Multimedia - the new design paradigm?
| When | Mar 16, 1998 |
|---|---|
| Where | London |
The assumptions and definitions underpinning my presentation included:
- Multimedia is the integration by computer of a range of media types which match human modalities
- Learning is a social, constructivist activity.
- Education takes place in society where milestones, outcomes and accreditation are anticipated.
- Computers know nothing
and my conclusions:
- We must be responsive to continuing change
- We must organise resources & learners support
- Multimedia computers have a role
- Internet empowers collaborative development
We should provide learning opportunities which are, and continue to be, more responsive to individuals and to technological, curricular and societal change. In order to achieve this, learning resources must be organised, learner competencies identified and guidance for both teachers/tutors and learners developed, to support open and flexible learning. Multimedia computers have a major role to play both in presenting knowledge, organising learning, communicating guidance and as tools for learners which change our definition of literacy. Participative Internet tools facilitate the natural capacity for humans to collaborate and to react rapidly to technological and societal change, which in part is promoted by Internet itself.
and finally:
- Institutions must commit resources for professional development based on vision rather than demand
Institutions will have to commit resources for the professional development of all its staff and it won't be good to wait for demand from staff who are unaware of possibilities, but better to promote IT based on sound vision (!). Our opportunity is to help learners access knowledge, teachers develop professionally and all to excel through building a learning community with information technology.
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