Difference between revisions of "Media rich learning"
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''Technological driving force of [[ The Future of Secondary Education in 2020]]'' | |||
== Description: == | |||
It was impossible that the development and the wide usage of technology in our daily life wouldn’t affect the educational system. Since the beginning of 90’s, where the first personal computers appeared in schools, many other technologies have penetrated the education, and teachers have gained experience on using technology. As the technical skills of instructors increase, so do their ideas; technical departments are increasingly pressed to provide solutions. One of the most recent solutions on that area is what is called Media rich learning. “Media-rich” can be defined as incorporating the use of high-quality video, audio and animation as part of the learner’s experience. When used in the right environment, media-rich learning methods improve skills dramatically. They help boost retention and improve learner satisfaction, while decreasing learning costs and time. | It was impossible that the development and the wide usage of technology in our daily life wouldn’t affect the educational system. Since the beginning of 90’s, where the first personal computers appeared in schools, many other technologies have penetrated the education, and teachers have gained experience on using technology. As the technical skills of instructors increase, so do their ideas; technical departments are increasingly pressed to provide solutions. One of the most recent solutions on that area is what is called Media rich learning. “Media-rich” can be defined as incorporating the use of high-quality video, audio and animation as part of the learner’s experience. When used in the right environment, media-rich learning methods improve skills dramatically. They help boost retention and improve learner satisfaction, while decreasing learning costs and time. | ||
<br><br> | |||
== Enablers: == | |||
<ul> | |||
== | <li>Development of Technology</li> | ||
<li>Demand for more interactive and high-quality education</li> | |||
<li>Development and usage of similar technology in corporations(for training reasons)</li> | |||
<li>Low cost of technologies and appliances</li> | |||
</ul> | |||
<br> | |||
== Inhibitors: == | |||
<ul> | |||
<li>Lack of synergy between learning and information technology within schools</li> | |||
<li>Lack of flexibility</li> | |||
<li>Lack of teacher’s training</li> | |||
</ul> | |||
<br> | |||
== | == Paradigms: == | ||
The wide use of media and internet technologies will transform the traditional classroom to a media rich learning environment and the lecture to a digital experience. Later on the “virtual classroom” will be an ambitious attempt, but only for tertiary education. <br><br> | |||
== Experts: == | |||
== | |||
The wide use of media and internet technologies will transform the traditional classroom to a media rich learning environment and the lecture to a digital experience. Later on the “virtual classroom” will be an ambitious attempt, but only for tertiary education. | |||
== | |||
http://www.humnet.ucla.edu/itc/resources/index.html | http://www.humnet.ucla.edu/itc/resources/index.html | ||
<br><Br> | |||
== | == Timing: == | ||
For a detailed time line of virtual learning environments follow the link below. | For a detailed time line of virtual learning environments follow the link below.<br> | ||
http://en.wikipedia.org/wiki/History_of_virtual_learning_environments | http://en.wikipedia.org/wiki/History_of_virtual_learning_environments | ||
<br><Br> | |||
== WEB Resources: == | |||
== | http://www.clomedia.com/content/templates/clo_article.asp?articleid=962&zoneid=71<br> | ||
http://www.clomedia.com/content/templates/clo_article.asp?articleid=962&zoneid=71 | http://www.humnet.ucla.edu/itc/resources/index.html<br> | ||
http://www.humnet.ucla.edu/itc/resources/index.html | http://www.nmc.org/events/2006summerconf/materials/Lynch/richmedia.ppt | ||
www.nmc.org/events/2006summerconf/materials/Lynch/richmedia.ppt | |||
Revision as of 20:02, 19 March 2007
Technological driving force of The Future of Secondary Education in 2020
Description:
It was impossible that the development and the wide usage of technology in our daily life wouldn’t affect the educational system. Since the beginning of 90’s, where the first personal computers appeared in schools, many other technologies have penetrated the education, and teachers have gained experience on using technology. As the technical skills of instructors increase, so do their ideas; technical departments are increasingly pressed to provide solutions. One of the most recent solutions on that area is what is called Media rich learning. “Media-rich” can be defined as incorporating the use of high-quality video, audio and animation as part of the learner’s experience. When used in the right environment, media-rich learning methods improve skills dramatically. They help boost retention and improve learner satisfaction, while decreasing learning costs and time.
Enablers:
- Development of Technology
- Demand for more interactive and high-quality education
- Development and usage of similar technology in corporations(for training reasons)
- Low cost of technologies and appliances
Inhibitors:
- Lack of synergy between learning and information technology within schools
- Lack of flexibility
- Lack of teacher’s training
Paradigms:
The wide use of media and internet technologies will transform the traditional classroom to a media rich learning environment and the lecture to a digital experience. Later on the “virtual classroom” will be an ambitious attempt, but only for tertiary education.
Experts:
http://www.humnet.ucla.edu/itc/resources/index.html
Timing:
For a detailed time line of virtual learning environments follow the link below.
http://en.wikipedia.org/wiki/History_of_virtual_learning_environments
WEB Resources:
http://www.clomedia.com/content/templates/clo_article.asp?articleid=962&zoneid=71
http://www.humnet.ucla.edu/itc/resources/index.html
http://www.nmc.org/events/2006summerconf/materials/Lynch/richmedia.ppt