Sandra Cairncross

Interactive Multimedia and Learning: Realizing the Benefits

Many people argue that interactive multimedia has the potential to create high quality learning environments which actively engage the learner, thereby promoting deep learning. However there is growing evidence that the potential of interactive multimedia is not being fulfilled. This paper argues that if we are to design effective interactive learning application then a user-centred approach to their design should be taken. This approach should be based on general human-computer interaction principles as well as educational theory. The paper starts with an overview of the learning process. Consideration is then given to how the key elements of interactive multimedia (multiple media, user control over the delivery of information, and interactivity) can be used to enhance that process, with the emphasis being on promoting deep learning. The paper concludes by giving suggestions for future work.

Collecting student feedback: a comparison of questionnaire and other methods

A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first‐ and second‐year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to ‘questionnaire’ and ‘comparator’ groups. ‘Questionnaire’ students completed the standard end‐of‐module questionnaire, whilst ‘comparator’ groups evaluated the modules using ‘rapid feedback’, ‘H form’, focus group and reflective diary methods. The responses of 335 students to questionnaires were compared with those of 160 using the other methods; no results were obtained from the reflective diary students. Only a minority of the issues raised by students using the comparator methods were covered by the questionnaire, and the comparator methods showed different rankings of the issues in common. The key difference between questionnaire and comparator methods was the use of closed and open questions respectively, with comparator methods being more appropriate for formative evaluation.

Evaluation and multimedia learning objects: Towards a human-centred approach.

If initial attempts to incorporate reusable multimedia into university teaching were characterised by the efforts of enthusiasts, the growth of the “Learning Object” economy in recent years requires a more strategic and systems-based approach. While all reusable learning materials have a value, both financial and educational, multimedia in particular is expensive to produce. Systematic production (based on ISO 14915 standards (2002a, 2002b, 2003) and evaluation of fitness for purpose, are paramount. Human-centred design (HCD) methodologies, based on the ISO 13407 standard (1999), are now well-established for ensuring that investments in technology result in benefits, and in particular lay heavy emphasis on the frequent use of evaluation. This paper reviews literature in educational multimedia production, interaction design, HCD, and pedagogy, and summarises ongoing attempts to standardise a definition of reusable learning objects (RLOs), with multimedia learning objects (MLOs) as a specific example. We conclude that evaluation must be central to the production and deployment of MLOs. We report on experiences applying an existing framework for effective production of multimedia learning resources, and propose revisions to this framework to add effective evaluation mechanisms.

Multimedia and Learning: Patterns of Interaction

Many people argue that interactive multimedia has the potential to create high quality learning environments which actively engage the learner, thereby promoting deep learning. However there is little reported empirical evidence to support this claim. This paper explains some interactive techniques commonly used for educational applications and describes the results of experimental trials into learner learning using these techniques. Our results show that whilst there is some evidence that the use of interactive multimedia can aid learner learning, its effect and benefits are not as clear cut as its proponents suggest.

Special session - enhancing graduate attributes through Research-Teaching Linkages

Employability has long been a key concern for engineering faculty and educators and the importance of developing transferable skills including communication, time management, teamwork, problem solving and decision making, is now well established. However consensus on how best to develop these skills in graduates is less well established, with difference emerging the relative merits of using stand-alone modules for initial development against embedding in subject-specific modules. Employability is increasingly seen by some as going beyond general skill sets associated with employment to encompassing higher order skills, which can be better characterized as graduate attributes. Participants in this highly interactive special session will be able to explore these and related issues, share examples from their home institution and reflect on their own practices. An innovative extension of the “world café technique, known as dialogue sheets will be used to facilitate discussion. The use of Research-Teaching Linkages to enhance graduate attributes has recently been the focus of one the Quality Assurance Agency (QAA) in Scotland enhancements themes. Key findings and case studies emerging from this theme will be used to set the context for a wider discussion on preparing graduates for the 21st century.

Valuing diversity: Development of a student support forum for females

Research into student retention and persistence emphasises the importance of social integration: students who form strong peer-group friendships are more likely to graduate. However this can be difficult when you are in a minority, for example a female student on a male-dominated programme. Less than 30% of students within the Faculty of Engineering, Computing and Creative Industries at Napier University, Edinburgh are female; in the Schools of Computing, Engineering and the Built Environment this drops to 15%. In order to provide a more supportive environment in which to encourage women to study and remain in computing, engineering and built environment, the Faculty set out to establish a student support forum for females. This paper describes the work undertaken by the project team of staff and students. Following initial research, two key strands were identified to support the development of a community for female students; an online presence through which students could communicate and access information, and face to face meetings where students could come together, meet females from industry, developing networking skills and discuss topic of common interest. Advice for others wishing to develop a similar resource will be given, along with recommendations for future enhancements.

Adaptive learning in computing for non-native speakers

A significant proportion of e-Learning resources for engineering and computing education appear to be exclusively in English, requiring many learners to adapt themselves to learning within an English language context. Adaptive learning has a role to play in minimizing this adjustment and strengthening the learning. This research plans to understand learning needs, and take a Content and Language Integrated Learning (CLIL) approach to create algorithms to supply online learning experiences and content to meet these needs, adding novel mechanisms to help learners cope, develop their language capabilities, and enhance their ability to learn in another language. This work-in-progress describes the early stages of the research and we welcome insights into taxonomies of adaptive learning techniques, and mixed methods approaches to evaluating learning effectiveness, for those learning in an additional language.

Researching engineering education: Some philosophical considerations

Research into engineering education can take different forms, ranging from large scale multi-institutional studies, to cross-institutional impact analysis, to individual teachers undertaking action research. It can often be challenging, requiring an understanding of not only how students learn but also an understanding of educational research methods. Many academics, when first embarking on research into education, naturally draw upon the research methods associated with their own discipline, but this may not be the most appropriate approach for educational research. We reflect here on our own development as researchers into engineering education, diversifying from methods rooted in our own disciplines, electrical engineering and computer science, into methods borrowed from other disciplines. Consideration of underlying philosophical concepts frames this journey and key concerns are the value of controlled experiments in engineering education and the use of interpretativist approaches to illuminate particular situations. Additionally, ethical considerations should inform both the conduct of the research and the dissemination of findings. These reflections will be of interest to engineering educators embarking on their own educational research projects.