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Multimedia Presentations (multimedia + presentation)

Distribution by Scientific Domains

Education	37%

Selected Abstracts

16 A Novel Approach to "See One, Do One": Multimedia Presentations before Procedure Workshops and Simulation

ACADEMIC EMERGENCY MEDICINE, Issue 2008
Amita Sudhir
We propose that residents and medical students are likely to gain more from a simulation experience or procedure workshop if they are given educational materials conveying key concepts to review beforehand. Several multimedia formats are available to accomplish this task. Digital video and Powerpoint presentations can be converted to podcasts with or without audio tracks using programs like Profcast, GarageBand, Camtasia, and Keynote. There are also procedure videos available from sources like the New England Journal of Medicine. Participants are provided these instructional materials via a secure web server or email attachment several days prior to the educational session. These presentations are kept short in length (no greater than 10-15 minutes) to optimize compliance while delivering information efficiently. They can be reviewed at the learner's convenience on a personal computer or on an iPod with video capability. This method can significantly reduce the time required for didactic teaching in a procedure workshop; for example, when medical students review a video on basic suturing before attending a suturing workshop, they are prepared to begin practicing with minimal initial instruction. Furthermore, conveying the same information repeatedly through different instructional methods can help learners consolidate knowledge, as in the case of a presentation provided to residents before a simulation session containing the basic clinical teaching points of the case. Participant feedback regarding these resources has been favorable. [source]

Multimedia presentations on the human genome

BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2008
Implementation, animations, assessment of a teaching program for the introduction to genome science using a poster
Abstract Genome science, including topics such as gene recombination, cloning, genetic tests, and gene therapy, is now an established part of our daily lives; thus we need to learn genome science to better equip ourselves for the present day. Learning from topics directly related to the human has been suggested to be more effective than learning from Mendel's peas not only because many students do not understand that plants are organisms, but also because human biology contains important social and health issues. Therefore, we have developed a teaching program for the introduction to genome science, whose subjects are focused on the human genome. This program comprises mixed multimedia presentations: a large poster with illustrations and text on the human genome (a human genome map for every home), and animations on the basics of genome science. We implemented and assessed this program at four high schools. Our results indicate that students felt that they learned about the human genome from the program and some increases in students' understanding were observed with longer exposure to the mixed multimedia presentations. [source]

Hypervideo application on an experimental control system as an approach to education

COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 1 2008
Debevc, Matja
Abstract Hypervideo, as an interactive tool with links within video frames, is becoming widely used in multimedia presentations for e-learning applications. Its concept of rich multimedia presentation together with temporal based link objects, gives a chance for use in engineering education courses, where many practical work and experiments are needed. In the article we present a strategy for the development and navigation of hypervideo application, to be used in engineering education. Example of magnetic suspension system experiment was built as hypervideo application. The system usability was tested with two methods, software usability measurement inventory (SUMI) evaluation and general approach to usability engineering. Test results have shown that hypervideo increases the users' motivation to work and helps students recognize, organize and present specific information. By applying some of the proposed improvements in future development, hypervideo could be a significant tool in the future of engineering education. © 2008 Wiley Periodicals, Inc. Comput Appl Eng Educ 16: 31,44, 2008; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20116 [source]

Evaluating the use of multimedia authoring with dyslexic learners: a case study

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2001
Yota Dimitriadi
This paper reports on the findings of a case study set up to explore the possible benefits that dyslexic learners might have when engaging in the creation of their own multimedia project. Two children with specific learning difficulties worked with the author to develop a multimedia presentation. The children developed authoring skills (such as planning and drafting, composition, revision and reflection, proof reading and presentation) and became active, motivated learners. It is believed that the open-ended character of a multimedia authoring package can encourage creative thinking and interest for content and style of presentation. [source]

Hypervideo application on an experimental control system as an approach to education

Repetition and dual coding in procedural multimedia presentations

APPLIED COGNITIVE PSYCHOLOGY, Issue 7 2008
Tad T. Brunyé
Students learned toy assembly sequences presented in picture, text, or one of three multimedia formats, and completed order verification, recall, and object assembly tasks. Experiment 1 compared repetitious (i.e. dual format presentations each conveying similar information) with complementary (i.e. dual format presentations each conveying different information) multimedia presentations. Repetitious presentations appear to provide learning benefits as a function of their inherent redundancy; complementary presentations provide benefits as a result of users actively integrating picture and text elements into a cohesive mental model. Experiment 2 compared repetitious with interleaved (i.e. assembly steps presented in alternating picture-text formats) multimedia presentations. Again, multimedia presentations led to overall learning advantages relative to single-format presentations, with an emphasis on both repetition and integrative working memory processes. Object assembly performance consistently demonstrated the utility of picture learning, with or without accompanying text. Results are considered relative to classic and contemporary learning theory, and inform educational design. Copyright © 2007 John Wiley & Sons, Ltd. [source]