Rapid Development of Multimedia Instructional Modules for Information Technology Education

A multifaceted learning model was developed for implementing e-learning in a largely commuter campus. The primary objective of the model was to build a flexible learning environment that combined the learning effectiveness of in-class learning with the flexibility and accessibility of online learning. One of the components of the model was the multimedia instructional modules produced to teach various Information Technology courses. Several different types of modules were produced representing chalk-and-talk type of lectures, PowerPoint presentations and software tutorials. The chalk-and-talk type of lecture modules and the software tutorials that emulated the in-class learning experience contributed positively towards enhancing the learning experience of the students. In producing the modules, emphasis was placed on the rapid development of the modules. An approach that sought to achieve a balance between rapid application development and learning effectiveness was found to be necessary to facilitate the adoptability and usability of the modules by the instructors. In this paper, the design, development and usage of the modules are discussed with an emphasis placed on the rapid development of appropriate modules for different learning scenarios. INTRODUCTION A multifaceted learning model was developed to introduce e-learning in selected Information Technology courses. A university-wide initiative that encouraged the use of technology in teaching provided the initial impetus for the development of the model (Clay, Harlan, & Swanson, 2000). The model consisted of three major components (Ganesan, 2002). The first component was the course websites designed to disseminate course related information. The second component was the multimedia instructional modules intended to broaden and enhance the learning experience of the students. The third component was the cyber lab implemented to facilitate the completion of hands-on laboratory assignments over the Internet. The objective of the e-learning model was to build a learning environment that would combine the learning effectiveness of a traditional classroom with the learning flexibility of cyberspace. Recent advances in hardware and software technologies have made it possible for proven teaching techniques used in the traditional classrooms to be incorporated in multimedia instructional modules. The technologies have also matured to the extent that they are now able to support the rapid development of the modules as well. Moreover, the growth of the Internet has provided the opportunity to create a flexible learning environment that can transcend the temporal and spatial constraints of a traditional classroom. In the ensuing effort, the development of the course websites and the multimedia modules proceeded without hindrance. The implementation of the cyber lab, however, was discontinued N. Ganesan 2009 Volume 18, Number 1 due to security restrictions imposed on access given to the resources on the campus network. The course websites grew and matured to become an essential and integral part of instruction. The multimedia modules also followed suit. The modules now play an important and definitive role in enhancing the learning experience of the students. The factors that contributed to the successful development and deployment of the modules are the subject of this paper. In particular, the techniques used for incorporating the in-class learning experience in the modules and the technology that is now available for the repaid development of the modules are discussed in some detail in the following sections. INITIAL DEVELOPMENT OF THE MODULES During the initial stages of development, a twin-track approach was pursued to develop the modules. The first track focused on producing multimedia modules to teach the theoretical concepts taught in a course. The second track concentrated on producing the modules intended to teach the practical components of a course. The modules designed to teach the theoretical concepts were based on PowerPoint lectures while the modules that were designed to teach the practical components were based on software simulations. The latter functioned essentially as software tutorials. The tutorial modules were more effective than the modules developed for teaching the theoretical concepts. Overall, however, both types of modules were well received by the students as noted in a brief initial survey conducted during the early stages of using the modules for instruction in the classrooms. The results of the survey are summarized in Figures 1, 2, 3 and 4. The favorable results depicted in these figures corroborate with the findings of others as well (Jereb & Smitek, 2006). In general, the positive responses received in the survey were attributed to the learning effectiveness and the flexibility of the multimedia modules. Figure 1: Clarity of the Multimedia Modules. Figure 1. The material was presented well in the CD