Stop Texting Me! Enhancing Presence and Personalization Using Multimedia
Concurrent Session 2
Minimizing the use of “all text” in online learning may create opportunities for deeper levels of instructor-student engagement addressing issues of presence and personalization. This Discovery Session explores efforts to increase student engagement, reflection, and learning outcomes through the use of multimedia in an online e-portfolio development course.
Online learning has historically been very text-based from every aspect of delivery; whether through course syllabi, instructor communication, student interaction, the structure of learning units, or the discussion board. Yet, the very notion of online learning suggests employing technology tools that may best engage students, foster deeper reflection, and enhance, if not improve student learning outcomes by engaging various learning styles. The use of multimedia materials in online learning is not something that is unique to a particular generation of learners and should not be viewed as “trendy” or meeting “the next generation of online learners’ needs”. Infusing multimedia materials in all learning experiences and reducing the amount of text only delivery, promises to meet all learners’ needs by enhancing presence and personalization.
The purpose of this Discovery Session is to share several strategies used to implement multimedia materials in an online graduate level course; to engage participants in a constructive dialogue about best practices related to the use of multimedia in online education; and to seek out collaborative research opportunities to further explore the engagement, reflection, and learning outcomes of using multimedia materials as related to presence and personalization in online education.
The Cincinnati Children’s Hospital Medical Center (CCHMC), in partnership with the University of Cincinnati College of Education, Criminal Justice and Human Services (CECH), offers an online master of education degree for physicians and other healthcare providers involved with or interested in medical teaching and learning or educational research. The program began in fall 1999. The focus of the program is on adult learning, curriculum and instruction, and medical education evaluation and research. The program is offered entirely online with no onsite requirement. Everything from orientation through final masters project defense is conducted via internet and telephone using web-based course management and conferencing applications.
Student outcomes upon program completion are to prepare medical educators with the knowledge, skills and dispositions:
- To be reflective of their teaching and their impact on learners;
- To engage learners through a variety of strategies to ensure growth in knowledge and learning processes to become independent lifetime learners;
- To collaborate with peers and others in creating learning communities;
- To be knowledgeable and current in their areas;
- To engage in research to improve educational practices;
- To understand the principles of teaching and learning;
- To know effective teaching strategies;
- To understand performance assessment and program evaluation;
- To understand research design.
The program delivers a rigorous curriculum focused on applying principles of pedagogy and andragogy for effective teaching, identifying the major forces influencing practice of adult teaching and learning, applying the concepts, theories and practices associated with attitude formation and change, developing evidence-based educator portfolios and developing, implementing and evaluating medical education curricula in a rigorous fashion that produces research or scholarly outcomes.
A capstone experience of the program is the completion of a course CI6075 Field Experiences Practicum where students develop an evidenced-based e-portfolio. Recent efforts to increase presence and personalization in this course related to multimedia materials include:
- a video introduction to the course;
- video announcements;
- multimedia discussion board threads;
- multimedia responses to discussion board posts;
- synchronous instructor-student meetings;
- embedded multimedia in learning units including “high-tech and low-tech” learning activities;
- audio and video feedback (instructor to student and student to student);
- multimedia introduction to e-portfolio;
- development of a multimedia e-portfolio;
The outcomes of this Discovery Session are to share several strategies used to implement multimedia materials in an online graduate level course; to engage participants in a constructive dialogue about best practices related to the use of multimedia in online education; and to seek out collaborative research opportunities to further explore the engagement, reflection, and learning outcomes of using multimedia materials as related to presence and personalization in online education.
Through collegial interactions, the session hopes to accomplish these outcomes as well as stimulate participant collaboration related to research on presence and personalization in online learning; on learner satisfaction and engagement; on connection to new strategies for implementing multimedia materials; on linking to new multimedia technology tools; and to modeling effective multimedia instructional practices.