Strategies for Using Multimedia

💠💠Strategies for Using Multimedia💠💠

Combining Modern Teaching Methods With Traditional Teaching Methods

& A multimedia program can provide immediate feedback on the correctness of the learner’s response.

& Teachers should combine their strong points with modern teaching methods, which not only raise classroom teaching quality and efficiency, but also improve teaching and learning environment between teacher and students.

Viewing Multimedia as the Assistance to Teaching

 & The option to provide guidance only when needed makes it possible for computers to support learning flexibly.

&  Multimedia enables students manipulate and create material to learn by doing. But when wr use computers in the teaching, we should understand they can only assist but cannot take place of all the other teaching methods.

Building the Idea Relationship Between Teachers and Students

& Teachers should play a leading role in the teaching.

& There is a movement towards learner-centered approaches Thus, students became learning subjects.

Strengthening Teacher Training

&  Multimedia assisted English teaching requires teachers with multimedia computer operating experience.

& The teachers should be trained with the use of modern equipment.

& They should be familiar with the operation.

&They should be expert in one thing and good at many.

& They should know well about modern educational theories and techniques.

The Principles of Multimedia-Assisted Teaching

(1)Scientific principles. Namely, courseware design cannot appear any errors;  

(2)Subsidiary principle. We must always adhere to: Although multi-media teaching has many advantages, it is only a supplementary means, and does not substitute for the role of people;

(3) Interactivity principle. More interactivity between teachers and students, students and multimedia, more effective results we will have;

(4) Combination principle. Combine the advantages of modern teaching and the traditional teaching organically.

The Multimedia Teaching

 💻💻The Multimedia Teaching💻💻

📣Advantages

Arousing the students’ interest

ëTeachers should try their students to become interest in one topic of knowledge point, and make the students this kind of media which can show with a strong passion and enthusiasm to participate in teaching.

ëMulti-media teaching can not stimulate students' interest in learning, but also make teaching becomes vivid and lively.

Improving students' self-learning ability

ëThe most important thing is teaching students how to learn and making students m "want me to study" to "I want to learn" in thinking, from passive learning to active learning.

 ëThe use of multimedia will be conducive to transition for students from the traditional passive learning to active state for independent study.

Improving students' innovative ability

ëThe teachers should pay attention to tap the imagination of students. To use multimedia achieve the desired results and find unlimited resources in textbooks.

Cultivating students’ communication skills.

ëMany students get a fixed, isolated knowledge points from textbooks, but the ability of using these knowledge points to the real life of capacity is relatively poor.

 ë We can create real-life scenes in the classroom. It is not only to shorten the distance between teaching and practice and give students the opportunity to use English to communicate, but also to satisfy their curiosity in psychology and stimulate the expression of desire.

 Increasing classroom capacity

ëTeachers can avoid using of multiple exchange of recorders, video recorders, overhead projectors, etc.

ë Multi-media teaching rhythm is adapted to the needs of modernization to meet the student’s desire for knowledge.

📣Problems

Confusion

ë Some teachers have directly brought a CD-ROM courseware for their lessons, or copy other people’s courseware overall.

ëIt would only demonstrate the result other people, and just completely ignore the "teaching-centered" teaching thinking, completely change into a multimedea-centered thinking.

 Performance on behalf of the lead

ëTeachers use the multimedia presentation to replace the guidance of teachers completely.

ë Some teachers show the teaching materials as many as possible in order to attract the students’interest and make the class vivid.

ëEnglish teachers may bear this proverb in their minds while preparing the lesson: more haste, less speed.

Lack of special skills

 ëSome teachers waste certain time in operation the computer, the unskilled operation on computer would affect the instruction flow, which in turn would de-motive students if it happened frequently in class.

Over-use of multimedia

ë The teacher’s lack of enthusiasm and creation and his or her dependence on the multimedia technology, the teachers act as sole information-giver to the students.

ë The students under such traditional teaching method are still passive and have no chance to have content thinking, critical thinking of the teachers’ lecture.

Lack of interaction between teacher and students

 ë The teacher in the multimedia classroom are busy with machine operation-computer, DVD player, overhead projector, courseware-which might even get the proficient teachers busy, let alone those unskilled.

ëThe tie the teachers and students becomes loose and it seems to them that teacher is only caring about the machine and they are also focusing affection on the screen.

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The Necessity of Multimedia in English Teaching

   😊😊The Necessity of Multimedia in English Teaching😊😊

The Necessity of Development of Modern Educational Technology

! The development of modern educational technology not only promotes the development of educational methods and means, but also promotes the development of educational thinking and model.

! School teaching methods have become more inclined to multi-media teaching methods, and demonstrate its superiority in teaching. 

The Needs of Quality Education

! Multimedia English language teaching can enable students to be involved in a variety of organ in the learning process and stimulate the students in the corresponding cortical function area.
! Multimedia English teaching provides a good educational platform and adds vigor for quality education, enabling students to change and update their thinking from the traditional teaching, thereby enhancing the quality of all aspects.

The Needs of Students' Cognitive Mental

! Cognitive psychology studies have shown that 94% of the information learned through the visual and access, of which 88% is obtained through the vision, 12% through hearing.
! It is obviously that the visual auditory organs are the most important informed organs of human.
! Using multimedia teaching is very necessary, especially in English teaching; only effective co-ordination of multimedia can better complete the teaching task. 

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The Use of Multimedia in English Teaching

The Use of Multimedia in English Teaching

The Definition of Multimedia
          The use of computers to present text, graphics, video, animation, and sound in an integrated way. When we talk about multimedia, a term CALL (Computer Assisted Language Learning) should not be ignored.

Components of Multimedia
         Multimedia is composed of various components: text, graphics, animation, sound, and video components can contribute differentially to the learning of material
Text       " We can use ordinary text or various typographic effects for emphasis or clarification in English teaching.

" Teachers can use different font size, color, and style to prcsent information emphasize a certain word or phrase.

Graphics " it refers to images and pictures, such as chart, diagram, and photograph, which contain no movement.

" Graphics plays a very important role in language teaching process.

Animation" Animation is the rapid display of a sequence of images of 2-D or 3-D artwork or model positions in order to create an illusion of movement.

" Teachers can highlight key knowledge points and heighten students' motivation

Sound" It is speech, music, or any other sound that is stored and produced by computers.

" Teacher can use more vivid and fruitful sound to help students’English learning.

 Video  " Video can offer more vivid information. But it will consume more storage space than animation.

The setting of Multimedia Classroom

To ensure that readers can obtain a better understanding of multimedia English teaching, an illustration of typical one-multimedia-PC classroom setting is vital and necessary.
(1) MPC multimedia personal computer;
(2) VCD/DVD player video compound disk/digital video disk;
(3) Amplifier and Hi-Fi acoustic system;
(4) overhead slide projector;
(5) Screen/curtain; Projecting apparatus;
(7) The Internet access;
(8) Cassette tape recorder,
(9) Camera recorder.

Acronyms exercise

💗💗Acronyms💗💗

IT

IT stands for information technology. IT is typically understood as training and specialization in meeting the computer needs of businesses, organizations and municipalities.

Reference: https://www.reference.com/technology/computer-term-stand-9f71997fb644281b

 ICT 

ICT stands for 'Information Communication Technology'is an extended term for information technology (IT) which stresses the role of unified communications[1] and the integration of telecommunications (telephone lines and wireless signals), computers as well as necessary enterprise software, middleware, storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate information.

Reference: https://en.wikipedia.org/wiki/Information_and_communications_technology

CAI 

CAI stands for Computer Assisted Instruction or Computer Aided Instruction is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities. Computer-managed instruction

Reference: http://wikieducator.org/Computer_Assisted_Instruction_(CAI)

CALL

CALL stands for Computer-assisted language learning  is succinctly defined in a seminal work by Levy (1997: p. 1) as "the search for and study of applications of the computer in language teaching and learning"

Reference: https://en.wikipedia.org/wiki/Computer-assisted_language_learning

WBI

WBI stands for Web-Based Instruction 

-  WBI is the application of a repertoire of cognitively oriented instructional strategies implemented within a constructivist and collaborative learning environment, utilizing the attributes and resources of the World Wide Web (Khan, 1997). Learn more in: Challenges Instructors Face in Online Courses

-  WBI is defined as “an innovative approach to delivering instruction to a remote audience, using the Web as the medium” (Khan, 1997, p. 5).

Reference: https://www.igi-global.com/dictionary/web-based-instruction-wbi/32415

 CBI

CBI stands for Computer-Based Instruction. Computer-based instruction is an instructional paradigm, which uses computer technology to deliver training or educational materials to users. Training video discs or CD-ROMs used in business training are some of the most common types of CBI.

Reference: https://www.igi-global.com/dictionary/computer-based-instruction-cbi/5119

CMC

CMC stands for Computer Mediated Conferencing 

Asynchronous discussions that occur in online learning environments

Reference: https://www.igi-global.com/dictionary/computer-mediated-conferencing/37390

TELL

TELL stands for Technology-Enhanced Language Learning  is that the computer simultaneously becomes less visible yet more ubiquitous. The change in emphasis from computer to technology places direct importance on the media of communication made possible by the computer, which itself often remains unseen, rather than on the computer itself (Bush & Roberts, 1997).

Reference: https://sites.google.com/site/journaloftechnologyforelt/archive/vol-4-no-2-1/2

M.U.D. 

M.U.D. stands for Multi-User Dimension MUDs are virtual environments that can be very large and detailed. In a MUD you are a character that moves about (either by typing directions or using the mouse to point in the direction desired), interacting with other characters (other users). There are many possibilities of interaction such as exploration, friendship, conversation, debate, and sometimes romance. 

MOOs 

MOOs stands for Mud, Object Oriented allow users to build their own additions to the world. You can create rooms, program objects (simple furniture, talking pets, or talking furniture), as well as interacting with other players. (Outka,1996)

Reference: http://www.siue.edu/~dsawyer/CMC/MM.html

Synchronous Tools and Asynchronous Tools 

Synchronous

E-learning can be carried out using synchronous resources, which means that the instructor and learner are present in the learning environment at the same time. In this context, learners are required to participate in activities based on a specific schedule and the instructor must provide content and feedback in real time. Here are some examples:

·         Virtual classes

·         Audio and video conferencing

·         Chat

·         Instant messaging

Examples of synchronous e-learning are online chat and videoconferencing. Any learning tool that is in real-time, such as instant messaging that allows students and teachers to ask and answer questions immediately, is synchronous. Rather than learning on their own, students who participate in synchronous learning courses are able to interact with other students and their teachers during the lesson.

Asynchronous

Asynchronous e-learning resources consist of a learning environment where the instructor and learners do not need to be connected at the same time. The learning material can be consulted at the learners’ convenience, and they can complete their training individually. Here are some examples:

·         Self-guided e-learning courses

·         Discussion groups

·         Learning material accessible online (exercises, evaluations with delayed feedback, etc.)

·         Tutorials

·         Blog

·         Wiki

Asynchronous learning on the other hand can be carried out even when the student or teacher is offline. Coursework and communications delivered via web, email and messages posted on community forums are perfect examples of asynchronous e-learning. In these instances, students will typically complete the lessons on their own and merely use the internet as a support tool rather than venturing online solely for interactive classes.

Reference: https://www.talentlms.com/elearning/synchronous-vs-asynchronous-elearning