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Learning Through Multimedia Construction: A Complex Strategy

Journal Article


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Abstract


  • Multimedia construction is a complex and theoretically val-

    id process for developing higher order thinking that can be

    implemented as a teaching activity and optionally associated

    with formal assessment in many ways. This article explores

    the associated learning strategylearning through multime-

    dia construction, through research and refl ective analysis of

    two class cases that feature learners from primary school and

    tertiary age ranges.

    The lecturer/researcher develops awareness of the complex-

    ity of group interactions, resource implications, the critical

    design of meaningful activities, appropriate assessment tasks

    and assessment criteria, and the importance of task and prod-

    uct ownership.

    Each case is presented in descriptive text accompanied by

    analysis using two recent activity/learning design models. A

    key aim is to inform those who wish to engage students in

    such activities of some of the critical factors that maximise

    the strengths of this strategy and inform meaningful negotia-

    tion of the potential pitfalls.

Publication Date


  • 2007

Citation


  • Brown, C. A. (2007). Learning Through Multimedia Construction: A Complex Strategy. Journal of Educational Multimedia and Hypermedia, 16 (2), 93-124.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2454&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1138

Number Of Pages


  • 31

Start Page


  • 93

End Page


  • 124

Volume


  • 16

Issue


  • 2

Abstract


  • Multimedia construction is a complex and theoretically val-

    id process for developing higher order thinking that can be

    implemented as a teaching activity and optionally associated

    with formal assessment in many ways. This article explores

    the associated learning strategylearning through multime-

    dia construction, through research and refl ective analysis of

    two class cases that feature learners from primary school and

    tertiary age ranges.

    The lecturer/researcher develops awareness of the complex-

    ity of group interactions, resource implications, the critical

    design of meaningful activities, appropriate assessment tasks

    and assessment criteria, and the importance of task and prod-

    uct ownership.

    Each case is presented in descriptive text accompanied by

    analysis using two recent activity/learning design models. A

    key aim is to inform those who wish to engage students in

    such activities of some of the critical factors that maximise

    the strengths of this strategy and inform meaningful negotia-

    tion of the potential pitfalls.

Publication Date


  • 2007

Citation


  • Brown, C. A. (2007). Learning Through Multimedia Construction: A Complex Strategy. Journal of Educational Multimedia and Hypermedia, 16 (2), 93-124.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2454&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1138

Number Of Pages


  • 31

Start Page


  • 93

End Page


  • 124

Volume


  • 16

Issue


  • 2