Laboratory of Multimedia Education

Code:

E108

Acronym:

LME

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2017/2018 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	77	Official Curricular Structure	1	-	6	57	162

Teaching language

Portuguese

Objectives

1. To explore the possibilities of multimedia in education.
2. To know the specific educational models of the filed of multimedia in education and to explore other models in what they bring to the use of multimedia in education.
3. To understand the uses of multimedia resources in education and to be able to plan for their adequate use.
4. To promote the use of digital resources in education.
5. To create collaboratively multimedia resources to be used in educational contexts.

Learning outcomes and competences

1. To have a perspective on the use of multimedia in education that is grounded in different educational models.
2. To have a critical and substantiated view of different factors to consider when using multimedia resources in education.
3. To be able to use different multimedia resources and relevant softwares.
4. To be able to work in groups in the production of multimedia resources for educational aims.
5. To have the ability to plan educational activities in different contexts which make use of multimedia resources.
6. To critically discuss different uses of multimedia resources in educational contexts.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Not applicable

Program

1. Educational models and the use of multimedia resources.
1.1 Specific models for multimedia learning
1.2 Situated and narrative learning models and their implications and uses regarding multimedia in education.

2. Storytelling, interactive narratives and the educational possibilities they open. Constructing stories and using Twine.

3. Use and production of videos in and for educational contexts. Learning and teaching using video. Using video and audio editing software (Kdenlive and Audacity).

References

Sherer, P., & Shea, T. (2011). Using Online Video to Support Student Learning and Engagement. College Teaching, 59(2), 56–59. https://doi.org/10.1080/87567555.2010.511313

Karppinen, P. (2005). Meaningful Learning with Digital and Online Videos. AACE Journal Association for the Advancement of Computing in Education, 13, 233–250. Retrieved from http://editlib.org/p/6021

Berk, R. a. (2009). Multimedia teaching with video clips : TV , movies , YouTube , and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1–21. https://doi.org/10.1016/j.sbspro.2010.12.326

Pachler, N., & Daly, C. (2009). Narrative and learning with Web 2.0 technologies: towards a research agenda. Journal of Computer Assisted Learning, 25(1), 6–18. https://doi.org/10.1111/j.1365-2729.2008.00303.x

Mayer, R. E. (2010). Multimedia learning : Are we asking the right questions ? Educational Psychologist, 32(February 2015), 37–41. https://doi.org/10.1207/s15326985ep3201

Salles, J. M. (2005). A dificuldade do documentário. O Imaginário E O Poético Nas Ciências Sociais, 57–71.

Hakkarainen, P. (2011). Promoting meaningful learning through video production-supported PBL. The Interdisciplinary Journal of Problem-Based Learning, 5(1), 34–53. https://doi.org/10.7771/1541-5015.1217

Mayer, R. E. (2002). Multimedia Learning. The Annual Report of Educational Psychology in Japan, 41, 27–29.

Mayer, R. E. (2002). Rote Versus Meaningful Learning. Theory Into Practice, 41(4), 226–232. https://doi.org/10.1207/s15430421tip4104_4

Reddi, U. V., & Mishra, S. (Eds.). (2003). Educational Multimedia: A Handbook for Teacher- Developers. New Delhi: Commonwealth Educational Media Centre for Asia (CEMCA). Retrieved from http://cemca.org/emhandbook/edmul_full.pdf

Motta Barros, L., & Raupp Musse, S. (2005). Introducing Narrative Principles Into Planning-Based Interactive Storytelling. In Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology (pp. 35–42). https://doi.org/10.1145/1178477.1178482

Hull, G. A., & Katz, M.-L. (2006). Crafting an Agentive Self: Case Studies of Digital Storytelling. Source: Research in the Teaching of English, 41(1), 43–81. https://doi.org/10.2307/40171717

Huber, J., Caine, V., Huber, M., & Steeves, P. (2013). Narrative Inquiry as Pedagogy in Education: The Extraordinary Potential of Living, Telling, Retelling, and Reliving Stories of Experience. Review of Research in Education, 37, 212–242. https://doi.org/10.3102/0091732X12458885

Alexandra, D. (2008). Digital storytelling as transformative practice: Critical analysis and creative expression in the representation of migration in Ireland. Journal of Media Practice, 9(2), 101–112. https://doi.org/10.1386/jmpr.9.2.101_1

Herrington, J., & Oliver, R. (1991). Critical Characteristics of Situated Learning : Implications for the Instructional Design of Multimedia. Learning with Technology, withtechno, 253–262. Retrieved from http://www.konstruktivismus.uni-koeln.de/didaktik/situierteslernen/herrington.pdf

Bruner, J. J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21. https://doi.org/10.1086/448619

Mandatory literature

Mayer, R.; Multimedia Learning, New York, NY: Cambridge University Press., 2001

Comments from the literature

Bibliography is included in a different section.

Teaching methods and learning activities

- Lectures and class discussions.
- Individual and group work.
- Laboratorial practice.
- Participation in interactive digital spaces

Software

Kdenlive
Audacity
Twine

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	30,00
Trabalho escrito	40,00
Trabalho laboratorial	30,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	105,00
Frequência das aulas	57,00
Total:	162,00

Eligibility for exams

 Attendance of 75% of the classes.

Calculation formula of final grade

The final classification includes several components. Products of laboratorial practice (30%) and group assignments (30%) are to be supplemented by the classification in a written individual essay (40%). 

Examinations or Special Assignments

Not applicable

Internship work/project

Not applicable

Special assessment (TE, DA, ...)

according to the regulations in effect

Classification improvement

Improving the final classification is possible through repeting the evaluation components (when possible) or through an alternative plan to be negotiated with the lecturer.