importance of multimedia

Research base project

The Civil War unit planned by Mr. Hartman and Ms. Russell, with its multitude of available resources, is the epitome of a Resource-Based Learning (RBL) unit. However, resource-based learning is not tied to a single learning theory or to any specific pedagogy (Hill & Hannafin, 2001; Ling, 1997). Nor is it new to teaching and learning.

Traditionally, resource-based learning has been used to supplement more instructivistic teaching methods. However, the volume of information available and the ability to transmit that information in multiple formats has refocused attention on the potential of resource-based learning (Hill & Hannafin, 2001) to support emerging inquiry-based models. (See Cognitive Apprenticeship , Problem Based Instruction and Constructionism, Learning by Design, and Project Based Learning for further information.)

Renewed interest in RBL has been spurred by the emergence of pedagogical constructs such as Blended Learning and Flexible Delivery. Orey (2002) defines blended learning from the perspective of the learner as "...the ability to choose among ALL available facilities, technology, media and materials matching those that apply to my prior knowledge and style of learning as I deem appropriate to achieve an instructional goal." Caladine defined flexible delivery (2002) as including "various types of mediated instruction including print, audio-visual, computer assisted or on line delivery as well as traditional instructional formats such as lectures and tutorials." In both instances, the teacher or designer of the experience locates and makes available resources for achieving particular educational goals. It is therefore useful to view Blended Learning and Flexible Delivery from the RBL perspective.

What, then, is resource-based learning? Resource-based learning is an educational model designed to actively engage students with multiple resources in both print and non-print form. Ideally, the classroom teacher and media specialist collaborate to plan resource-based units (California Media and Library Educators Association [CMLEA]). Learners take responsibility for selecting resources, human or otherwise, that appeal to their own learning preferences, interests and abilities. Thompson and Henley (2000) provide a comprehensive list of resources ranging from traditional reference books to the Internet, as well as innovative games. Resources incorporated into planned, authentic tasks afford students opportunities to develop the skills and techniques necessary to become autonomous, self-directed learners and effective users of information (Doiron & Davies, 1998; Atlantic Provinces Education Foundation, n.d.). Resource-based learning units often culminate in student products or artifacts, which are presented to an audience (Bleakley & Carrigan, 1994).

Teachers often teach lessons or units using a variety of media, including guest speakers, videos, or hypermedia presentations. Because teachers select content and mode of delivery, such instruction is more aptly deemed resource-based instruction (Doiron & Davies, 1998), a pedagogy that is more teacher-centered. Resource-based learning is predicated upon the principle that individual learners will be drawn to the media and content which best match their own processing skills and learning styles (Farmer, 1999). The learning focus shifts from teachers using resources to facilitate instruction to students directing the choice of resources. In a continuum between teacher-centered and student-centered learning, resource-based learning occurs somewhere in the middle. When the constructivist educator uses resource-based learning, instruction is teacher-planned, but student-directed. This was evident in Ms. Russell's classroom.

Educators adhering to more didactic or expository pedagogy may also employ resource-based learning. For example, Ms. White used several resources to teach the same unit. Her instructional design, however, relied heavily on teacher directed supports, such as quizzes and choreographed discussions. Her students read the same historical novel, which eliminated "stray" learning and gave her more control over the facts disseminated to the students. Clearly, both resource-based teaching and resource-based learning access and use materials in diverse formats. Although Ms. White planned this unit around resources, her students had little opportunity to direct their own learning. Although the resources probably enriched the unit and raised the interest level of many students, Ms. Russell's Civil War unit is a better example of resource-based teaching. The remainder of this chapter will address resource-based learning at the more student-centered end of the continuum.

The Association of College and Research Libraries [ACLR] and the American Library Association [ALA] (1989) strongly endorse resource-based learning schools. They envision a more interactive environment in which students pursue questions of high personal interest. To that end, students collaborate with their peers, teachers, and communities, to find answers with enormously varied information resources. In the Civil War example, Ms. Russell's class had available databases such as the History Resource Center, where they can access primary source documents to answer open-ended questions about the war. They might also find historical images that will spark their curiosity and help them better understand the era. By accessing Civil War-era diaries, students are transported to the nineteenth century, where they gain insight into the feelings, fears, hopes and dreams of a war-torn nation.

In a resource-based learning school, students become more self-sufficient. They ask productive questions; they synthesize, analyze, interpret and evaluate information. Libraries and databases all over the world can be accessed almost instantly giving students access to an enormous amount of information from a variety of sources.

The nature of resources has changed as a result of technological developments and the ability to catalog and classify digital media. Considerable opportunities are now available to teachers and students. Metadata--data about data--provides information about documents that can be retrieved by searching for the author, creation date, or content (Hill & Hannafin, 2001). Technology allows teachers or students to use those parts of resources that will satisfy their curiosity or educational needs. The boundaries that once separated teachers and students from resources are virtually gone.

Guided Hypermedia Projects

It is a self-made multimedia projects that you can use for your instruction or discussion. It can be approached in two different ways:

1. As an Instructive tool , such as in the production by the students of a power point presentation.

You can apply this in your discussion.It is easy for the teacher to catch up the attention of the students because they love moving letters or pictures and also sounds and the teacher can discussed well the topic because of its beautiful visual aid which is suitable for the topic.

2. As a communication tool when students do a multimedia presentation to stimulate a television news show.

It is easy for the teacher to discuss about news or literature if they have tools like television or you can use your own video clips in order to present the topic they wanted.

Web base project

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