technology,’ ‘challenges,’ ‘reconceptualisations,’ and ‘current knowledge’ all affirms the present, the contemporary, and the now. Knowledge and expertise that have taken years to develop, nurture and apply are not validated through this educational brief. The demands of family, work, leisure, lifestyle, class and sexuality stretch the skin taut over economic and social contradictions. To ease these paradoxes, lifelong learning should stress pedagogy rather than applications, and context rather than content. Put another way, instead of stressing the link between (gee wizz) technological change and (inevitable) workplace restructuring and redundancies, emphasis needs to be placed on the relationship between professional development and verifiable technological outcomes, rather than spruiks and promises. Short term vocationalism in educational policy speaks to the ordering of our public culture, requiring immediate profits and a tight dialogue between education and work. Furthering this logic, if education ‘creates’ employment, then it also ‘creates’ unemployment. Ironically, in an environment that focuses on the multiple identities and roles of citizens, students are reduced to one label – ‘future workers.’ Obviously education has always been marinated in the political directives of the day. The industrial revolution introduced a range of technical complexities to the workforce. Fordism necessitated that a worker complete a task with precision and speed, requiring a high tolerance of stress and boredom. Now, more skills are ‘assumed’ by employers at the time that workplaces are off-loading their training expectations to the post-compulsory education sector. Therefore ‘lifelong learning’ is a political mask to empower the already empowered and create a low-level skill base for low paid workers, with the promise of competency-based training. Such ideologies never need to be stated overtly. A celebration of ‘the new’ masks this task. Not surprisingly therefore, lifelong learning has a rich new life in ordering creative industries strategies and frameworks. Codifying the creative The last twenty years have witnessed an expanding jurisdiction and justification of the market. As part of Tony Blair’s third way, the creative industries and the knowledge economy became catchwords to demonstrate that cultural concerns are not only economically viable but a necessity in the digital, post-Fordist, information age. Concerns with intellectual property rights, copyright, patents, and ownership of creative productions predominate in such a discourse. Described by Charles Leadbeater as Living on Thin Air, this new economy is “driven by new actors of production and sources of competitive advantage – innovation, design, branding, know-how – which are at work on all industries.” (10) Such market imperatives offer both challenges and opportunity for educationalists and students. Lifelong learning is a necessary accoutrement to the creative industries project. Learning cities and communities are the foundations for design, music, architecture and journalism. In British policy, and increasingly in Queensland, attention is placed on industry-based research funding to address this changing environment. In 2000, Stuart Cunningham and others listed the eight trends that order education, teaching and learning in this new environment. The Changes to the Provision of Education Globalization The arrival of new information and communication technologies The development of a knowledge economy, shortening the time between the development of new ideas and their application. The formation of learning organizations User-pays education The distribution of knowledge through interactive communication technologies (ICT) Increasing demand for education and training Scarcity of an experienced and trained workforce Source: S. Cunningham, Y. Ryan, L. Stedman, S. Tapsall, K. Bagdon, T. Flew and P. Coaldrake. The Business of Borderless Education. Canberra: DETYA Evaluation and Investigations Program [EIP], 2000. This table reverberates with the current challenges confronting education. Mobilizing such changes requires the lubrication of lifelong learning tropes in university mission statements and the promotion of a learning culture, while also acknowledging the limited financial conditions in which the educational sector is placed. For university scholars facilitating the creative industries approach, education is “supplying high value-added inputs to other enterprises,” (Hartley and Cunningham 5) rather than having value or purpose beyond the immediately and applicably economic. The assumption behind this table is that the areas of expansion in the workforce are the creative and service industries. In fact, the creative industries are the new service sector. This new economy makes specific demands of education. Education in the ‘old economy’ and the ‘new economy’ Old Economy New Economy Four-year degree Forty-year degree Training as a cost Training as a source of competitive advantage Learner mobility Content mobility Distance education Distributed learning Correspondence materials with video Multimedia centre Fordist training – one size fits all Tailored programmes Geographically fixed institutions Brand named universities and celebrity professors Just-in-case Just-in-time Isolated learners Virtual learning communities Source: T. Flew. “Educational Media in Transition: Broadcasting, Digital Media and Lifelong Learning in the Knowledge Economy.” International Journal of Instructional Media 29.1 (2002): 20. There are myriad assumptions lurking in Flew’s fascinating table. The imperative is short courses on the web, servicing the needs of industry. He described the product of this system as a “learner-earner.” (50) This ‘forty year degree’ is based on lifelong learning ideologies. However Flew’s ideas are undermined by the current government higher education agenda, through the capping – through time – of courses. The effect on the ‘learner-earner’ in having to earn more to privately fund a continuance of learning – to ensure that they keep on earning – needs to be addressed. There will be consequences to the housing market, family structures and leisure time. The costs of education will impact on other sectors of the economy and private lives. Also, there is little attention to the groups who are outside this taken-for-granted commitment to learning. Flew noted that barriers to greater participation in education and training at all levels, which is a fundamental requirement of lifelong learning in the knowledge economy, arise in part out of the lack of provision of quality technology-mediated learning, and also from inequalities of access to ICTs, or the ‘digital divide.’ (51) In such a statement, there is a misreading of teaching and learning. Such confusion is fuelled by the untheorised gap between ‘student’ and ‘consumer.’ The notion that technology (which in this context too often means computer-mediated platforms) is a barrier to education does not explain why conventional distance education courses, utilizing paper, ink and postage, were also unable to welcome or encourage groups disengaged from formal learning. Flew and others do not confront the issue of motivation, or the reason why citizens choose to add or remove the label of ‘student’ from their bag of identity labels. The stress on technology as both a panacea and problem for lifelong learning may justify theories of convergence and the integration of financial, retail, community, health and education provision into a services sector, but does not explain why students desire to learn, beyond economic necessity and employer expectations. Based on these assumptions of expanding creative industries and lifelong learning, the shape of education is warping. An ageing population requires educational expenditure to be reallocated from primary and secondary schooling and towards post-compulsory learning and training. This cost will also be privatized. When coupled with immigration flows, technological changes and alterations to market and labour structures, lifelong learning presents a profound and personal cost. An instrument for economic and social progress has been individualized, customized and privatized. The consequence of the ageing population in many nations including Australia is that there will be fewer young people in schools or employment. Such a shift will have consequences for the workplace and the taxation system. Similarly, those young workers who remain will be far more entrepreneurial and less loyal to their employers. Public education is now publically-assisted education. Jane Jenson and Denis Saint-Martin realized the impact of this change. The 1980s ideological shift in economic and social policy thinking towards policies and programmes inspired by neo-liberalism provoked serious social strains, especially income polarization and persistent poverty. An increasing reliance on market forces and the family for generating life-chances, a discourse of ‘responsibility,’ an enthusiasm for off-loading to the voluntary sector and other altered visions of the welfare architecture inspired by neo-liberalism have prompted a reaction. There has been a wide-ranging conversation in the 1990s and the first years of the new century in policy communities in Europe as in Canada, among policy makers who fear the high political, social and economic costs of failing to tend to social cohesion. (78) There are dense social reorderings initiated by neo-liberalism and changing the notions of learning, teaching and education. There are yet to be tracked costs to citizenship. The legacy of the 1980s and 1990s is that all organizations must behave like businesses. In such an environment, there are problems establishing social cohesion, let alone social justice. To stress the product – and not the process – of education contradicts the point of lifelong learning. Compliance and complicity replace critique. (Post) learning The Cold War has ended. The great ideological battle between communism and Western liberal democracy is over. Most countries believe both in markets and in a necessary role for Government. There will be thunderous debates inside nations about the balance, but the struggle for world hegemony by political ideology is gone. What preoccupies decision-makers now is a different danger. It is extremism driven by fanaticism, personified either in terrorist groups or rogue states. Tony Blair (http://www.number-10.gov.uk/output/Page6535.asp) Tony Blair, summoning his best Francis Fukuyama impersonation, signaled the triumph of liberal democracy over other political and economic systems. His third way is unrecognizable from the Labour party ideals of Clement Attlee. Probably his policies need to be. Yet in his second term, he is not focused on probing the specificities of the market-orientation of education, health and social welfare. Instead, decision makers are preoccupied with a war on terror. Such a conflict seemingly justifies large defense budgets which must be at the expense of social programmes. There is no recognition by Prime Ministers Blair or Howard that ‘high-tech’ armory and warfare is generally impotent to the terrorist’s weaponry of cars, bodies and bombs. This obvious lesson is present for them to see. After the rapid and successful ‘shock and awe’ tactics of Iraq War II, terrorism was neither annihilated nor slowed by the Coalition’s victory. Instead, suicide bombers in Saudi Arabia, Morocco, Indonesia and Israel snuck have through defenses, requiring little more than a car and explosives. More Americans have been killed since the war ended than during the conflict. Wars are useful when establishing a political order. They sort out good and evil, the just and the unjust. Education policy will never provide the ‘big win’ or the visible success of toppling Saddam Hussein’s statue. The victories of retraining, literacy, competency and knowledge can never succeed on this scale. As Blair offered, “these are new times. New threats need new measures.” (ht tp://www.number-10.gov.uk/output/Page6535.asp) These new measures include – by default – a user pays education system. In such an environment, lifelong learning cannot succeed. It requires a dense financial commitment in the long term. A learning society requires a new sort of war, using ideas not bullets. References Bash, Lee. “What Serving Adult Learners Can Teach Us: The Entrepreneurial Response.” Change January/February 2003: 32-7. Blair, Tony. “Full Text of the Prime Minister’s Speech at the Lord Mayor’s Banquet.” November 12, 2002. http://www.number-10.gov.uk/output/Page6535.asp. Carroll, Mary. “The Well-Worn Path.” The Australian Library Journal May 2002: 117-22. Field, J. Lifelong Learning and the New Educational Order. Stoke on Trent: Trentham Books, 2000. Flew, Terry. “Educational Media in Transition: Broadcasting, Digital Media and Lifelong Learning in the Knowledge Economy.” International Journal of Instructional Media 29.1 (2002): 47-60. Hartley, John, and Cunningham, Stuart. “Creative Industries – from Blue Poles to Fat Pipes.” Department of Education, Science and Training, Commonwealth of Australia (2002). Jenson, Jane, and Saint-Martin, Denis. “New Routes to Social Cohesion? Citizenship and the Social Investment State.” Canadian Journal of Sociology 28.1 (2003): 77-99. Leadbeater, Charles. Living on Thin Air. London: Viking, 1999. Pillay, Hitendra, and Elliott, Robert. “Distributed Learning: Understanding the Emerging Workplace Knowledge.” Journal of Interactive Learning Research 13.1-2 (2002): 93-107. Welsh, Irvine, from Redhead, Steve. “Post-Punk Junk.” Repetitive Beat Generation. Glasgow: Rebel Inc, 2000: 138-50. Citation reference for this article MLA Style Brabazon, Tara. "Freedom from Choice: Who Pays for Customer Service in the Knowledge Economy?." M/C Journal 7.6 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0501/02-brabazon.php>. APA Style Brabazon, T. (Jan. 2005) "Freedom from Choice: Who Pays for Customer Service in the Knowledge Economy?," M/C Journal, 7(6). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0501/02-brabazon.php>.