1. Constructivist learning and multimedia Ian Hart, Gray Williams, Denis Meyer CAUT Ecology & French Biodiversity

2. The Constructivist Credo Knowledge is constructed by the learner Many world views can be constructed: there are multiple perspectives Knowledge is dependent on context Learning is mediated by tools and signs Learning is a social-dialogical activity Knowing how we know is the ultimate human accomplishment

3. Traditional vs Constructivist Teach sequences of skills graded from low-level to high- level Assist students to learn through problems, explore possibilities, develop products and presentations Curriculum design

4. Traditional vs Constructivist Match clear objectives with assessment tests Develop global goals which require generalised abilities such as problem solving and research Instructional design

5. Traditional vs Constructivist Stress on individual achievement Stress on collaboration and group work Student goals

6. Traditional vs Constructivist Formal classroom instruction, lectures, worksheets, mastery activities, tests Informal atmosphere, open-ended questions, research and development, learning portfolios, descriptive assignments. Teaching strategies

7. Implications for developers The student brings prior learning and beliefs to the task Be aware of implicit assumptions (eg. cultural values) cultural values Provide scaffolding and context

8. Lemonade Stand : mathematics with cultural implications

9. Implications for developers The student is in control of the learning experience (of the program) Logical, instinctive navigation is vital “Democratic” vs algorithmic structure Menus can provide scaffolding (eg. concept maps) concept maps

10. “Democratic” structure with concept map

11. Implications for developers Learning is often collaborative Opportunities for different world views and alternative solutions different world views

12. Different world views : Les Hongkongaises

13. Implications for developers Learning experiences should be in context Multimedia can provide realistic experiences and simulations Video and immersive media can promote engagement immersive media

14. Immersive media puts learning in context The Virtual Beach (QTVR)

15. Implications for developers Assessment involves evaluating evidence of knowledge construction Open-ended problems Unstructured data Tools for knowledge constructionknowledge construction

16. Knowledge construction in Action : Multimedia in Architecture

17. Implications for developers The program should develop the student’s metacognitive abilities Scaffolding and reflective devices:  Concept maps  Advance organisers  Evaluative assignments  Action research approach

18. Examples Architecture Ecology & Biodiversity French  Overall objectives  Production strategy  Teaching-leaning strategy  Evaluation

19. Multimedia for Architects Dept of Architecture/CAUT 2001  Year 4 course  Students work collaboratively to communicate complex architectural concepts to lay & professional audiences using multimedia  Medium : CD-ROM (for assessment)

20. The virtual lecture Virtual School of Ecology & Biodiversity (HKU-Nottingham)  Provide an on-line data bank of high- quality lectures from experts in the field  Provide tools for deconstruction and analysis  Medium : CD-ROM and Internet Player

21. Les Hongkongaises Dept of French/CAUT  Student-centred material Promote viewer identification  Communicative competence approach “Errors” are viewed as valuable data  Contextualisation  Medium : CD-ROM

22. Seminar 2 : Production 11 May Digital media and multimedia The iShell authoring environment Production strategies and the Interactive Media Group