a blended learning model for "multimedia systems" course natasa hoic-bozic, division of...
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A Blended Learning Model for "Multimedia Systems" Course
Natasa Hoic-Bozic, Division of multimedia systems and e-learning
Odjel za informatiku, Sveučilište u RijeciOmladinska 14, 51000 Rijeka, HrvatskaTel.: + 385 51 345 046 Fax: + 385 51 344 100
http://www.inf.uniri.hr
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Content
• “Multimedia Systems” e-course design and development– Pedagogical approach to blended learning
and learning activities• Technology and its efficiency in achieving
student’s motivation• Results of evaluation
– Questionnaire results and student comments
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Introduction
• Blended learning model realized as a combination of a self-paced learning, f2f classroom learning, and online learning supported by the Moodle LMS (MudRi)
• “Multimedia systems” - the best e-course on the University of Rijeka in the academic year 2010/2011
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MMS Background
• the 3rd year of the undergraduate study of Computer Science at the University of Rijeka
• 2 hours of lectures and 2 hours of practical exercises per week
• 5 ECTS• Blended learning model
– Theoretical part prepared for online learning– Practical exercises – in classrom
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The overall objective
• Students acquire fundamental knowledge about – the digitalization of a
single media (graphics, text, sound, animation, and video)
– integration of these media into a multimedia project
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Learning outcomes
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Expected learning outcomes
1. define and compare the concepts of multimedia, hypermedia and hypertext
2. outline and explain advantages and disadvantages of multimedia and hypermedia
3. outline, describe and compare digital media elements: graphics, text, sound, animation, and video
4. develop and design simple digital multimedia files: graphics, sound, animation, and video clips
5.organize multimedia elements into multimedia presentation by WWW standards and according to the phases for multimedia project development
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• Introduction to multimedia • World Wide Web• Digital media elements
– Text and hypertext– Graphics– Sound– Animation– Video
Theoretical topics
• Multimedia projects development
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Exercises
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Seminar - Flash presentation
• Preparing original multimedia elements and organize it in Flash presentation
• A personal biographical presentation of a student (multimedia ePortfolio) – prevents plagiarism
• 30 points (30% of the final course grade)
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Sequential blended learning model
• Combination of:– f2f environment and an online environment– Independent learning, online discussions, f2f
practical work on computers, and problem-based learning
• Activities are integrated chronologically in the course
• The course schedule is published in the course calendar
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The order of the activities
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Moodle LMS MudRi
• Books with lessons• Tests for self-assessment and knowledge
assessment• Home assignments that use advanced file
submission• Forums (for announcements, discussions and
Q&A forums)• Calendar• Grades report, survey, reports
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Thematic form with blocks/topics
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Blocks for the course topics
• book with lectures • learning outcomes • literature and links • test for self-
assessment• PPT presentation
given at a f2f lecture
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Question and answer (Q&A)
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Efficiency of the used technology
• Students of computer science - used to digital media and MudRi LMS
• The used technology was not by its self new• Encouraging the students to learn
continuously and independently • Develop communication skills in a written
form (basic competencies of future IT specialists)
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Grading
• Points from the several mandatory elements:
• Final grades:
Active participation in MudRi LMS
10
Midterm test 30
Seminar 30
Final test 30
100
F- failed (1) 0-39
E - satisfactory (2) D- satisfactory (2)
40-4950-59
C - good (3) 60-69
B - very good (4) 70-79
A - excellent (5) 80-100
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2010/2011 - 29 students: course pass rate 69%, avr. grade 3,31 (62% points)
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2011/2012 - 62 students: course pass rate 90%, avr. grade 3,85 (74% points)
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Academic results and evaluation
• The evaluation in a form of an anonymous Moodle survey
• expressed their opinion using the 1–5 Likert scale or chose the activity or tools for which they considered to be the most useful for learning
• Students’comments• 20/29 students in 2010-2011 academic year• 23/62 students in 2010-2011 academic year•
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The most useful elements of the course (2010/2011)
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Books
with
less
ons
Onli
ne te
sts
Forum
Flash
sem
inar
All elem
ents
00.10.20.30.40.50.60.70.8
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The most useful elements of the course (2011/2012)
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Books with lessons
Online tests Forum Flash seminar All elements0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
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Students learned the most by: (2010/2011)
23
Learning from books
Solving the online tests
Working on seminar
Discussing in forum
Combining all activities
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
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Students learned the most by: (2011/2012)
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1 - l
earn
ing fr
om b
ooks
2 - s
olving
the
onlin
e te
sts
3 - w
orkin
g on
sem
inar
4 - d
iscus
sing
in fo
rum
5 - c
ombin
ing a
ll act
ivitie
s0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
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Students’ comments
• “The course was very interesting and fun, which affects the overall impression of e-learning.”
• “We could organise the time and a place of learning on our own.”
• “The concept of the independent learning without a physical presence in the classroom and a possibility to chose the content which we want to learn.”
• "I liked this way of “forcing” the students to constantly work through the semester, and not just before the colloquium."
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Conclusion
• The blended learning model was successful and the students were mostly satisfied with e-course
• Combination of different activities and tools (f2f and online) – every student can find more elements that are fit to
him and achieve the learning outcomes for the course
• Main problem: students do not prefer to communicate in discussion forum
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Future plans
• Web 2.0 tools are potentially more attractive to the students
• Plan is combine the LMS with 2.0 tools available on the web – wiki, blog, ePortfolio,…
• Introducing activities like writing individual diary and collaborative writing
• Increasing students' motivation for participation in such activities which will help them to develop communication skills in a written form
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