By Jack Koumi
This is a accomplished, useful advisor to the simplest use of video and multimedia in open and distance studying. Illustrated all through, it considers pedagogic layout ideas for the very best quality studying fabric, covering:
- what to coach on video and the way to educate it
- when to settle on and the way to exploit different media for teaching
- a framework of pedagogic layout rules for video and multimedia
- practical improvement suggestion for interactive multimedia.
With insights into the great technique of designing, constructing and dealing with distance studying fabrics, this e-book will charm to those involved in course improvement, academic video, audiovision and interactive multimedia layout, in addition to to scholars of basic video and multimedia production.
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Extra resources for Designing video and multimedia for open and flexible learning
The real-life sound of a friction-rub in a patient’s heart is resource material for students to replay and get familiar with. 17. Î This clip also illustrates category 1. 3, aural analogy, as explained in Chapter 1. 11. Staged events/dramatized enactment It is time-consuming and expensive to stage complex experiments or dramatized enactments for a live demonstration to students. It may well be impossible to restage the events time after time to each new cohort of students. So video might be the only solution, on grounds of economy of scale.
This was plainly staged in a studio, using careful lighting and Video that adds experiential value 45 specialist equipment to achieve the essential big close up shots. 22a, b, c. 3, inaccessible viewpoints, as explained in chapter 1 and earlier in this chapter. • A video shows how different people have individual styles of learning. 7a. Two people try to assemble a stool by following printed instructions. One decides to ﬁll in what he believes to be a missing step in the instructions. Another does not bother to follow the instructions carefully because he ﬁnds this boring.
Staged events/dramatized enactment It is time-consuming and expensive to stage complex experiments or dramatized enactments for a live demonstration to students. It may well be impossible to restage the events time after time to each new cohort of students. So video might be the only solution, on grounds of economy of scale. Incidentally, the activity of staging events necessarily occurs for all categories of video production. That is, the producer has to ensure that all performers and props are in the right place, doing the right things and that the conditions are controlled to exclude extraneous noises or intrusive objects or people.