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Craig Webster* and Andrew
Wootton#
*Department of Biochemistry and Immunology, Birmingham Heartlands
Hospital and #Division of Laboratory Medicine, School of
Medical Sciences, RMIT University, Bundoora West Campus,PO Box 71,
Bundoora, Victoria 3083, AU
E-Learning
Electronic or e-learning is now an established method of
learning and is a development of computer based learning that
appeared in the 1980's. It usually takes the form of interactive
educational material presented in an electronic medium. It can take
the form of Computer based learning, Web based learning, Virtual
Classrooms, Digital Collaboration. The delivery of the
educational content can be via a number of electronic means. These
include distribution via Internet, Intranet / extranet, audio /
video tape, CD-ROM, satellite broadcast / interactive TV or
email.
There are a number of benefits to the e-learning approach when
compared to the traditional didactic teaching methods. E-learning
allows instructional consistency to be maintained whilst allowing
multiple accesses. Access may be asynchronous and allows the
learner to guide their own learning, often non-sequentially[1].
In addition a key feature of many e-learning systems is the
capability of providing personalised feedback which allows learners
to tailor their learning experience and feel more empowered.
Careful structuring of the educational material can result in
highly retainable "nuggets" of information being presented to the
learner, resulting in a more effective learning process and reduced
learning times[2]. E-learning fosters interaction among students
and instructors and students learn more when they collaborate with
others[3]. Finally, cognitive load theory predicts that a
multimedia-based instructional format leads to a better acquisition
of complex subject matter when compared with a purely visual
instructional format[4].
There are also potential disadvantages associated with
e-learning, the most notable of which is that systems can rely
heavily on computer technology that can present a natural barrier
to use before learning can take place [5]. In additional
acquisition of the technology required to take part in e-learning
can also hinder uptake. Obviously the technology employed plays a
key role in the development of e-learning systems. On the
other hand, these resources have become ubiquitous in the developed
world.
These advantages and disadvantages should be taken into account
to maximise the efficiency of delivering e-learning. The simple
copying of material from one learning environment is unlikely to be
effective[6]. Although there is potential for learning
materials to be provided at reduced cost, set up costs can be high
in terms of personnel time and equipment costs.
Instructional Design for Online Learning
There are a number of design factors that need to be taken into
account when creating online learning materials.
In general it is difficult to translate and repurpose
traditional learning materials into the online environment when
these have been designed for a different learning environment. As a
consequence, it can be difficult to achieve some of the design
parameters described above.
Cases
One of the earliest online training tools for studying cases in
pathology is the HJELM - Hypertext Jiangyi for Education in
Laboratory Medicine[7]. It utilizes a simple web based
interface to provide learning material on cases in pathology. Users
are able to answer questions and interact with the learning
material. This kind of material requires some knowledge of
HTML and is relatively easy to produce.
More complex interactive material has been produced by the
Association of Clinical Biochemists in the UK. A number of CDROMs
have been produced which feature interactive cases and include rich
multimedia content including videos for example interviews with
patients.
ACB - Computer Aided Learning
-
Protein Cases (2000) by Rosamonde Banks, David Oliviera, Jane
Patmore, Pamela Riches, Joanna Sheldon, Douglas Thompson & John
Whicher
-
Calcium Cases (2005) by Aubrey Blumsohn, Christina Gray, Neil
McConnell, John O'Connor, Anne Pollock & Roy Sherwood
Recorded Presentations
The facility to stream multimedia content across the Internet
allows the playback of lectures and presentation of either live or
on-demand stored content. The choice of live or stored modes
may be determined by the need for interactivity. Whilst the
broadcast of material may result in a passive end user experience
compared to a live lecture, it can provide the facility to ask
questions and allow interaction between students and
instructor. On the other hand, on-demand content may be
initiated and interrupted at the user's request and this allows
self-paced learning.
Critical to the delivery of material is the available bandwidth.
Modem access (up to 56kbps) does not make video a realistic
option. Telephone quality audio requires about 10kbps and
radio quality about 24kbps. The increasing availability of
broadband eg ADSL (between 128 and 2000 kbps) and T1/LAN allows
transmission of reasonable quality compressed video allowing images
of the presenter to accompany audio.
The Australasian Association of Clinical Biochemists (AACB) has
experimented with production of low-budget multimedia material for
some years. The objective has been to use standard tools and
allow use of existing infrastructure and computers to play them
back. The NITTY (Not In The Textbooks Yet) series [8] is a
collection of short (approx 10min) presentations which are
available over the Internet and also on CD. The talks are
deliberately limited to short timespans to retain interest.
Live Webcasting by streaming a lecture across the Internet
offers the benefits of audience participation as well as providing
access remotely. Although assembling the various units for
webcasting requires some organisation, none of this is
overwhelmingly complex. As much attention needs to be devoted
to meeting organisation as to the technical side of things.
The MISER (Multimedia Internet Streaming Education Resource)
program has conducted live webcasts that have been transmitted to
recipients throughout Australia and to sites in Asia. These
webcasts have included video (100kbps) and have incorporated a chat
server facility to allow interactivity.
Other models exist. The American Association of Clinical
Chemists has been running its successful Expert Access program for
several years. These audioconferences use a combination of
slides (available on line) with telephone hook-up and email
question-response feedback.
Podcasting
Podcasting is a way to 'subscribe' to "radio" programmes and
have them delivered to your personal computer. The file provided is
usually an MP3 file. A more detailed definition can be found in the
Wikipedia [9]. This file can then easily be transferred to
any MP3 player (it need not be an Apple iPodTM).
Alternatively you can listen to the programmes on your desktop
computer using the podcast software.
One example is the IFCC podcasts [10]. Another
example of the use of this technique is Case of the Week in which
audio recordings of clinical case discussions are made available
for download [11].
Practicalities
Equipment
It is necessary to assemble a range of items for the
podcasters/streamcasters kit [12]. The microphones typically
sold with pcs are inadequate, as are cheap webcams. However,
the next grade up of equipment is still reasonably inexpensive and
gives a great improvement in quality. Since the signals get
heavily compressed in the streaming process and in preparation for
download, it is essential to start off with good fidelity as any
shortcomings are exaggerated.
Software
The Microsoft Producer application is available free from
Microsoft [13] and allows the linking of video with
PowerPoint. Some customisation of the interface is possible
and the video quality can be set for the bandwidth available.
The finished product can be burnt to a CD or the files can be
copied to web servers for Internet access. With the most
recent versions of the software, Mac users can also play back the
presentations. There is an extensive documentation available
on the Microsoft site and also the Producer Tips website [14].
One of the most popular audio editors for podcasting is
Audacity[15]. It is available free under the GNU general
public licence and is available for the Windows, Mac and Linux/Unix
operating systems.
Problems
Ensuring the material is compatible with the Internet Explorer
browser will generally cover around 75-85% of all users. Experience
has indicated that around 1% of all users will have problems
accessing content with a mixture of software incompatibilities and
firewall problems being the most common reason for failure.
Extensive rehearsal by both provider and recipients is essential to
ensure that live events will proceed without technical hitches.
Discussion
The use of multimedia and e-learning undoubtedly has the
potential to enhance the learning process for students. Teachers
can produce learning materials that use a wide range of media
(text, video and sound) to give maximum impact in the learning
process. For students it provides the ability to direct their own
learning and explore teaching materials in a manner that is most
efficient for them. In effect each student gets teaching materials
individually tailored for their needs. This goes beyond the scope
of any classroom-based traditional teaching process.
Generally e-learning methods are well received by the students and
can result in better performance from students. Our own experience
with these technologies indicates that these perceived benefits are
indeed achieved, and we have had excellent student feedback.
However, there are a number of issues surrounding the use of
multimedia learning tools which although crucial are not
insurmountable.
First, the technical expertise needed to create multimedia
materials and course outlines is high. The time and effort required
to accumulate the required skills should not be underestimated.
Many of these skills require practical experience and so there are
no short cuts to perfecting these techniques and achieving the
desired quality of product. For example the recording of lectures
for audio presentation requires the producer to take into account,
the location of the lecture, the on site facilities provided by the
lecture location, placement of microphones and monitoring of the
quality of recording as the lecture progresses. Further complexity
can be introduced if the lecture is to be videoed and synchronised
with slides as in this case sound, video and slide triggers all
have to be recorded simultaneously. In these cases it is often
better to have more than one operator to take care of the various
tasks. In our experience best results are obtained with meticulous
planning. There is a high chance of failure, often from unexpected
factors e.g. electrical interference from the auditorium power
supply if one simply "turns up" at a location to record a
lecture.
Post-production processing to generate the learning material can
also be time consuming. Furthermore there can be problems if
3rd parties are used to obtain recordings since these
may be in unsuitable formats or of unusable quality and this can
lead to lost recording opportunities.
In conclusion, with careful planning high quality multimedia
material can be relatively easily and cheaply produced. This
material has high educational value and will enhance results for
students exposed to it.
Examples of educational materials are available for purchase on
the IFCC and Australasian Association web sites.
References
1.
Brown A, Voltz B: Elements of effective e-learning design.
International Review of Research in Open and Distance
Learning 2005, 6.
2.
Cook DA, Dupras DM: A practical guide to developing effective
web-based learning. J Gen Intern Med 2004, 19:698-707.
3.
Ruiz JG, Mintzer MJ, Leipzig RM: The impact of E-learning in
medical education. Academic Medicine: Journal of the
Association of American Medical Colleges 2006, 81:
207-212.
4.
Van Gerven PW, Paas F, Van Merrienboer JJ, Hendriks M, Schmidt HG:
The efficiency of multimedia learning into old age. Br J Educ
Psychol 2003, 73:489-505.
5.
Link TM, Marz R: Computer literacy and attitudes towards e-learning
among first year medical students. BMC Med Educ 2006,
6:34.
6.
Sieber JE: Misconceptions and realities about teaching online.
Sci Eng Ethics 2005, 11:329-340.
7.
HJELM - Hypertext Jiangyi for Education in Laboratory Medicine
[http://www.cpy.cuhk.edu.hk/~cpy/hjelm/]. Accessed 22/7/06.
8.
NITTY (Not In The Textbooks Yet) [www.aacb.asn.au/educ/nitty].
Accessed 22/7/06.
9.
Wikipedia - Podcasting [http://en.wikipedia.org/wiki/Podcasting].
Accessed 22/7/06.
10. IFCC
Podcasts [http://feeds.feedburner.com/IfccPodcast. Alternatively if
this feed is not accepted by your software use:
http://www.ifcc.org/podcasts/ifccpodcast.xml]. Accessed
22/7/06.
11.
Wootton A, Webster C, Green R: Case of the Week: connected,
collaborative clinical chemistry. eJIFCC 2006, 17 (2):
Paper 2.
12.
Building a Mini-Studio for Creating Presentations with Microsoft
Producer [http://office.microsoft.com/downloads/2002/prodpub.aspx].
Accessed 22/7/06.
13.
Microsoft Producer
[http://www.microsoft.com/office/powerpoint/producer/prodinfo/default.mspx].
Accessed 22/7/06.
14.
Producer Tips Website [http://www.producertips.com/]. Accessed
22/7/06.
15.
Audacity [http://audacity.sourceforge.net/]. Accessed 22/7/06.
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