{"id":69,"date":"2015-02-10T20:20:37","date_gmt":"2015-02-11T01:20:37","guid":{"rendered":"http:\/\/oberlin.ws\/?page_id=69"},"modified":"2015-05-26T12:18:42","modified_gmt":"2015-05-26T16:18:42","slug":"create-knowledge","status":"publish","type":"page","link":"http:\/\/obie.one\/?page_id=69","title":{"rendered":"Create Knowledge"},"content":{"rendered":"<p>EDCI 51300 &#8211; Foundations of Educational Technology<\/p>\n<p><a href=\"http:\/\/obie.one\/wp-content\/uploads\/2015\/02\/Artifact-EDCI-51300-Final-Paper-Learning-Styles-and-Multimedia.docx\">Artifact &#8211; EDCI 51300 &#8211; Final Paper &#8211; Learning Styles and Multimedia<\/a><\/p>\n<ul>\n<li>Demonstrates ability to describe common research methods in Educational Technology<\/li>\n<\/ul>\n<p>Illustrating the evolution of the relatively new field of educational multimedia emphasizes the importance of understanding the reasons the focus changes over time. \u00a0I decided to mention how during the 2nd World War, soldiers were trained through the extensive use of film education which included motion pictures and slide projectors.\u00a0 This not only helped soldiers to learn faster but also discouraged absenteeism (Reiser, 2012).\u00a0 By placing this early in the paper, the audience has an example not only of effective use of new methods and tools, but also establishes a connection of practical application.\u00a0 The paper could have been improved if other examples were given to illustrate historical changes over a shorter period of time.\u00a0 For instance, showing how the cost of materials may influence one type of media over another (perhaps more beneficial) could have been explored.<\/p>\n<ul>\n<li>Demonstrates ability to read and evaluate Educational Technology research<\/li>\n<\/ul>\n<p>I felt it was important that my research support the use of multimedia because of the way it is perceived by the learner. \u00a0What is it that makes it more effective than traditional methods that may not be successful with certain learners? \u00a0This was explored in another\u00a0portion of the artifact that emphasizes a link between learning styles and multimedia preferences in terms of instruction.\u00a0 Fleming (2001) details four forms of learning styles: visual (V), aural\/auditory (A), read\/write (R) and kinesthetic learning (K).\u00a0 Once a student&#8217;s style is established, instructors can explore reasons as to why a visual learner prefers a video explanation, while a kinesthetic learner may want to learn by performing an appropriate activity.\u00a0 However, the artifact could have been better suited for this if it were supported by additional research of experiments to show how these determinations can be harnessed efficiently by instructional designers.<\/p>\n<ul>\n<li>Applies research findings to the solution of common problems in Educational Technology<\/li>\n<\/ul>\n<p>After spending some time synthesizing some of the basic facts about educational technology, I realized I needed to illustrate how useful it can be as a solution to many training issues. \u00a0The revelation of how scholarly research in pedagogical methods perpetuates the need for instructional designers to regularly review such material.\u00a0 It shows how constant growth and understanding of new studies and methods can benefit them on a long term basis. \u00a0I included the research by\u00a0Herrington and Oliver (1999) who indicated how students involved in problem solving, simulate the complexity and uncertainty associated with the real world and find solutions that fit their needs using higher level thinking skills.\u00a0 Instructional designers should be no different so that they may be able to introduce new research into the field.\u00a0 The artifact represents not only a building block for development of content, but also reveals new goals and interests in the field based on discovery of information.<\/p>\n<p><strong>References:<\/strong><\/p>\n<p>Fleming, N. D. (2001). Teaching and learning styles: VARK strategies.Christchurch, New Zealand: N.D. Fleming.<\/p>\n<p>Herrington, J., &amp; Oliver, R. (1999). Critical characteristics of situated learning: Implications for the instructional design of multimedia. Journal of Interactive Learning Research, 10(1), 1999.<\/p>\n<p>Reiser, R. A., &amp; Dempsey, J. V. (2012). Trends and Issues in Instructional Design and Technology 3rd Edition. Boston, MA: Pearson.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>EDCI 51300 &#8211; Foundations of Educational Technology Artifact &#8211; EDCI 51300 &#8211; Final Paper &#8211; Learning Styles and Multimedia Demonstrates ability to describe common research methods in Educational Technology Illustrating the evolution of the relatively new field of educational multimedia emphasizes the importance of understanding the reasons the focus changes over time. \u00a0I decided to [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"page-templates\/full-width.php","meta":[],"_links":{"self":[{"href":"http:\/\/obie.one\/index.php?rest_route=\/wp\/v2\/pages\/69"}],"collection":[{"href":"http:\/\/obie.one\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/obie.one\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/obie.one\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"http:\/\/obie.one\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=69"}],"version-history":[{"count":9,"href":"http:\/\/obie.one\/index.php?rest_route=\/wp\/v2\/pages\/69\/revisions"}],"predecessor-version":[{"id":210,"href":"http:\/\/obie.one\/index.php?rest_route=\/wp\/v2\/pages\/69\/revisions\/210"}],"wp:attachment":[{"href":"http:\/\/obie.one\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=69"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}