The Impact of a Communication Disorder Multimedia Learning Component on Student Concept Retention

August 9, 2011 - 8:06pm | by Anonymous
Presenter(s)
Kathleen Bastedo (University of Central Florida, US)
Francisca Yonekura (University of Central Florida, US)
Session Information
November 10, 2011 - 4:30pm
Track: 
Technology and Emerging Learning Environments
Areas of Special Interest: 
Practical Application
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
All
Session Type: 
Poster Session
Location: 
Southern Hemisphere I-III
Abstract

Presenters will share a multimedia instructional intervention, developed by an instructor, an instructional designer, and a university intern, to teach a difficult concept called source filter theory. Lessons learned and future enhancements to this endeavor that attracted the attention of fellow faculty at other institutions will also be shared.

Extended Abstract

Participants will:

Learn about the impact of incorporating multimedia in blended courses.

Learn about design considerations to facilitate and provide diversity of content to aid students understand difficult concepts.

Learn about development and implementation considerations of multimedia instruction.

Discuss curricular and administrative consequences in the design and implementation of multimedia in blended courses.

Presenters will share the impact in the implementation of a multimedia component to help students studying speech and language disorders with a rather difficult and foundational concept called source filter theory. The synergy between instructor, instructional designer, and a talented student intern allowed the creation of an instructional intervention that has attracted the attention of fellow faculty at other institutions.

This concept, generally taught in a simple diagram-based format, has been historically difficult for these students to learn. Once the concept was incorporated into an interactive multimedia instructional intervention that included audio and brief movement components, student learning improved tremendously. The overall student's average test score improved by about 10%. In the past, if students were not able to grasp this concept early on in the course, they continued to have difficulty with successfully progressing through the course. A simple multimedia component created for a single course has helped an entire department by facilitating the understanding of a foundational concept that is difficult for the hundreds of students in the program.

The success of this simplistic, yet effective teaching strategy demonstrates that not all multimedia teaching pieces need to be complex, interactive, and expensive to create. The presentation is designed to get the audience thinking about concepts that are difficult for students to understand and how multimedia instructional interventions can be created without breaking the bank!

The presenters will share lessons learned and future enhancements to this endeavor.

Lead Presenter

Kathleen Bastedo has been employed as an instructional designer for the Center for Distributed Learning (CDL) at the University of Central Florida (UCF) since 2006. She facilitates faculty with the design, development, and delivery of online courses. She also has had experience creating and teaching online courses for the College of Education at UCF. She earned a Masters degree in Curriculum and Instruction from the University of South Florida in 1997. Her online teaching and learning research interests include accessibility of online materials for individuals with disabilities, copyright and fair use, simulations and training, and the cognitive theory of multimedia learning.

Presenter 1 Email: 
kathleen.bastedo@ucf.edu