The presentation is a resource for teacher educators on how to integrate multimedia and hypermedia tools in creating constructivist learning environments.

1. Use of Multimedia &
Hypermedia in Teaching
Dr. Minae I. Mwangi
Lecturer,
Kenyatta University

2. ICT
 Information Communication Technologies (ICTs) in teaching and
learning are technological tools in form of hardware and software
that help communicate, develop, disseminate, store and manage
information.
 These technologies include computers, the internet, broadcasting
technologies (radio and television), and (mobile) telephony. It can
be hardware (such as computers, digital cameras), software (such
as Excel, discussion forums), or both.

3. Source: UNESCO, 2010

4.  Computers, laptops, internet, television and mobile phones are some of
the ICT tools used in education to enhance the teaching learning
process.
 Information and Communication Technology (ICT) has the potential to
play a powerful role in increasing resources and improving the learning
environment. ICT plays a role in equipping learners with fundamental
skills and competencies to enhance competitiveness in the emerging
global “knowledge” economy
 (National ICT Strategy, 2006).

5.  It is now globally accepted that quality education should provide 21st
century skills that include, learning and innovation skills (Creativity and
Innovation, Critical Thinking And Problem-solving, Collaboration,
Communication) Information, Media And Technology skills( Information
Literacy, Social Responsibility and ICT Literacy skills) and Life and Career
skills (Flexibility And Adaptability, Initiative and self drive, Social and
cross cutting skills, Productivity and Accountability and Leadership and
Responsibility).

6.  Over the past two decades, technology has become widespread and
transformed lives. Some of the changes brought about by ICT are:
Communication - Mobile telephony, Social media, Blue tooth
Dissemination-Information sharing using the internet and
intranet
 Storage - Greater capacity storage devices such as external storage
devices (DVDs, flash disks, memory cards) and data centers
 Manage information - Tailor made applications to enhance
communication, dissemination and storage of data.

7. Changing Roles of Teacher and The
Learner
Traditionally, the role of a teacher in the teaching and
learning process has been the transmitter of
knowledge and skills while that of the learner has
been that of the passive recipient. Technology has
contributed to change of pedagogy from teacher
centred to learner centred approaches.

8. How stakeholders may be assisted to overcome resistance in order to
embrace the use of ICT in the teaching and learning process.
 Involve the teachers and stakeholders in the process
 Train the teachers
 Explain the change in an easy to understand terms
 Develop a shared vision and buy-in
 Explain the reasons why they need change
 Address the concerns to the stakeholders
 Communicate to the stakeholders and keep them informed
 Provide requisite resources.

9. What is ICT integration?
 ICT integration refers to the use of ICT to enhance the teaching
and learning process. It is used to engage learners in meaningful
learning that translates into improved student performance.
Effective ICT integration should focus on pedagogy design which
takes into account the fact that teachers need to ‘learn about
technology … in the context of their subject matter and
pedagogy’ (Hughes 2004, p. 347).

10. Benefits of ICT in Teaching and Learning
 Increases learners’ motivation
 Holds learners’ attention
 Allows learners to learn by doing
 Receiving immediate feedback
 Uses all the learners’ senses
 Able to use new tools to master the key concepts and skills
 The option to select learning materials that meets their level of
knowledge and interest

11.  Allow learners to work at their own pace
 Different learning styles are addressed
 Making abstract concepts clearer
 Reducing the risks involved in dangerous
experiments and operations
 A reliable link to various information sources

12.  An ICT integrated lesson should be as participatory as possible
through the use of multimedia elements such as audio, videos,
photographs, illustrations, animations and quizzes/ exercises.
 When designing an ICT integration plan, the teacher-designers
need to consider whether:
The activities can promote learners’ critical thinking or other
higher order thinking.
The learners understand what they are supposed to learn.
The expectations and assessment criteria, such as rubrics, are
stated clearly.
There are opportunities for learners to take control over content,
pace, and sequence

13.  Students especially are more ready than today’s teaching staff
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 Students today are internet-literate
 Their learning nature is probably much shifted
Multimedia-based
Contextual
Hands-on
How CAI-ready are we?

14.  Types of Applications:
(Merrill et al., 1996)
1. Drill and Practice
2. Tutorial
3. Simulation
4. Problem-solving
5. Gaming
How can we use ICT in instruction?

15. ICT in education has a multiplier effect
throughout the education system, by:
enhancing learning and providing students with new
sets of skills;
reaching students with poor or no access (especially
those in rural and remote regions);
facilitating and improving the training of teachers; and
minimizing costs associated with the delivery of
traditional instruction.

16. Advantages of computer in teaching
1) Instructors Can Personalize the Education Experience - A PBS teacher survey found that
teachers like and support technology in the classroom. Tools like websites, apps, learning games,
e-books, and virtual tutoring help the student learn at their own pace. Digital materials can
support classroom learning topics, and introduce different teaching methods for each student’s
unique learning needs.
2) Instant Access to Knowledge - The Internet gives students instant access to answers beyond
what’s in their textbooks. In fact, today’s kids are already familiar with “Googling-it” to find
answers to questions. The gift of the internet to the classroom gives teachers the chance to give
their students a holistic view of any given subject while still giving students the guidance to find
the right sources. In-classroom internet research gives teachers the opportunity to teach their
students how to assess the quality of the information they find online while removing the one-
sided restrictions of a textbook.

17. 3) Student Preference - A study by Educause found that K-12 and college
students prefer to have technology integrated into their curriculum.
Computers, tablets, smartphones, and the internet are the same tools that they
use at home. Students are already comfortable using these tools to connect
with other students, their instructors, and their institution. In fact, the Educause
survey found that 54% of students would typically use at least two devices
simultaneously for school work.
4) Proven Student Engagement - An article by the National Math and Science
Initiative shows that blended learning styles keep students focused longer and
makes them more excited to learn more, especially for STEM (Science,
Technology, Engineering, and Math) subjects.
5) Equips learners with knowledge and skills relevant for the future. Computers in
the classroom help create learners who will find their place in a technologically
advanced society. They are preparatory tools for the future.
6) Computers lend themselves to a lot of creative and interesting activities

18.  Technological
Computer literacy
Information literacy
Internet literacy
-----------------------------------
 Psychological
Anxiety
Motivation
Misperception on elearning at large
How ready are we for ICT integration?

19. Social media
 They create a modern interactive framework for learning
 They make learning more interesting
 Examples are:
Facebook
Twitter
Google+
You tube

20. Learning through
Multimedia & Hypermedia

21. Definition
Multimedia can be defined as the combination of text,
audio and images in a single instance. It is the “combined
use of several media, such as movies, slides, music and
lighting, especially for the purposes of education and
entertainment” (Brooks, 1997).
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22. The multimedia or electronic devices
which are used to make this information
useful are monitor or display screen for
graphics, images and videos.

23. There are two kinds of multimedia, namely linear and
non linear multimedia.
When you watch a movie in a cinema, it is kind of
linear multimedia. You just control the voice and on &
off feature.
While movie run without any further navigation
control.
On the other hand, video game is the kind of non
linear multimedia, which is controlled through external
navigation.
Types of Multimedia

24. Advantages of Multimedia Teaching
Method
1) Arousing students’ interests
 Multimedia teaching method fuses writing, sounds,
pictures and videos together, making teaching contents
easy to understand and heightening class atmosphere.
 Thus it arouses students’ enthusiasm

25. 2) Better emphasize of key points in teaching
 When using multimedia teaching method, teachers can make
use of different colors to increase students’ interests, show
pictures of things that students cannot imagined, and deliver
more and specific knowledge and information to students
through sounds and videos.

26. 3) Improving teaching efficiency
Multimedia teaching makes use of different
equipment's in its teaching process, adding more
information to the class and benefiting teaching quality
and efficiency

27. 4)To Enhance learning
 Learning theorists state that to reach an objective or to
acquire a skill, the learner must be actively involved
through practice to cognitively incorporate it into long-
term memory. The interaction or “doing the objective”
helps the learner reach the objective and recall the
information, skill, or behavior that was learned

28. Wolfgram (1994) states, "People only remember
15 percent of what they hear and 25 percent of
what they see, but they remember 60 percent of
what they interact with”

29. 5) Flexibility
Multimedia programs can draw on such diverse
tools that they truly offer something for students
who excel in any of what Gardner calls
“intelligences”
For example, a student who may not be good at
written expression but has visual aptitude can
document learning with sound or pictures

30. Theoretical Bases for Multimedia Learning
Constructivism
Cognitive learning theory
Mayer’s multimedia learning theory
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31. The Experimental Study
 Examined whether multimedia has any positive effect
on the classroom interaction of the trainees.
 There were three phases for the study.
 Comparative study was made between regular
classes and experimental classes.
 Multimedia equipment used: LCD projector, Laptop,
DVDs, Speakers, Camcorder, and sound recorder.
 Tools used: Questionnaire, semi-structured interview,
classroom recording/ observation checklist.
 The data obtained were analyzed and triangulated.
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32. Findings of the Study
 Trainees were comfortable with the use of multimedia in
the class and it had a positive effect on enhancing the
classroom interaction of the trainees.
 Multimedia helped in improving their confidence level
and motivation
 Learners found multimedia useful because it exposed
them to authentic language, improved their
pronunciation and knowledge of various language
functions and also enriched their vocabulary.
 When the experimental classes were compared with
regular teacher’s classes, it was found that the
experimental classes were more effective than the
regular teacher’s classes.
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33. Problems Faced
 Lack of infrastructure
 Too much light in the room
 Trainees became over conscious about the video recording
 Problem of echo
 Time constraint
 Some other technical problems
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34. Proposed Solutions
Plan well – Always have a backup plan
Familiarize yourself with the equipment and
its functioning
Use the correct format for files
Rehearse
Don’t be over ambitious
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35. Suggestions/ Implications
 Multimedia can be used as a training tool to enhance the
language skills (esp. classroom interaction) of teacher
trainees.
 Technology has to be used judiciously with proper
planning.
 Training should be given to the teacher trainers who use
technology.
 A small course on ‘how to handle technological equipment’
can be added to the teacher training curriculum.
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36. Hypermedia

37.  Hypermedia means converting graphics, audios,
videos, text, animation, hyperlinks, drawings, etc. in
hypertext form with the help of a programming tool or
software.
 Adobe Flash Player, Adobe Reader, Adobe Director,
Macromedia Flash Player, Macromedia Authorware,
Visual FoxPro and FileMaker Developer are the tools,
which are used for hypermedia applications.
 There is a special language for hypermedia, which is
used to make multimedia files to be capable of in
operating sate.
 Unlike multimedia, it has only one non linear medium

38.  Hypermedia refers to “linked media” that have their
roots in a concept developed by Vannevar Bush (1986)
in his landmark article “As We May Think.” In 1945,
Bush proposed a “memex” machine that would let
people quickly access items of information whose
meanings were connected but which were stored in
different places. In the 1960s, Ted Nelson coined the
term hypertext to describe proposed databases

39. Development of creative and critical thinking
skills
 The tremendous access to hypertext and hypermedia tools
opens up a multitude of creative avenues for both students
and teachers.
 Marchionini (1988) refers to hypermedia as a fluid
environment that constantly requires the learner to make
decisions and evaluate progress. He asserts that this
process forces students to apply higher order thinking
skills.
 Turner and Dipinto (1992) report that the hypermedia
environment encourages students to think in terms of
metaphors, to be introspective, and to give free rein to
their imaginations.

40. Motivation
Hypermedia programs offer such varied options
that most people seem to enjoy using
them.Students who usually struggle to complete a
project or term paper often will tackle a
hypermedia project enthusiastically.
McCarthy (1989) is among those who believes the
most important characteristic of hypermedia is its
ability to encourage students to be proactive
learners.

41. Take Away Task
 With suitable examples, discuss the use of
various Multimedia in education. Describe the
advantages and disadvantages of using these
media.