Constructing Multimedia: Benefits of Student-Generated Multimedia on Learning

Mathew Mitchell

Interactive Multimedia Electronic Journal of Computer-Enhanced Learning (IMEJ) Vol. 5, No. 1 (2003)

Describes the implementation of two graduate courses in education where doctoral students completed their major assignments as multimedia projects rather than as written papers. Discusses affordable software; minimal in-class time; personalized...

Multimedia as Scaffolding for Reading Research

Mathew Mitchell

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 735–739

Beginning doctoral students in education often experience great difficulties in reading and understanding original research articles. This presentation will provide an example of one multimedia instructional approach intended to help students become ...

Sound flipping: How audio-only flipped learning experiences can improve out-of-class learning.

Mathew Mitchell

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 20, 2014) pp. 1364–1367

This presentation looks at the benefits of using audio-only presentations when creating out-of-class learning materials for a flipped learning environment. Most faculty are so accustomed to lecturing that they lack expertise in conducting classroom...

Topics: Audio, Implementation Examples & Issues

Constructing Analysis of Variance (ANOVA)

Mathew Mitchell

Journal of Computers in Mathematics and Science Teaching Vol. 21, No. 4 (2002) pp. 381–410

Spreadsheets can be a valuable tool for helping students construct a deeper understanding of statistical concepts. This investigation incorporated active-learning into the structure of an intermediate-level statistics course for doctoral students ...

Topics: Students

Pecha Kuchas in the Higher Education Classroom

Mathew Mitchell

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2764–2768

This best practices presentation reports on the use of pecha kucha presentations integrated into the higher educational setting. Pecha kuchas are also known as 20x20 presentations since they consist of 20 images each 20 seconds long. The sample in...

Multimedia as Pre-Training in Statistics

Mathew Mitchell

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 731–734

This presentation will demonstrate one specific use of multimedia screencasts: as pre-training, and review, of essential concepts in statistics. Each of the 12 screencasts will be less than 5 minutes in length. Their purpose is not to cover a topic...

Pecha kucha style: How pecha kucha presentations help students write and think better

Mathew Mitchell

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 895–896

A pecha kucha consists of 20 images, each narrated for 20 seconds, resulting in a 6 minute and 40 second presentation. It's useful to think of pecha kuchas as multimedia haiku. This presentation focuses on the results garnered from using pecha kucha ...

Topics: Instructional Design, Implementation Examples & Issues

The Use of Spreadsheets for Constructing Statistical Understanding

Mathew Mitchell

Journal of Computers in Mathematics and Science Teaching Vol. 16, No. 2 (1997) pp. 201–222

This paper describes an attempt to systematically incorporate "active learning" into the structure of an elective course designed to instruct students in computer-based approaches to statistics. Active learning was implemented primarily by having...

Topics: Students, Instructional Design

Essential Computing Skills: The Institutional Development of Multimedia Tutorials

Susan Prion; Mathew Mitchell

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 593–598

This presentation looks at the institutional development and pilot-testing of multimedia tutorials integrated with supplementary text materials aimed at helping establish a foundation of computing skills for all entering students within a School of...

Topics: Multimedia, Instructional Materials, Students

Just-in-Time Audio and Student Learning

Susan Prion; Mathew Mitchell

World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3010–3013

Audio can be a powerful influence on student learning given the right conditions. Based on Paivio's and Mayer's theories about multimedia learning, just-in-time audio are relatively short audio files in response to specific student learning issues....

Topics: Students, Audio

Audiobooks for Meaningful Learning

Susan Prion; Mathew Mitchell

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1780–1785

Research consistently indicates that audio can be a powerful influence on student learning given the right conditions (Ginns, 2005; Mayer, 2005). Our session focuses on the potential benefits of audiobook packages. An audiobook package combines the...

Learning effectiveness and the modality effect in the pre-licensure health science classroom

Susan Prion; Mathew Mitchell

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1786–1788

This study will attempt to assess the learning effectiveness of multimedia instructional materials for complex health science information when the information is presented in a self-paced, integrated visual and verbal mode. Specifically, the...

Audiobooks and Cognitive Load

Susan Prion; Mathew Mitchell

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 1917–1926

Cognitive load theory (CLT) has been the theoretical framework for much of the research into multimedia learning over the past fifteen years. CLT is especially useful for understanding why meaningful learning is difficult to achieve. The inherent...

Enhancing Multimedia Creation Through Peer Review

Susan Prion; Mathew Mitchell

World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 4650–4651

Our presentation focuses on how to efficiently implement peer-generated formative feedback into a course in which multimedia products are being created. Specifically we will look at a case study of one doctoral-level course in a School of Education...

Topics: Students, Multimedia

e-Seminars: Outcomes and Scaffolding

Mathew Mitchell; Susan Prion

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 1863–1865

This case study presentation describes the experience of using three visiting scholars to digitally “visit” a doctoral-level education course in cognitive psychology. Students would read an article plus listen to an audio presentation given by each...

Research alouds to scaffold the practices of researchers

Mathew Mitchell; Susan Prion

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 1812–1817

Beginning doctoral students in education often experience great difficulties in reading and understanding original research articles. Employing Mayer's cognitive processing framework, we developed an instructional technique termed research alouds to ...

Integrating Multimedia: Demonstrations of student-generated multimedia products made within regular content-driven courses

Mathew Mitchell; Pamela Andreatta; Elena Capella

World Conference on Educational Media and Technology 2004 (2004) pp. 3962–3967

Education doctoral students in five different courses demonstrated their understanding of key concepts though creating multimedia learning products. This demonstration looks at the use of student-generated multimedia products as a pedagogical...

Topics: Multimedia, Students

Flipping out: Leveraging the power of flipped classrooms to create in-depth international learning projects

Mathew Mitchell; Thanh Nguyen; Susan Prion

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 893–894

Flipped classrooms change how time is utilized in the live class setting. Essentially flipped classrooms have students fully prepare for basic course content outside the classroom, and then use the classroom experience for deepening student...

Topics: Implementation Examples & Issues, Social & Cultural Issues, Instructional Design

Rich Media Deserve Rich Feedback

Mathew Mitchell; Susan Prion; Peter Brodsky

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1714–1719

This presentation addresses a common problem familiar to instructors who use, or are thinking of using, learner-generated multimedia assessments in their courses: how to efficiently provide timely constructive feedback to students. The basic problem ...

Multimedia Statistics: A design-based study of the benefits of student-generated multimedia for learning in a foundation-level statistics course

Mathew Mitchell; Elena Capella; Pamela Andreatta

World Conference on Educational Media and Technology 2004 (2004) pp. 3968–3975

Education doctoral students in four different sections of a foundational statistics course (over the period of two years) demonstrated their understanding of key concepts though creating multimedia products. Students were required to create...

Topics: Students, Multimedia