Laboratory of Multimedia Education

Code:

E108

Acronym:

LME

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2020/2021 - 1S (since 04-10-2020 to 19-12-2020)

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	88	Official Curricular Structure	1	-	6	57	162

Teaching language

Suitable for English-speaking students

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 Its use in educational contexts.

2. Narrative, its importance and educational possibilities.
2.1 Caracteristics of narratives and their implications for understanding learning and educational processes.
2.2 Storytelling in educational contexts.
2.3 The creation and use of podcasts for educational purposes.

3. Visual literacy and the use of images particularly in the creation of visual narratives and videos. It's application in and for educational contexts.

References

Avgerinou, M., & Ericson, J. (1997). A Review of the Concept of Visual Literacy. British Journal of Educational Technology, 28(4), 280–291. https://doi.org/10.1111/1467-8535.00035

Benjamin, W. (2006). The Storyteller [1936]. The Novel: An Anthology of Criticism and Theory 1900-2000, 361–378.

Berger, J. (1972). Ways of Seeing. Penguin Books.

Biesta, G. (2015). What is education for? On Good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/10.1111/ejed.12109

Biesta, G. (1998). Say you want a revolution... suggestions for the impossible future of critical pedagogy. Educational Theory, 48(2), 499–510.

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

Carter, D. (2018). The narrative of visual literacy: a framework for understanding the personal, social, and diachronic aspects of learning. Journal of Visual Literacy, 37(1), 51–65. https://doi.org/10.1080/1051144X.2018.1436264

Carvalho, A. A., Aguiar, C., Santos, H., Oliveira, L., Marques, A., & Maciel, R. (2009). Podcasts in higher education: Students’ and lecturers’ perspectives. IFIP Advances in Information and Communication Technology, 302 AICT, 417–426. https://doi.org/10.1007/978-3-642-03115-1_44

 

Gachago, D., Livingston, C., & Ivala, E. (2016). Podcasts: A technology for all? British Journal of Educational Technology, 47(5), 859–872. https://doi.org/10.1111/bjet.12483

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

Kellner, D. (2002). Critical Perspectives on Visual Imagery in Media and Cyberculture. Journal of Visual Literacy, Spring, 22(1), 81–90. https://doi.org/10.1080/23796529.2002.11674582

Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85–139.

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

McDrury, J., & Alterio, M. (2002). Learning Through Storytelling in Higher Education. Kogan Page.

Michael Connelly, F. M., & Jean Clandinin, D. J. (1995). Narrative and Education. Teachers and Teaching, 1(1), 73–85. https://doi.org/10.1080/1354060950010106

Stewart, K., & Gachago, D. (2016). Being human today: A digital storytelling pedagogy for transcontinental border crossing. British Journal of Educational Technology, 47(3), 528–542. https://doi.org/10.1111/bjet.12450

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

Audacity
OpenShot

Evaluation Type

Distributed evaluation with 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 25%, group assignments 50% and a written individual essay 25%. 

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.