How to use a multimedia educational tool in a class George Koutromanos Dr in ICT in education, Unive

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How to use a multimedia educational tool in a
class George Koutromanos (Dr in ICT in
education, University of London)
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Aim of this presentation

• The aim of this presentation is to present how
  the Home Truths DVD can be used effectively in
  teaching proccess.

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Objectives

• To present the factors which according to the
  Theory of Planned Behaviour may affect children
  to adopt non-violent behaviour.
• To present specific ways of the use of Home
  Truths DVD in teaching process and
• to present indicative activities which can be
  used in class.

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It must be noted that

• The approach adopted in this presentation is from
  the didactic perspective and not the
  psychological one. The model of social psychology
  which will be presented has as its aim to
  demonstrate the way that the DVD will be taught.
  The in-depth analysis of the content of the DVD
  Home Truths could be better accomplished by
  expert psychologists.

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The aim of Home Truths is

• to motivate children to talk about the problem of
  violence in their families
• for children to avoid the adoption of a violent
  behaviour in the future similar to that which is
  presented in Home Truths DVD.

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The Theory of Planned Behaviour (Ajzen, 2006)
Attitude toward the behaviour
Behavioural beliefs
children to talk about the problem of violence
in their families
Intention
Behaviour
Subjective norm
Normative beliefs
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The Theory of Planned Behaviour (Ajzen, 2006)
Perceived Behavioural Control
Control beliefs
See http//www.people.umass.edu/aizen/tpb.html
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The use of Home Truths is essentially concerned
with three issues

• How students learning can be improved by using
  Home Truths,
• How teachers use Home Truths to improve and
  extend their teaching, and
• How teachers and students interact in classrooms
  in which Home Truths is being used

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• ? Perspectives Interactions Paradigm
• (Squires and McDougall, 1994, p. 67).

Designer
Student
Teacher
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The Designer and Student Perspectives Interaction

• How students use learning material can be thought
  of in terms of students relationships to the
  structure and the context of the learning
  material as provided by the designer. The central
  concern for this interaction is a consideration
  of how the development of cognitive processes can
  be supported. This involves consideration of
  theories of learning and how they are reflected
  in learning material design.

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Behaviourist

• One view, originating from the behaviourist
  school of psychology, regards learning in terms
  of a stimulus-response mechanism. Learning is
  thought to take place in the following way the
  learner is presented with some material to which
  they are expected to make a response based on
  this response the teacher (or a delegated
  authority such as a programmed learning text)
  provides feedback. Positive feedback encourages
  the learner to internalize the lesson and
  negative feedback prompts the student to think
  again. Perhaps the best known exponent of this
  view of learning is Skinner (see Skinner, 1938
  for a full treatment of this approach).

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Constructivist

• The opposing view, originating from the
  constructivist school of psychology, regards
  learning as a process of accommodation and
  assimilation in which learners modify their
  internal cognitive structures through experience.
  Learning is considered to be a personal and
  idiosyncratic experiential process which the
  teacher facilitates by organizing and supporting
  appropriate learning environments. Piaget, Papert
  and Vygotsky are the classic exponents of this
  view of learning. These two extreme caricatures
  of learning theories crude stereotypes, and there
  are a range of theories and views about learning
  which fall between.

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• There is obviously a marked difference between
  the behaviourist approach and the constructivist
  approach. Behaviourists consider learners to be
  passive individuals who can be spoon fed
  knowledge in a way that is independent of their
  own cognitive state. On the other hand,
  constructivists consider learners to be active
  participants in the process, learning in a way
  that depends on their current cognitive state.
  These radically different perceptions of the
  learner are manifested in the use of learning
  materials.

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• Behaviourist learning materials provide fixed
  instructional sequences, with each step in the
  sequence based on the acquisition of a limited
  piece of knowledge and understanding.
  Constructivist materials emphasize personal
  expression and exploration, with opportunities
  for students to pursue their own approaches to
  learning.

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• The Home Truths is a learning piece of material
  which has to be taught according to the theory of
  constructivism. The students drown by its
  content, have to develop such activities so that
  they can be based on their own experiences and
  discover the knowledge through interaction and
  cooperation with their fellow students and
  teachers.

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The teacher and student Perspectives Interaction

• Classroom activities
• Students Working in Groups
• Responsibility for Learning
• Teacher Roles
• Teacher as Resource Provider
• Teacher as Manager
• Teacher as Researcher
• Teacher as Facilitator

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Classroom activities

• Some multimedia materials are designed to sponsor
  activities such as class discussion, small group
  research projects, and so on. This may be done by
  inclusion in the package of print or other
  materials for use in class.

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Classroom activities

• Listening
• Writing
• Drawing
• Reading
• Listening and talking
• Doing and talking
• Talking and thinking
• And so on.

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Students Working in Groups

• Experience has shown that some of the most
  effective uses of a DVD are based on work with
  groups of students. Using a DVD in this way
  encourages students to talk to each other and
  their teacher about their problems and ideas in a
  very articulate and positive manner.

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Responsibility for Learning

• It is evident from classroom observations that
  the use of DVD, particularly through not only
  when students work in small groups, can provide
  an opportunity for students to take a greater
  responsibility for their activities and for their
  learning

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Teacher Roles

• Teacher as Facilitator
• Teacher as Resource Provider
• Teacher as Manager
• Teacher as Researcher

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The Designer and Teacher Perspectives Interaction

• Curriculum Issues
• Cross-Curriculum Issues
• Subject Focused Issues

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• Using a DVD which is not designed with the
  curriculum in mind requires the teacher to
  identify an appropriate curriculum focus and
  consider how the DVD could be used in the
  classroom. This may not be a simple task, with
  the need to consider subtle issues.

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• Assessing DVD which initially has no curriculum
  aims requires the selector to imagine how the DVD
  might be used in an educational context. A useful
  heuristic can be developed by considering the
  emphasis placed on process or content, and
  whether the DVD is intended to be used in a
  subject-specific context or in a cross-curriculum
  fashion.

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References
Ajzen, I. (1985). From intentions to actions A
theory of planned behaviour. In J. Kuhl and J.
Beckman (Eds.), Action-control From cognition to
behaviour, pp. 11-39. Heidelberg
Springer. Ajzen, I. (1988). Attitudes,
personality, and behaviour. Milton-Keynes,
England, Open University Press and Chicago, IL,
Dorsey Press. Ajzen, I. (1991). The Theory of
Planned Behaviour. Organizational Behaviour and
Human Decision Processes, 50, pp. 179-211. Ajzen,
I. (2002). Constructing a TpB Questionnaire
Conceptual and Methodological Considerations.
September www-unix.oit.umass.edu/aizen/pdf/tpb.me
asurement.pdf Ajzen, I., and Fishbein, M. (1980).
Understanding attitudes and predicting social
behavior. Prentice Hall, Inc., England
Cliffs. Ajzen, I., Timko, C., and White, J. B.
(1982). Self-monitoring and the
attitude-behaviour relation. Journal of
Personality and Social Psychology, 42, pp.
426-435. Fishbein, M., and Ajzen, I. (1975).
Belief, Attitude, Intention and Behaviour An
Introduction to Theory and Research.
Addison-Wesley, Reading. Fishbein, M., and
Stasson, M. (1990). The role of desires, self
predictions, and perceived control in the
prediction of training session attendance.
Journal of Applied Social Psychology, 20, pp.
173-198. Squires, D. (1996). Can multimedia
support constructivist learning? Paper presented
at ACCE 96 Conference. Squires, D. and
McDougall, A. (1994). Choosing and Using
Educational Software A Teachers Guide. London
The Falmer Press.

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• Intention is a special case of beliefs, in which
  the object is always the person himself and the
  attribute is always a behaviour the strength
  of an intention is indicated by the persons
  subjective probability that he will perform the
  behaviour in question (Fishbein and Ajzen, 1975,
  p. 12).

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• Attitude toward the behaviour, is defined as the
  individuals positive or negative evaluation of
  performing the behaviour (Ajzen and Fishbein,
  1980, p. 6).

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• According to behavioural beliefs a person who
  believes that performing a given behaviour will
  lead to mostly positive outcomes will hold a
  favorable attitude toward performing the
  behaviour, while a person who believes that
  performing the behaviour will lead to mostly
  negative outcomes will hold an unfavorable
  attitude (ibid, p. 7).

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• ?he subjective norm, is defined as the persons
  perception of the social pressures put on him to
  perform or not perform the behaviour in question
  (ibid, p. 6).

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• According to normative beliefs a person who
  believes that most persons with whom he is
  motivated to comply think he should perform the
  behaviour will perceive social pressure to do so
  (ibid, p. 7).

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• Perceived behavioural control is defined as ones
  perception of how easy or difficult it is to
  perform the behaviour.

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• Control beliefs are beliefs about the presence
  factors that may facilitate or impede performance
  of the behaviour and the perceived power of these
  factors (Ajzen, 2002, p. 1).

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Possible behavioural beliefs

• Talking about the problem of violence in my
  family
• will help me to overcome the problem.
• will help me to overcome my fear.
• will enhance my self-confidence.

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Possible normative beliefs

• My relatives
• My grandparents
• My friends
• The police office, other organisations etc.
• Example
• My relatives think that I should/Ishould not talk
  about the violence problem in my family.
• Generally speaking, how much do you want to do
  what your relatives think you should do? (not at
  all/very much)

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Possible control beliefs

• Support (moral or psychological) from my
  teachers/relatives/police officers, psychologists
  etc.
• Availability of information at schools or through
  media.
• Legislation
• Example
• I expect that support will be provided by the
  teachers at my school (strongly agree/strongly
  disagree)
• The support of the teachers of my school would
  make much easier/much more difficult for me to
  talk about the violence problem in my family

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Children read, write, talk and present their works
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Drama and movement
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Children listen and play music
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Art
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Social studies
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Maths
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Internet
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E-mail
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Word processor

• Word processor
• Paint brush
• Excel etc

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Conclusions

• Identify and measure the factors that influence
  children's behaviour (Theory of Planned
  Behaviour) (pre and post test)
• Identify the theory of learning
• Classroom activities, work in groups
• Curriculum issues
• Time period of use