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How to implement

audiovisual

resources in education?

Today

We are in the age of the knowledge or information society.

Diverse and big questions are raised regarding how to guarantee access to information and what role education plays in this process.

Audiovisual resources

They have benefited from the development of web 2 0, a large amount of new material is presented In addition, these help to improve and develop new educational activities inside and outside of class

The positive effects of the distribution of audiovisual resources and networking are essential to promote a collective construction of knowledge

The public initiative is or should be fundamental in each country and internationally to guarantee the production and accessibility of information in general

In Spain

In Spain there are already different initiatives, "The University responds" and a project of those responsible for the Audiovisual Services of Spanish Universities (SAVUES)

Multimedia literacy

In order to implement audiovisual resources in education, it is first important that users are educated about them

It is essential to encourage critical capacity in relation to information sources in general and with respect to teaching materials

The bearers of this multimedia literacy would be able to use all kinds of audiovisual resources for educational, social and cultural purposes, especially taking into account the growing production of OER (Open Educational Resources) in digital formats of open standards, as well as the widespread use of social networks

Conclusion

The real challenge is not only to generate valuable information but also to achieve its universal distribution

MISCONCEPTIONS MULTIMEDIA

Quantity not quality

Rich multimedia environments will not automatically give rise to large amounts of cognitive processing and in this way elaborate knowledge structures will be created.

Technology is the key

Multimedia is mainly constituted by information technology, mainly a subject of information scientists and engineers, there is only one multimedia level to be taken into account.

Magic tool

Technical means necessarily have an impact on learning. To make learning supported by multimedia effective is not neccesary the interrelation between content, instructional message and the learner's cognitive system.

Be careful

The ideas presented above are false, this type of myths affect the learning process, the truth of a new tool should always be investigated in reliable sources

MULTIMEDIA PRINCIPLES IN PREESCHOOL EDUCATION

1

Signaling principle

PEOPLE LEARN BETTER WHEN CUES THAT HIGHLIGHT THE ORGANIZATION OF THE ESSENTIAL MATERIAL ARE ADDED THIS IS RELATED WITH THE VISUAL CLOUSURE SUGGESTED IN ALL CLASS MATERIALS

3 Pre-training principle

PEOPLE LEARN BETTER FROM A MULTIMEDIA LESSON WHEN THEY KNOW THE NAMES AND CHARACTERISTICS OF THE MAIN CONCEPTS FOR THIS REASON, BEFORE STARTING THE TOPIC, AN INTRODUCTION OR DISCUSSION IS MADE

5 Título principal

LOREM IPSUM DOLOR SIT AMET, CONSECTETUR ADIPISCING ELIT DONEC IN CURSUS NISI SED HENDRERIT NUNC SIT AMET SEMPER AUCTOR ETIAM RHONCUS

7

Voice principle

PEOPLE LEARN BETTER WHEN THE NARRATION IN MULTIMEDIA LESSONS IS SPOKEN IN A FRIENDLY HUMAN VOICE RATHER THAN A MACHINE VOICE, CHILDREN DEMAND HUMAN CONTACT

2

Spatial Contiguity Principle

PEOPLE LEARN BETTER WHEN CORRESPONDING WORDS AND PICTURES ARE PRESENTED NEAR RATHER THAN FAR FROM EACH OTHER ON THE PAGE OR SCREEN THAT IS WHY EDUCATIONAL CARDS WITH AN IMAGE AND A WORD ARE USUALLY USED

4

Modality principle

PEOPLE LEARN BETTER FROM GRAPHICS AND NARRATIONS THAN FROM ANIMATION AND ON-SCREEN TEXT IN A PRESCHOOL CLASS, IT SHOULD ALSO BE TAKEN INTO ACCOUNT THAT CHILDREN NORMALLY DO NOT READ

6

Personalization Principle

PEOPLE LEARN BETTER FROM MULTIMEDIA LESSONS WHEN WORDS ARE IN CONVERSATIONAL STYLE RATHER THAN FORMAL STYLE

8

Coherence principle

PEOPLE LEARN BETTER WHEN EXTRANEOUS WORDS, PICTURES AND SOUNDS ARE EXCLUDED RATHER THAN INCLUDED MATERIALS NEED TO BE ACCORDING TO THEIR AGE

STEPS TO APPLY THE METHOD SELFORGANISED LEARNING ENVIRONMENT

SOLE

STUDENT-DRIVEN LEARNING

1 2 2 3

Students are given a big question or are challenged to think of their own Big questions are a crucial part of SOLE sessions Asking an interesting and relevant question is the thing that fires children’s imaginations and curiosity

Students work in groups to find answers to the big question online Encourage students to resolve any group issues themselves Students choose their own groups and can change groups at any time

Students can move around freely, speak to each other and share ideas Students can explore in any direction that they choose: there may be no single right answer Observe and document the SOLE

Invite the students to share their stories of collective discovery: what are the similarities / differences between their answers? Help them to see links to other areas. Encourage debate

SOLE IS A SCHOOL IN THE CLOUD RESOURCE DESIGNED TO HELP EDUCATORS SUPPORT STUDENTS AS THEY TAP INTO THEIR INNATE SENSE OF WONDER AND ENGAGE IN STUDENT-DRIVEN LEARNING

WHAT IS THE FLIPPED CLASSROOM APPROACH?

SIMPLEST DEFINITION

“What is done at school done at home, homework done at home completed in class” (Sams & Bergmann, 2014)

PRIOR TO THE CLASS

Students watch theoretical part of lesson via online videos, presentations, learning management systems and take notes, prepare questions about the parts that they do not understand.

ON THE CLASS

Students achieve supporting activities such as finding answers together to the questions they prepared before lesson, group working, problem solving, discussion and making an inference .

IT HAS FOUR DIFFERENT ELEMENTS

IT IS NOT

Synonym with online videos. Working unsystematically of students Students spending all course period in front of a computer A student studying alone.

The properties of this approach which its English correspondence is “Flip” are “F”lexible Environment, “L”earning Culture, “I”ntentional and “P”rofessional Educator SO

Flipped classroom is an active, studentcentered approach that was formed to increase the quality of period within class..

Learning by doing

What is it?

It is a method by which students make the most of their education through active participation

Roles

The learner took ownership of own learning and the teachers guide the students to facilitate by providing them with multiple activities and teaching materials

Student-centered

This approach encourages learning through active interaction with the teachers, students, and the learning environment

Limitations

It cannot be applied to all types of subjects or learning processes, it may be affected by the economy or the nature of the topic to be studied

In preschool

It is easy to relate to games, since children learn this way, so it is a good methodology

Student-centered teaching is an instructional approach by which students influence the content, activities, materials, and pace of learning It ensures the learner as the center of learning-teaching

Opinions

Many students who have taken classes with this method confirm that it has facilitated their learning

Advantages

Students learn at their own pace, create meaningful learning, and are able to create associations

INTERACTIVE WHITEBOARDS

Points of view, advantages, disadvantages TEACHERS VS STUDENTS

TEACHERS STUDENTS

Entry of technology into the classroom is not sufficient to raise the level of interactivity in the class or to adopt a new pedagogy

Greater motivation to demonstrate their capability and their knowledge in the operation of the various functions of the board

Lack of digital learning materials and amount of time needed to prepare lesson plans are the primary difficulties

The use of the boards adds a type of “theatrical tension” in the class and creates a more attractive learning environment

IWB allows theachers to prepare comprehensible lesson plans with a variety of creative options

It seems that IWBs positively influenced students’ ability to understand complex concepts, for example, in math and science

They are fun, interactive, intuitive and easy to use

The classes are more interactive and it is easier to integrate into them

The technology of the IWB in the smart classroom, which is being integrated in various places in the world, carries the hope for meaningful pedagogical change in traditional classroom learning

ONLINE LEARNING EVALUATION NOWADAYS IT IS

1

2 3

Currently, traditional forms of evaluation are used (supervised exams and written tasks).

IT SHOULD BE

Designed and developed taking into account the characteristics of the learning and contents derived from its foundations.

SHOULD BE CONSIDERED TO

Learn that here are different types and classifications of evaluation and apply the most appropiate one.

REMEMBER

Online assessment is a comprehensive, systematic, gradual and continuous process that assesses the changes produced in the student's behavior and the effectiveness of the techniques used, the scientific and pedagogical capacity of the interface, and everything that converges in the realization of educational software.

THE PROS & CONS

THE USE OF WEBLOGS IN HIGHER EDUCATION

PROS

CONNECTION

Help create connections between students with diverse opinions and interests.

TEAMWORK

Collaborative weblogs support team work and group learning

TIME

Easy to setup and administrate in contrast to other technologies.

24/7

Anytime, anywhere, access to information posted in weblogs

LESS WORK

Makes easier to publish all types of resources

ACCESS

CONS

The use of technology- based tools may be a barrier

SECURITY

System administrators tend to be restrictive in installing new software

KNOWLEDGE

Instructors may have difficulty in assessing student participation in the weblog

TROLLS

If the weblog is public, it may suffer troll infestations

INEQUALITY

Computer illiterate users, specially in those countries with a wide digital divide

Video tutorials

in education

It is

A step-by-step guide to perform a specific task and only that task, it is different from a manual in that the manual is intended to show a complete program.

Why use it?

The video tutorial as a learning strategy allows receiving the information visually and aurally to later put it into practice effectively and obtain the desired learning result.

Are they good?

They are very well seen since they allow the content to be reviewed as many times as necessary until the student achieves the desired knowledge or the development of a raised skill

An extra mille

To use these multimedia elements that teachers must be willing to search for material related to their subject or elaborate if not exist.

Nowadays Multimedia education without distant from the needs of the students, so it is necessary to know new ways to support learning

Tasks to develop for the creation of multimedia materials

• Organization of contents

• Analysis of the ways of presenting the information

• Special lessons considering the technological abilities of the students

• Graphics to represent situations

• The contents must serve as reference material

MARKERSPACES

2

IT IS

A physical location where people gather to share resources and knowledge, work on projects, network, and build

Many are still primarily places for technological experimentation, hardware development, and idea prototyping 3

1 4

Zones of self-directed learning They provide the ultimate workshop for the tinkerer and the perfect educational space for individuals who learn best by doing 5

Space in learning facilities is often limited and money is a consideration in setting up an area for making IMPLICATIONS

Makerspaces allow students to take control of their own learning as they take ownership of projects they have not just designed but defined