Дисертації з теми "Multimedia teaching tools"

With rapid development of science and technology, introduction of the ICT different methodologies into the learning environment today becomes one of the most important factors. Application of IT tools in classroom learning in and methodology for teaching and learning processes creates number of issues, which could be solved with the help of online Learning Management System (LMS). This paper presents experiment results using of Moodle, at the course of Linear algebra and analytic geometry (LAAG) in the first semester of 2010-2011 and 2011-2012 study year. The paper presents quantitative and qualitative rationale interdependence analysis and experiment conclusion based on midterm and final exam results of the freshman students of the National University of Mongolia.

This paper is a literature review exploring previous research on digital learning at school and the competence required both of teachers and pupils. Furthermore, it aims to point out advantages and disadvantages of digital tools in teaching at school by focusing on foreign language teaching. Previous studies indicate that using digital tools in school help to individualize teaching in order to consider the pupils’ individual needs in learning. Recent studies document as well that the teachers’ well-conceived teaching designs are important for target-aimed learning success. According to referred literature should teaching with help of media not replace the teacher in class but rather accompany it. There is however not much research related to digital multimedia schoolbooks which aim to cover all content in a subject. This paper presents two digital schoolbooks for German at Swedish schools in reference to underlying didactic parameters and in comparison, to digital tools. The paper refers both German and Swedish perspectives on digital learning. Finally, the paper deals with the question how far school providers are prepared to implement digital learning at school in order to fulfil their own ambitions.

Международное сотрудничество в различных областях науки и экономики подразумевает наличие не только профессиональных компетенций у современных выпускников высших учебных заведений, но и умение наглядно демонстрировать результаты своей научной и профессиональной деятельности, в том числе, на иностранном языке. Умение описывать различные типы инфографики представляется актуальным направлением в обучении студентов высших учебных заведений. Целью данного исследования является теоретическое обоснование и разработка методики обучения описанию инфографики на иностранном языке с использованием мультимедийных средств. В работе рассмотрены понятие, история, функции и классификации инфографики, определены основные подходы и принципы методики обучения описанию инфографики на иностранном языке, обозначены необходимые мультимедийные средства и цифровые компетенции, разработана поэтапная методика обучения описанию инфографики на иностранном языке с использованием мультимедийных средств. Методика содержит различные типы заданий для каждого этапа. Эффективное применение инфографики на иностранном языке объединяет знания в области инфографики, информационно-коммуникационных технологий и лингвистических особенностей иностранного языка, что и определяет набор заданий на каждом этапе обучения. Методика была апробирована на студентах группы УГИ-104011, обучающихся по образовательной программе 44.03.01 «Методика преподавания иностранных языков». Анализ опросов студентов показал, что после ряда занятий по описанию инфографики изменилось отношение к ее применению для демонстрации результатов своих исследований.<br>International cooperation in various fields of science and economics implies not only the professional competence of modern graduates of higher education institutions but also the ability to demonstrate the results of their scientific and professional works in a foreign language. The ability to describe different types of infographics seems to be an actual trend in the education of students of higher education institutions. The purpose of this study is to provide a theoretical basis and develop a method of teaching the description of infographics in a foreign language with the use of multimedia tools. The paper considers the definition, history, functions and classifications of infographics, defines the basic approaches and principles of teaching methods for describing infographics in a foreign language, identifies the necessary multimedia tools and digital competencies. A step-by-step method of teaching the description of infographics in a foreign language with the use of multimedia tools has been developed. The method contains different types of tasks for each stage. Effective application of infographics in a foreign language combines knowledge in the field of infographics, information and communication technologies and linguistic features of a foreign language, which defines a set of tasks at each stage of training. The method was tested on the students of the UGI-104011 group studying on the educational programme 44.03.01 "Methods of teaching foreign languages." Analysis of student surveys showed that after a series of lessons on infographics description, the attitude towards its application to demonstrate the results of their research has changed.

This project was intended to demonstrate how teachers can tailor classroom instruction to save time, increase student participation, enhance learning outcome, and build student self-esteem using a multimedia approach.

This project was created to provide teachers with a model multimedia project that demonstrates the use of multimedia as both a presentation tool and an archival instrument. It provides teachers with a simple guide to help them teach students how to use multimedia as a productivity tool in the classroom. This outline gives a step by step format that guides teachers and students through the development and presentation process. In addition, an evaluation rubric is provided that offers teachers a concise means to monitor student learning.

L’intégration des multimédias (aspects pédagogiques, méthodologiques et technologiques) dans la didactique du FLE comme facteur de motivation chez les apprenants plurilingues de FLE au Nigeria. Dans notre recherche, nous nous proposons d’étudier l’usage du multimédia comme facteur de motivation chez des apprenants plurilingues et dans l’enseignement du Français Langue Etrangère (FLE) au Nigeria, un pays en voie de développement.L'un des défis auxquels est confronté l’enseignement des langues étrangères au Nigeria est la situation linguistique générale des apprenants. Avec plus de 400 langues, Le Nigeria est connu pour son "extrême diversité linguistique" (Elugbe 1994:62). Dans l'enseignement et l'apprentissage du français, les enseignants et les étudiants sont confrontés à cette réalité multilingue mais aussi à d'autres facteurs négatifs tels que le nombre d’élèves par classe, leur hétérogénéité et souvent leur manque de motivation. Nous constatons que certaines technologies ont déjà été mises en place dans presque toutes les universités nigérianes. Dans tous les ministères, les gouvernements obligent les fonctionnaires à acquérir une connaissance de base en informatique. Dans toutes les villes, il existe des cybercafés et maintenant on peut même surfer chez soi.L’enseignement hybride est un dispositif qui associe l’apprentissage traditionnel en classe avec un apprentissage médiatisé par ordinateur (Graham, 2006:5). L’apprentissage d’une langue est une pratique sociale et culturelle totale, d'autant plus quand il intègre de nouvelles technologies qui favorisent une grande variété d'interactions sociales (Kern &amp; Warschauer, 2000). Si une approche communicative est souhaitable alors il convient de s’intéresser aux possibilités qu’offre l’apprentissage hybride pour améliorer l'enseignement et l'apprentissage des langues au Nigeria.Pour la méthodologie de recherche et la collecte de données, nous avons utilisé un questionnaire qui a été envoyé aux enseignants et aux étudiants du FLE au Nigéria pour déterminer les différentes approches et méthodes dans l’enseignement et l'apprentissage du français langue étrangère au Nigeria.En conclusion, cette recherche présente les résultats d'une étude sur les motivations des enseignants et des apprenants nigérians pour l’apprentissage du français, avec ou sans recours à des dispositifs hybrides. Cependant, nous ne pouvons pas prétendre que les résultats que nous avons obtenus seront valables pour l'ensemble du pays (Nigéria). Mais il reste cependant important de noter que ces résultats faciliteront l'application de l'apprentissage hybride (blended learning) dans le système général d'enseignement et d'apprentissage du français langue étrangère dans le pays<br>The integration of multimedia (pedagogical, methodological and technological aspects) in the teaching of French language as a motivating factor for multilingual learners of French in Nigeria. In our research, we propose to study the use of multimedia as a motivating factor for multilingual learners and in the teaching of the French as a foreign language (FLE) in Nigeria, a developing country.One of the challenges of foreign language teaching and learning in Nigeria is the general language situation of learners. Nigeria is home to over 400 languages and it is known for its “extreme linguistic diversity” (Elugbe 1994:62). In teaching and learning French, both teachers and students are confronted with this multilingual reality and other factors such as the predominance of large mixed-level classes and learners’ lack of motivation.Presently, new technologies are already in place in almost all the Nigerian universities. In almost all Nigerian institutions, governments now compel teachers to acquire at least some basic knowledge in multimedia tools. Also, in most major towns and cities, there are cybercafés and access to online services. With the increase in mobile internet access, many more people can now go internet surfing from home and on the go, thus ensuring ready access to educational instructional materials.Blended Learning systems combine face-to-face instruction with computer-mediated instruction (Graham, 2006:5). Language learning is a comprehensive social and cultural experience, even more so when it involves new technologies that promote a variety of social interactions (Kern &amp; Warschauer, 2000). If a communicative approach is desirable then blended learning should at least be examined as one potential means of improving language teaching &amp; learning in Nigeria.For the research methodology and collection of data, we used a survey through a questionnaire which was sent to teachers and students of FLE in Nigeria to determine the various teaching methodology and approaches to learning.In conclusion, this research presents the results of a study into teachers’ and learners’ motivations for learning French and for using (or not) blended learning. However, we cannot claim that the results that were obtained will resolve the whole issues discussed in this study in relation to French language acquisition in the Nigerian context and we cannot pretend that the recommendations will be valid for the whole country (Nigeria). But it remains, however, important to note that these results/recommendations will facilitate the application of Blended learning in the general system of teaching and learning of French in the country

The purpose of this report was to investigate how people who order a soil analysis perceive the information about that process. According to the law the customers need to have information about the soil analysis if they order it. A new informational film about soil analysis was compared to the existing data to see how the customer perceives different types of information. Two groups took part in the survey, one group watched the informational film, and the second group only had access to the existing data. The results of the investigation show that the majority of the respondents in the second group think that there is too little information about soil analysis and that it is hard to find. The first group think that after watching the movie, they got all the necessary information about the soil analysis in an accessible way. However, most survey respondents want the information in text form. Those who saw the informational movie think they have a better understanding of how and why the soil analysis is done, compared to those who only had access to the existing information. Most survey respondents want to get information from the municipality / county government, but receive the most of it from consultant agencies.

No mundo pÃs-moderno que à influenciado constantemente pela tecnologia, a educaÃÃo e consequentemente o processo de ensino e aprendizagem invariavelmente sofrerà mudanÃas. Logo, torna-se necessÃrio a concepÃÃo de estratÃgias didÃticas alternativas, procurando-se estabelecer vinculaÃÃes entre o uso pedagÃgico do computador e o laboratÃrio de prÃticas cientÃficas, como ferramentas de apoio pedagÃgico ao desenvolvimento do processo de ensino e aprendizagem. A presente pesquisa focou-se na concepÃÃo de estratÃgias de ensino e aprendizagem atravÃs da realizaÃÃo de sessÃes didÃticas de QuÃmica mediada pelo computador e pela experimentaÃÃo. Tal articulaÃÃo se deu atravÃs da uniÃo pedagÃgica dos laboratÃrios de experimentaÃÃo cientÃfica e de informÃtica com o objetivo de facilitar, aos alunos do 2Âano do ensino mÃdio, a aprendizagem de conhecimentos de FÃsico-QuÃmica, especificamente a pilha de Daniel. Tal pesquisa ancorou-se na proposta construcionista de Valente e no advento das tecnologias digitais que oportunizou a aprendizagem mediada pelo computador, proposto por Pierre Levy. Realizou-se a construÃÃo de um software educativo multimÃdia com o fim de simular a prÃtica experimental da pilha de Daniel, enaltecendo-se a construÃÃo colaborativa de conhecimentos, competÃncias e habilidades. Tais aÃÃes foram realizadas com a participaÃÃo de quatorze alunos do 2 ano do ensino mÃdio de uma escola pÃblica do municÃpio do EusÃbio no CearÃ, concebidas em seis etapas: construÃÃo de um software, aula teÃrica-tradicional, aula prÃtica-virtual mediada pelo computador, avaliaÃÃo do software, prÃtica-experimental e teste avaliativo. A abordagem metodolÃgica da pesquisa foi do tipo quali-quantitativa e se caracterizou como pesquisa descritiva. Os dados obtidos por meio dos questionÃrios, e as observaÃÃes permitiram analisar e concluir haver indÃcios de: desenvolvimento da motivaÃÃo, capacidade criativa e apropriaÃÃo do conteÃdo. O experimento da produÃÃo da pilha de Daniel na etapa prÃtica-experimental foi uma maneira de trabalhar de forma mais clara, dinÃmica, colaborativa a ressignificaÃÃo e construÃÃo de conhecimentos. O uso pedagÃgico do software educacional multimÃdia desenvolvido possibilitou aos alunos uma compreensÃo mais eficiente de conceitos, representaÃÃes e fenÃmenos, alÃm de tornar a aprendizagem do conteÃdo pilha de Daniel mais dinÃmica, motivadora e curiosa.<br>In the postmodern world that is constantly influenced by technology, education and consequently the process of teaching and learning invariably suffer changes. Therefore, it is necessary to design alternative teaching strategies, seeking to establish links between the pedagogical use of computer and laboratory scientific practices as tools for pedagogical support to the development of the teaching and learning process. This research focused on the design of teaching and learning strategies by conducting educational sessions of computer-mediated chemistry and experimentation. Such coordination was made through the educational union of scientific experimentation laboratories and computer in order to facilitate the students of the high school 2nd Year, learning of Physical Chemistry of knowledge, specifically the stack of Daniel. Such research was anchored in constructionist proposal for Valente and the advent of digital technologies that provided an opportunity to learn computer-mediated, proposed by Pierre Levy. There was the construction of a multimedia educational software in order to simulate the experimental practice of Daniel's cell, praising up the collaborative construction of knowledge, skills and abilities. Such actions were carried out with the participation of fourteen students of the 2nd year of high school from a public school of Eusebius the city in CearÃ, designed in six steps: building a software, theoretical-traditional classroom, practice-virtual classroom computer-mediated, software evaluation, experimental and practice-evaluation test. The methodological approach of the research was the qualitative and quantitative type, and was characterized as descriptive research. The data obtained through questionnaires, and observations allowed us to analyze and conclude there is evidence of: development of motivation, creativity and appropriation of content. The experiment of Daniel's cell production in practice and experimental step was a way to work more clearly, dynamic, collaborative and reframing the construction of knowledge. The pedagogical use of multimedia educational software developed allowed students a more efficient understanding of concepts, representations and phenomena, and make learning the Daniel cell content more dynamic, motivating and curious.

碩士<br>義守大學<br>資訊管理學系碩士班<br>93<br>Our country has implemented nine years consistent curriculum since 2000 years announcement, in the process once discovered ability of target concept the summary study stage fuzzy, the curriculum and the coordination teaching is not easy to carry out, outline many this institute initiation teaching material links up the question and so on. This article takes for to enter the information society in the country, the education moves towards the information electron, also and educates under to diversify teaching materials liberalization premise in the school standard curriculum, except depends on the stipulation to have training section of copy clerk outside the consideration, the teacher utilizes voluntarily compiles also or because take educates the design electron of media, the electronic teaching material as the goal, whether should bring into line with the consideration object? Obtains a balance point between the teacher free multiplication teaching and the teaching material examination and approval two. This article penetrates the questionnaire survey and a document makes , discusses by the teacher, the student, the guardian tripartite and to comments the manner response facing the electronic teaching material use understanding. Pointed out after this research results that, the participant and presents correlation question and so on the way regarding the electronic teaching material utilization, has the suitable attention and the understanding, except the present information education environment under related electronic teaching material question and so on utilization has the relativity the attention, and regarding electronic teaching material whether receives is considered the manner, embraces firmly the manner.

碩士<br>義守大學<br>資訊管理學系碩士班<br>93<br>The school education in the generation of digital media is changing gradually from simply acknowledge teaching shift to digital media learning. In the Information Technology studying class field, teacher plays as a guide to lead students into this field more easily. Digital media offer variety information such as characters, picture, sound, video-information, and carton to inspire students learning motive and attention. Therefore, the teacher apply media''s teaching strategy of the digital, enrich content of courses with vividness, increase student''s vision and, hearing at the same time, extend students'' learning efficiency and reach the anticipated teaching goal. This research is object of eight schools where selected from Kaohsiung city in intermediate, elementary degree of information seed schoolteacher that is based by Ministry of education training of behavior and achievement to investigate elementary schoolteacher adopt digital media teaching strategy and achievement. It reveals after studying research report that information seed elementary schoolteacher in media digital teaching strategy are different from elementary schoolteacher. The key point factors such as their characters of background, foundation of digital media learning, supporting from school with or without, enthusiast of teacher’s participating are influence elementary schoolteacher adopting digital media teaching. The paper research finally conclusion point to the organ of education administrative, school, teachers and other aspects that propose specifically to construct campus environment in digital media teaching.

碩士<br>世新大學<br>資訊傳播學研究所(含碩專班)<br>99<br>Many multimedia e-Learning materials are complying with SCORM specification to achieve the content interoperability and reusability of materials, to reduce the teaching resource cost. However, there are so many Rapid e-Learning authoring tools, how to help the teachers integrating information technology into instruction by School-based education to improve the teachers producing e-Learning course skill is an important issue. In this thesis, we developed an information teaching aids system, presented the teaching materials using the tree structure, and provide the curriculum framework template for users' reference. This system provides teachers execute batch commands to edit the content of teaching materials quickly; provide screen capture, paste the picture and screen recording capabilities to help teachers produce the e-Learning course quickly for their needs, and have a variety of page styles. The tool not only helps teachers to publish e-Learning course to any LMS that complies with SCORM specifications but also publish offline e-Learning course.

碩士<br>世新大學<br>資訊管理學研究所(含碩專班)<br>99<br>This current study aimed to develop two types of editing tools with the combination of Knowledge Visualization Models and Rapid e-Learning Content. The Knowledge Visualization editing tool can help users easily create professional and high-quality Knowledge Visualization content via simple steps and does not require users to have digital graphic design skills. The Multimedia Presentation editing tool can help users take advantage of the existing media resources and quickly create e-Learning contents by simple editing steps without requiring computer programming capability. For the Knowledge Visualization editing tool, the study reviewed related literature in order to categorize the correspondence between a variety of organizational charts and knowledge content. This tool contains five common graphic types and each graphic type has four different templates for users to choose, depending on their teaching materials. The interface and editing steps of this tool was referred to the common presentation software today. Via the familiar and user-friendly interface, users will be able to converse their teaching materials into graphics that can illustrate knowledge more effectively. For the Multimedia Presentation editing tool, the study reviewed different documentation and recognized the main purpose of the self-developing teaching contents tools were to assist users to integrate their teaching content, which may include text, pictures, sound, video, etc. into one effective multimedia e-learning content by simple editing steps. The Multimedia Presentation editing tool provide three different templates for the users in order to assist them to create e-learning contents that meet the SCORM standards.

This study examined how a multimedia-based cognitive tool (MCT) facilitates novices' conceptual understanding of object-oriented programming (OOP). The tool used in this study was CSNüb, a game template created in Adobe Flash. The MCT design framework guided CSNüb's design. The MCT design framework was synthesized from literature on constructivist, multimedia, and motivation learning theories and computer-based cognitive tool design principles. Students worked with CSNüb to develop a simple role-playing game (RPG). Through clinical interviews and process tracing methods, it was found that CSNüb affected novice computer science students' conceptual understanding of OOP through five cognitive processes and factors: cognitive disequilibrium evoked through multimedia-based feedback, exploring for resources that scaffold understanding, changing the level of awareness of the "bigger picture" and ability for higher-level thinking, and consistent refinement of solutions and mental models within the problem space. The five cognitive processes and factors were found to be the result of three levels of interaction with CSNüb. At the Tool Level, students received conflicting information, generally through multimedia-based feedback from the CSNüb, which placed students in states of disequilibrium. At the Interaction Level, students interacted with the CSNüb to resolve their disequilibrium through exploring resources within the tool and refining their solution. They were able to experiment and test out their understanding on OOP. At the Cognitive Level, students used the resources as cognitive scaffolds found through exploration, which in turn, increased the degree of awareness and influenced the level at which they understood the object-oriented system. The five cognitive processes and factors through the three levels of interaction were formed into one model--the MCT Interaction Model (MCTIM)--as a general explanation for how MCTs, such as CSNüb, affects novice students' conceptual understanding.<br>text

Os atuais papéis e funções do professor não podem ver-se reduzidos à transmissão de saberes e de valores mais ou menos estáticos. O desenvolvimento da sociedade e a incerteza das mudanças exigem, hoje, do professor, um profissional qualificado e atento ao evoluir da sociedade. A evolução das novas tecnologias tem produzido uma verdadeira revolução nas metodologias de ensino, através de uma utilização cada vez maior de computadores e do desenvolvimento de ferramentas educacionais e de criação de novos conteúdos. O recurso às tecnologias digitais como uma nova forma de aprendizagem é já um elemento habitual no mundo atual. O presente relatório tem como objetivos realizar uma reflexão sobre o papel do professor na sociedade contemporânea e descrever, de forma detalhada, o trabalho e experiência profissional enquanto professora estagiária, realizado na Escola Secundária Camilo Castelo Branco. A aplicação prática pedagógica realizou-se numa turma do 12º ano do Curso Profissional Técnico de Gestão e Programação de Sistemas Informáticos. É objetivo, também, apresentar o tema de investigação que debruça-se sobre a utilização de um meio multimédia mais precisamente do vídeo, no contexto de ensino e de aprendizagem. Procede-se a uma revisão da literatura acerca desta temática em particular, com o intuito de se concluir qual o atual estado da utilização de tal meio multimédia, bem como a sua adequação ao longo de todo o processo de ensino e de aprendizagem. Pretende-se constatar se a utilização do vídeo permite um sucesso superior por parte dos alunos, ou se, por outro lado, não representa qualquer tipo de melhoria no seu processo de aprendizagem. A experiência realizada veio corroborar a ideia de que uso da ferramenta vídeo pode tornar o processo de ensino/aprendizagem mais estimulante, capaz de criar motivação e produzir aprendizagens mais significativas.<br>Current roles and functions of the teacher can not be limited to the transmission of knowledge and more or less static values. The current development of the society and the uncertainty of the changes require a teacher that is a qualified professional and also attentive to the evolution of society. The development of new technologies has produced a revolution in teaching methods through an increased use of computers, the development of educational tools and the creation of new digital content. The use of digital technologies, as a new form of learning, is already a regular feature in today's world. This present report aims to reflect on the role of teachers in contemporary society and to describe, in detail, the work and professional experience as a teacher trainee, held at the Camilo Castelo Branco High School. The pedagogical practice application was done a class of twelve graders beloning to the course of Technical Professional of Management and Programming Information Systems. The objective is also to present the topic of research that focuses on the use of digital media, more precisely: video, in the teaching and learning context. To that effect, a revision of the state-of-the-art on this particular topic was done with the purpose of evaluating the current state of use of such digital media, as well as its suitability to the process of teaching and learning. It is intended to establish whether or not the use of digital video contributes to a higher levels of success by the students. This experience confirms the idea that using the video tool can make in the teaching and learning context more stimulating, capable of creating motivation and producing more meaningful learning.