Teacher Training Workshop

Monday October 7th


Stage 1: Presentation "A case study approach to exemplifying good practice in educational multimedia design" by George Hatsidimitris.

Primary School Science

The instructional designer presented a number of educational multimedia projects that had been produced in conjunction with Joe Wolfe from the School of Physics at the University of NSW, Sydney, Australia. The projects had won a number of national and international awards and demonstrated some of the instructional design principles mentioned in the research literature whilst also raising a number of challenges in terms of cognitive load and learner control.

Stage 2: Participants were encouraged to view the projects in detail and to then use the available props to author their own multimedia.

Each group was required to scan through and view multimedia modules and ancillary resources in the Physclips project so as to assist them to formulate a hands on activity. The participants were told that the activity had to meet the following criteria in so far as possible:

  1. Be a topic covered by Physclips.
  2. Where possible utilise some of the Physclips content i.e. videos/animations/web pages to provide context for the hands on activity.
  3. The activity should use simple, cheap materials so that other institutions/schools may utilise the activity.
  4. The activity should be able to benefit from multimedia enhancement i.e. are there invisible forces that could be demonstrated via multimedia?, or could stills be captured from the activity and then used to highlight phenomena otherwise inaccessible to the naked eye? (e.g. in the case of a fast moving projectile).

Stage 3: Feedback from facilitators and peers was provided to participants displaying preliminary versions.

Tuesday October 8th


Stage 4: Presentation "Research Based Principles in Multimedia" by George Hatsidimitris.

The facilitator discussed evidence based guidelines such as spatial and temporal contiguity, visual cueing, modality principle, segmentation, pre-training and self-guided learner-control. The purpose being to acquaint the participants with the relevance and value of incorporating such principles into their own multimedia design process.

Stage 5: Negotiations between multimedia designer (facilitator) and content expert (participants) concerning the
production of the multimedia with regards to viability and probable effectiveness.

The resultant multimedia animations/videos can be viewed in the section "The multimedia resources". Time constraints meant that some of the development was done collaboratively after the completion of the workshop through email contact.

    Support for this project website has been provided by The Australian Office for Learning and Teaching, an initiative of the Department of Industry, Innovation, Science, Research and Tertiary Education. The views expressed in the project do not necessarily reflect the views of The Australian Office for Learning and Teaching.

© REALM - Reinforcing and enhancing active learning with multimedia is copyright of
School of Physics at the University of NSW
and Miranda House at the University of Delhi