Antony Kontellis UTS Blog

A new page has been created (link above banner), containing Assignment 2:
E-Learning Design Assignment 2, Part 1: Design Recommendations Report
Here is the direct link to this page:
http://antonykontellis.edublogs.org/e-learning-design-assignment-2-part-1-design-recommendations-report/
 
Thank You.

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A multimedia instructional message is a communication using words and pictures that is intended to promote learning.
For example, a multimedia instructional message in a book could include printed text and illustrations, whereas a multimedia instructional message on a computer could include narration and animation.
Examples of multimedia instructional messages include words and pictures intended to explain [...]

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“Multimedia is an eerie wail as two cat’s eyes appear on a dark screen.
It’s a small window of video laid onto a map of India, showing an old man recalling his dusty journey to meet a rajah there…”
Tay Vaughan, 1998, Multimedia: Making it Work
Multimedia is understood to mean a product that is digitally constructed utilising [...]

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Refer to this resource on creating storyboards:
http://www.uncc.edu/webcourse/sb/storyboard.htm
We will be developing course storyboards based on the simple or graphical storyboards.

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Albert Bandura (1977) combines behaviourist reinforcement with cognitive processes for understanding the behaviour of others.
Bandura empasises the importance of observing and modeling – his 2 key elements for learning are: experience and expectations
•    Experience enables us to learn the consequences of our actions
•    Expectations are formed by our experiences
Four processes underlie this type of observational [...]

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Bruner’s Constructivist Theory:
Bruner (1966) based his theory on learning by discovery – information should be  organised in a spiral manner that allows the learner to re-arrange and re-assemble content to create new insights.
According to Bruner, discovery and meaningful learning enhances recall and transfer of learning. The main objective is to build upon knowledge the learner [...]

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The Humanist approach developed from the Cognitive but focuses on experiential learning and the assumption that the individual is ever seeking greater personal adequacy, self-esteem and self-actualisation.
Humanists emphasise the individual’s innate need to achieve personal worth, dignity and creativity and believe a better society will evolve by nurturing these qualities.
Humanist teachers can create a positive [...]

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Cognitive psychologists emphasize the role of experience, the development of meaning, and the use of problem-solving and insight as the sources of learning.
The individual learner will perceives organised wholes – rather than disconnected pieces.
Each person will behave and learn in terms of what is real for them.
Learning is therefore based on the re-organisation of experiences [...]

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Behaviourists attempted to study behaviour and learning from a scientific approach – only observable and measurable behaviours are reliable. 
They explain human behaviour in terms of cause and effect – therefore learning is a modification of behaviour by application of stimuli, shaping of responses and the provision of reinforcement.
Learning is demonstrated in the response or behaviour [...]

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What is learning?
“The best definition is to conceive of learning as a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions.”
Burns, R. 1995, The Adult Learner at Work. 
 
What is your definition of learning? 
I would define learning as the process of being presented with and [...]

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