Developing a multimedia package for university teaching and learning

Over recent decades electronic technology has penetrated all aspects of society (Strommen and Lincoln, 2002). With continuing advances in the power of computers and the internet, particularly the speed at which data can be transmitted, and the volume of data that can be stored continues to change the way we teach, learn, and interact inside and outside classroom settings. In effect the use of this technology is changing and redefining teaching and learning in the classrooms (Strommen and Lincoln, 2002; Provenzo et al., 2005). The challenge is to find ways to employ these advances to enhance the effectiveness and efficiency of student learning and make the whole learning process easier and more fun (Buckley, 1999). Another challenge in the use of this technology is establishing information, knowledge, concepts and practical examples for students to gain the required level of competency (Peled, 2000). The success of computer technology for teaching and learning will therefore depend on the design of content delivery, use of media techniques and appropriate packaging for efficient learning outcomes for both student and teacher (Provenzo et al., 2005).

The term multimedia is often used in teaching and learning through the use of computers and the two words multi (many) and media (communication/transfer medium) define the broad meaning of the term. It basically means many media (text, graphics, animation, video and sound) working together to present information to the learner via the computer. One important feature of multimedia package is its human interactivity.

Interactive multimedia experience is based on the combination of television and computer technology (Strommen & Lincoln, 2002). However, a useful multimedia package needs to be more than a collection of multiple forms of media (Provenzo et al., 2005). It particularly needs to emphasise a complex interaction of stimuli to make learning interesting and exciting (Lee, 1999; Kiili, 2005). Well designed multimedia packages help the learner to easily interpret and understand the material presented and provides adequate clues to navigate through the functions of the program. In contrast, a poorly designed package can be difficult, frustrating and uninspiring (Lee, 1999).

With ease of accessibility and interactive capabilities, computers have enormous potential to increase awareness, knowledge and skills in complex subjects such as water resources management. They can (i) store considerable information; (ii) present the learner with text, sound, diagrams, pictures and animation; (iii) respond to contributions keyed in by the learner; (iv) give immediate feedback to the individual learner; (v) meet specific needs of learners; and (vi) provide opportunities for learners to self-test and monitor their learning. No other available teaching method easily offers the above features for learning at the student’s own pace. In particular, distance education courses can greatly benefit from such innovative technologies (Hitchings et al., 2001) and well designed self directed multi-media packages can be an effective resource for delivery of subject matter.

Multimedia packages have been used in teaching and learning to reduce face to face teaching and make student learning more effective (Laurillard, 1987; Heerman, 1988; Hativa & Lesgold, 1991; McNaught, 1995). A variety of programming languages and subject areas have been attempted (e.g., McBratney et al., 1992; Carter, 1995; Felix, 1995; Smerage & Beck, 1996) in the production of such packages, however, the availability of the packages (particularly for science related courses) is still somewhat limited. With pressure increasing globally on universities to deliver quality learning outcomes while saving staff time in teaching, the role and potential of multimedia package needs further exploration. Also, there is a need to provide appropriate support in the development of such packages.

In Australian context, the higher education sector has experienced funding cuts and associated increased staff-student ratios (Cairns, 2007; Marks, 2002; Pollard & Chan, 2006). The outcome has been an increased need to develop alternatives to the traditional teaching and learning approaches of ‘talk and chalk’. Increasingly there is also pressure on academics to increase their research activities and improve the teaching and learning outcomes. A significant proportion of students these days also work part-time and substantial numbers subsequently skip traditional lecture schedules that clash with work commitments (McInnes & Buckridge, 2000). Furthermore, students use computers and the internet on a regular basis to access learning material and undertake research for their assignments and projects (Provenzo et al., 2005). In most science and engineering subjects, there are often some teaching contents that are easily amenable to self-study mode by students through multi-media packages. In particular, well designed packages can be valuable and probably more effective in the study of concepts and processes and explaining facts and figures about a particular aspect of the subject matter. Therefore, multi-media packages can play an important role in the current higher education sector environment to reduce staff workload and facilitate improved teaching and learning, and they thus can create a ‘win-win’ situation for both staff and students.

The main aim of this paper is, using the multimedia development project at the University of Western Sydney (UWS) as a case study, to discuss the process of package development and to examine the key issues and challenges that are encountered in developing a multi-media package. We also reflect on some key lessons that may benefit future package developers.