Rethinking Multimedia Instructional Material Design for an Equitable and Critical Pedagogy Kristina Schneider Centre for Instructional Technology John Molson School of Business Concordia University Montreal, Canada Spring 2004
Presentation Objectives Recognizing the need to integrate instructional packages that engage learners in research, critical thinking, awareness of their biases, communication, and allow them to build connections to diverse ways of understanding Learning to construct and integrate engaging activities requiring basic, creative, critical and complex thinking skills, using goal‐oriented and problem‐based activities
Presentation Outline
Presenting Concordia, JMSB and demographics Identifying needs and problems Addressing Needs via Instructional Design Designing with a Constructivist Approach Using Democratic and Equitable Activities Presenting JMSB’s current direction
Centre for Instructional Technology (CIT) Works in partnership with the staff and faculty of the John Molson School of Business Offers a variety of services:
Desktop & audio‐visual support Technical support (network, Web & database) Media support (document formatting & graphic design) – Educational technology support (course & curriculum) – – –
John Molson School of Business (JMSB) Is the business faculty of Concordia University Offers a wide variety of programs:
– Undergraduate degrees E.g.: Accounting, Marketing, Management, Commerce
– MBA programs With an Executive MBA & an Aviation MBA
– PhD courses & research
Concordia University Is one of 4 Montreal Universities Is one of 2 Anglophone Montreal Universities Has 4 major faculties:
– – – –
Arts and Sciences John Molson School of Business Engineering and Computer Sciences Fine Arts
Demographics In November 2003: 30,801 students were enrolled in academic courses at Concordia University Of these, 3,139 (over 10%) were international students.
5,532 students (30% of Concordia’s student population) were enrolled at the JMSB Of these international students, 779 (30%) students were studying in the JMSB
Demographics
JMSB International Students 307
118
China
Europe
109
Middle East
82
Asia (ex China)
63
Africa
51
Latin America
34 USA
10
4
1
Antilles
Other
Oceania
Demographics
JMSB and Concordia’s student population and faculty is quite ethnically diverse. Other factors to consider: – There are many students who’s parents are immigrants (2nd generation) – There is a large francophone population attending both JMSB and Concordia – Race and ethnicity is not the only issue: every learner has various needs and views the world differently
Addressing Our Diverse Population
There is a need for teaching and learning environments to be: – inclusive – equitable – multicultural
These environments are equally crucial in the development of rich learning environments
Are Efforts Made?
There is a great amount of efforts made by Concordia faculty and administration – In the classroom, faculty makes students aware of business practices in other cultures – The CIT works with JMSB faculty in developing pedagogical resources – The administration offers international students resources and help – Via special events and extra‐curricular activities (E.g.: The JMSB Chinese New Year party)
Are the Efforts Working?
Professors are willing to be more inclusive in their teaching though often do not have the necessary resources Professors are of various ethnic origins and various backgrounds, yet most completed graduate studies in traditional North American learning institutions Students still have a very North American view of business and business culture
Identifying the Real Problem
Banks addressed the need for a change in the way knowledge is processed: “We must engage students in a process of attaining knowledge in which they are required to critically analyse conflicting paradigms and explanations and the values and assumptions of different knowledge systems, forms and categories.”
Banks, James (1992) A Curriculum for Empowerment, Action and Change
Identifying the Real Problem
Bennett identifies the main contributing deficits in the teaching and learning process: “There is a lack of conceptual clarity, a lack of agreement on the goals of multicultural and global education, and the lack of theoretical framework to guide teachers”
Bennett, Christine (1992) Strengthening Multicultural and Global Perspectives in the Curriculum
Identifying the Real Needs A need for a a radical change in the way knowledge is being transferred to learners A need for a set of frameworks for and approaches to developing inclusive, equitable material A need for resources that enable students to personalise their learning experience and cater to multiple intelligences
The Teacher’s Burden
Grant and Zeichner propose teachers take it upon themselves to become reflective teachers and make changes from within, on a micro level: “The reflective teacher is wholehearted in accepting all students and is willing to learn about and affirm the uniqueness of each student for whom he or she accepts responsibility.”
Grant, G. & Zeichner K. (2000). “On Becoming A Reflective Teacher”. In Iseke‐Barnes J. & Wane. N. (Eds), Equity in schools and society.
The Teacher’s Burden Many teachers are not equipped with the time and resources to accomplish such an onerous objective There is a desire to instil social change, but between aspiration and accomplishment, there must be a feasible plan The development and integration of instructional packages has the potential provide teachers with a methodology and resources
Addressing Needs via Instructional Design
Moore and Shattuck define Instructional Design as: “[a] system of developing well‐structured instructional materials using objectives, related teaching strategies, systematic feedback and evaluation.”
We must go beyond this… We must go beyond this…
Moore, M. G. & Shattuck, K. (July 2001). Glossary of Distance Education Terms. https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml
Rethinking Instructional Design
In order to contribute to an equitable curriculum and a democratic classroom, an instructional design package must contain additional criteria. These include: – – – –
activities that require complex thinking skills democratic and equitable instructional materials student‐centered activities and materials accessible materials
Choosing Multimedia Learning Materials
Can be used in: – – –
traditional in‐class settings a distance education program a hybrid model
Can empower: – teachers/facilitators as they strive to address the myriad needs of their students – students as they can benefit from self‐paced and self‐ directed learning activities
Choosing Multimedia Learning Materials
Multimedia learning materials can enable the integration of constructivist learning principles ‐‐ such as: – multi‐goal oriented activities – problem‐based activities
These activities require learners to consider a variety of domains and perspectives, which is essential for meaningful learning and building awareness
Reverting to Behaviorist Patterns
Multimedia learning materials have too often been developed using a purely behaviorist pattern, emphasizing: a large text‐based content push geared towards memorization of facts drill & practice type basic interactivities
Such approaches have neglected: – subjective and critical thinking skills – learners who need to learn in other ways (audio‐ visual, etc.)
Reverting to Behaviorist Patterns One of the main (perceived) reasons for building simple multimedia learning materials is due to the complexity of their development process Some of the requirements can be:
– – –
the time to design and develop technical resources required skills and expertise for the design
Designing with a Constructivist Approach
Jonassen suggests a “learner as designer” approach where students use computers as cognitive tools in order to access diverse information, interpret and organize it and presenting their knowledge to others.
Designing with a Constructivist Approach
Jonassen proposes an environment where students take ownership of their learning with the help of learning technologies: “technologies should be used to keep students active, constructive, collaborative, intentional, complex, contextual, conversational, and reflective.”
Jonassen, D. H. (1999). Designing Constructivist Learning Environments (CLEs). http://tiger.coe.missouri.edu/~jonassen/courses/CLE/index.html
Designing with a Constructivist Approach
Jonassen’s rhizome diagram contains the various requirements for constructivist learning environments.
Designing with a Constructivist Approach
Multimedia applications developed with a constructivist approach can foster: – – – –
Research Critical thinking Communication Connection building
Not only to old ways of thinking, but more importantly to new and enlightened ways of understanding.
Developing a Complex Thinking Framework
Is designed to contain: – – –
content/basic thinking skills critical thinking skills creative thinking skills
Is an action‐oriented thinking process, which: – fosters multidisciplinary ways of understanding a topic – engages a student’s awareness of their prior knowledge and ways of knowing to develop a broader and more inclusive perspective
Jonassen, D. H. (2002). Computers as Mindtools for Schools: Engaging Critical Thinking.
Using Democratic and Equitable Activities
Greene and Zimmer study on the impact of adding an Internet research component to a University‐level business class found that: “[S]tudents improved significantly in seven business skills and interests, including increased proficiency with foreign market research based on electronic information sources and improved knowledge of doing business in a foreign market.”
Greene, C. S. & Zimmer, R. (2003). An international internet research assignment‐assessment of value added. Journal of Education for Business
Using Democratic and Equitable Activities Via this activity, learners: developed cultural consciousness and global perspective developed a better understanding of their own worldview via self‐reflection reduced their ethnocentrism via awareness of the other will potentially become business professionals with a more democratic and inclusive approach
Using Democratic and Equitable Activities Robertson and Alexander report on the success of their “Critical Thinking Curriculum Model” (CTCM) that integrated computer technology and solid teaching practices in their instructional design package. The students were required to:
– do online research to compile data related to their task – consider scientific, political, social/cultural and economic aspects of the global issues
Using Democratic and Equitable Activities By researching information online, students had access to a wider variety of resources and perspectives from other regions and countries This activity also engaged students in creative thinking, as they were required to summarize their findings in a multimedia presentation
Robertson, B. & Alexander, R. (2003). Critical Thinking Curriculum Model, from http://techknowlogia.org/TKL_active_pages2/CurrentArticles/main.asp?IssueNumber=19& FileType=HTML&ArticleID=461
Using Democratic and Equitable Activities
WebQuest: – Was developed at the Bernie Dodge at San Diego State University – Has principles which are similar to the last 2 examples – Engage learners in an online treasure hunt to gather the information required to meet their learning objectives
Example of a WebQuest
Accessible Materials
Accessibility: – can be defined as:
ease of use ease of access affordability availability
– is about the democratic quality that a resource can have – requires careful planning and attention to the design
Accessible Materials
To be truly accessible, instructional packages should: be designed to foster complex thinking be democratic and unbiased promote student‐centered activities offer a variety of options to meet the diversity of student needs – facilitate connection building – – – –
JMSB Past Initiatives
Via Learning Objects – Curriculum‐aligned, supporting in‐class teaching Financial Accounting Linear Programming
Via Global Distance Education Programs – Programs delivered to students located internationally using Web technologies Global Aviation MBA Program Aviation Security Management Training Course (in partnership with ICAO)
JMSB’s Current Direction Is replacing the more rigid technology with more supple and flexible technologies Is focusing on making it’s distance education programs completely electronic Is working with the professors to find alternative ways of communicating with students and meet their diverse needs
JMSB’s Current Direction
The Global Aviation MBA program – Case study: learners compare and contrast the situations with situations in their environment learners post their thoughts to a threaded discussion board learners read each other’s posts, respond to their classmates’ views and opinions electronically
– Truly interactive objects:
Editable text documents and/or with annotation features Editable spreadsheets Flexible databases
Discussion
Suggestions: – Deconstruction of past initiatives (yours or others) – On other ways of including more equitable practices
Questions & Comments
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