Students as multimedia composers

Hay, Kenneth E.; Guzdial, Mark; Jackson, Shari L.; Boyle, Robert A.; Soloway, Elliot

doi:10.1016/0360-1315(94)90019-1

Cited by 27 publications

(12 citation statements)

References 10 publications

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“…However, that ease of creating multimedia on the desktop belies the complexity of actually composing multimedia [11]. While it is relatively simple to use a sophisticated multimedia package to combine a video and audio track, that package tells us little about what to put in our video or audio.…”

mentioning

confidence: 96%

Use of collaborative multimedia in computer science classes

Guzdial

2001

Proceedings of the 6th Annual Conference on Innovation and Technology in Computer Science Education

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While there is a lot of speculation about the benefits of multimedia exploration, research on learning and technology suggests that the creation of media by students has even greater benefit for learning. Students learn through articulating their knowledge in their multimedia documents, reviewing their own work, and receiving comments and critiques on their work. In the research of the Collaborative Software Lab (http://coweb.cc.gatech.edu/csl), we are particularly interested in exploring the creation of media through collaborative technology. By having students work together in creating diverse media, we encourage review and critique, and create opportunities for joint learning. We have been using an environment for collaborative multimedia in several computer science classes, and in this paper, we describe some of the activities that teachers have invented for using the CoWeb.

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confidence: 96%

Use of collaborative multimedia in computer science classes

Guzdial

2001

Proceedings of the 6th Annual Conference on Innovation and Technology in Computer Science Education

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“…In the mid-nineties and early 2000s researchers developed a wide variety of computational tools to support students in using multimedia for learning course content (e.g., MediaText [25], Classroom 2000 [1], and Goal-Based Scenarios [36]). Classroom 2000 was designed to capture course content through ubiquitous computing techniques to be made available for students to later access asynchronously over the web [1].…”

Section: Annotation Systemsmentioning

confidence: 99%

Piloting TrACE

Dorn

Schroeder

Stankiewicz

2015

Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work &Amp; Social Computing

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The use of multimedia content such as video is becoming more prevalent in educational environments. However, current platforms for hosting these media provide few collaborative tools to foster social learning between students or request help from instructors. In this paper, we explore the potential of spatiotemporal anchored collaboration, and we present a prototype media-playback environment called TrACE that exemplifies the approach. We examine a first design-based research (DBR) pilot deployment of TrACE in two postsecondary courses. Results indicate that students do take advantage of the system's affordances to interact in meaningful ways, though overall student annotation authoring was limited. Using the pilot data, we propose socio-technical modifications for the next iteration in the DBR cycle. Specifically we focus on tools to support instructors' use of the system and for promoting collaboration between students.

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“…First, there is evidence based on the literature and the content of the basics of informatics to suggest that hypertext and collaborative hypettext have a positive effect on the learning of the concepts of informatics. Second, in spite of the promise of hypertext they can be more distracting than beneficial [5,12]. Hypermedia tool itself, by being too complicated and less graphic, can threaten this positive effect.…”

Section: Croetiom Stndaatmentioning

confidence: 99%

“…In this sense since hypertext is a unlinear form to present information, it is a sophisticated tool for organizing information cues as a user understands them. The results of these studies have been contradictory [5]. Most of them struggled with the issue that students aIso need skills to use hypermedia software.…”

Section: Engagement and Motivationmentioning

confidence: 99%

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Does collaborative hypertext support better engagement in learning of the basics in informatics?

Makkonen

1997

SIGCSE Bull.

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Hypertext is a powerful cognitive tool supporting knowledge constnrction. We organized two courses about the basics in informatics using collaborative hypertext (experimental groups) based on the hyperbooks built by the students participating in the courses. Simultaneously, we ran two courses without collaborative hypertext (control groups). 'flte study found that collaborative hypertext affects motivation equally regarding most themes of the basics in informatics.The result reflects the need for traditionrd uncomputerized learning methods in the basics of informatics or the need to concentrate on improving the tmthfulness of hypertext-based learning. However, some students may benefit from collaborative hypertext under all circumstances.

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Students as multimedia composers

Cited by 27 publications

References 10 publications

Use of collaborative multimedia in computer science classes

Use of collaborative multimedia in computer science classes

Piloting TrACE

Does collaborative hypertext support better engagement in learning of the basics in informatics?

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