Networked multimedia: A learning support system

A computer system that creates, delivers and monitors interactive multimedia in a networked environment is described. This system was developed as a "learning support system" to overcome fundamental problems considered to exist in contemporary computer based training ie. a) multimedia development tools that are not user friendly for instructional designers or educators; b) a pedagogy of directed teaching rather than learner centred, c) content which is static and difficult to upgrade with a focus on CD-ROMs and d) an inability to monitor individual student and group data for assessment and participation. The learning support system developed here operates by using "viewer engines" on user PCs to "assemble" multimedia from remote or local databases. Students can engage in a number of learning activities additional to usual tutorial computer lessons.

Introduction

An internal Computer Based Training Unit has designed, developed and implemented a learning support system which provides the recognised benefits of interactive multimedia over a network based development and delivery system. This system has efficiencies over a contemporary model of multimedia production and instructional design by applying performance support principles on currently available communication bandwidths and computer technologies.

The system was designed and built within 10 months (including content lessons). Currently "training" is being delivered in all states from the central Computer Based Unit in Brisbane. This system provides a model for other organisations or groups wishing to use multimedia for communication (two way information exchange) be it in training, education, direct performance support, product updates, point of sale etc.

Functional description of the system

1. Student .. show me, tell me, let me try, give me feedback, define, what if?

   After logging into the system, the student's screen resembles an air traffic control environment, where they can choose a number of learning activities:

   • complete a tutorial lesson ("Training").
   • look up terms, rules, library ("Reference").
   • engage in simulation exercises and/or demonstrations ("Simulation").
   • answer formal assessment questions ("Assessment")
   • complete self study quizzes ("Assessment" - challenge questions).
   • copy information into their own "electronic workbook" ("Workbook").
   • send and receive electronic mail ("Workbook").
   • revise their own "history" of lessons completed and test results ("Workbook").

2. Instructor (teacher).. familiarise with the content, review student results, communicate with students ....

   Instructor access allows:

   • completion of any student activities. (note: assessment results are not recorded.)
   • instructors to send and receive electronic mail.

3. Developer .. create lessons, provide examples, models, test student performance, list resources ....

   Developer access allows:

   • development of interactive multimedia using embedded development tools designed for teachers/instructional designers
   • construction of simulations and questions/tests

4. Manager .. create student groups, assign lessons, set performance standards, monitor results ....

   Manager access allows:

   • use of an embedded Management Information System (or CML)
   • Managers to send and receive electronic mail

Physical description of the system

Software

1. Delivery "engine" software for delivery computers (less than 5 MB)
2. Central database files (challenge question database, assessment question database, reference database, resource library database) that combined with the "engine", deliver the lessons.
3. Management Information System
4. Multimedia development software called Instructional Design Companion, that contains information, interaction, question and feedback templates.

Optimal PC delivery specifications

Current network used

Contemporary multimedia	Training support system
Technical factors
Full multimedia Narrow bandwidth - emphasis on CD-ROM No email facility Some recording of results and feedback to students Uses authoring software (Director, Authorware) oriented to programmers Code is "hardwired" - script or specific iconology No MIS (course structuring, group data, assessment standards) Static content - new versions require manual distribution Discrete courseware content Individual project approach Little or no consideration of converging technologies Inflexible delivery medium (CD-ROM)	Full multimedia Available bandwidth - emphasis on networks Email facility Full recording of results and feedback to students Uses embedded software oriented to Instructional Designers and subject matter experts Code is contained in databases - object oriented programming Full MIS (course structuring, group data, assessment standards) Dynamic content - new versions require network distribution Shared courseware content Systems approach Adaptable to converging technologies Scalable delivery medium (standalone-LAN-WAN)
Training/educational factors
Teacher/Instructional Designer oriented content design Target group is homogenous (receives same content) Behaviourism Storyboarding design - unique specification of content features (animation, graphics, navigation, etc) Interaction defined by user action at screen level Focus is on instruction/teaching/training Training considered an "event" - discrete instruction No communication or monitoring of results	Learner performance oriented design Target group is heterogenous (individual determines content) Cognitivism Template driven - input of content only (features are predesigned eg. navigation) Interaction defined at screen level and by learners activity choice Focus is on performance support/learning/simulation Training considered as a "process" - "just in time" training Online communication and monitoring of results
Cost factors
High order team skills - technically oriented Long production times Little or no maintenance (version updates, redistribution, platform compatibility) Little or no networking costs Costs driven by individual projects - some resource duplication inter-project Internal, external or mix of multimedia providers Some resource sharing between projects	High order team skills - content/design oriented Reduced production times Inherent maintenance and compatibility Networking costs to suit delivery required Costs driven by establishing system - no resource duplication Internal, external or mix of multimedia providers Full resource sharing from databases
Benefits
Cost benefits with large target groups Individualised delivery Standardised content delivery Success measured on completing the course/ CD-ROM/ lessons Increased knowledge retention/ learning Students motivated by multimedia software ("law of diminishing astonishment")	Cost benefits with large target groups Individualised delivery Standardised content delivery which is easily updated Success measured in performance and underlying knowledge assessment Increased performance/ skilling Students identify system as a continuous learning support tool (technology should be transparent)

Critical success factors

• Focus on the problem or need - what exactly is the benefit in using multimedia technologies?
• Consider the best options for software production (internal resources external, mix).
• Always consider performance and the learner first in content and system design.
• Plan for implementation right from the start!
• Employ professionals with the right matrix of skills.
• Secure corporate sponsorship (economic and political!).
• Educate your organisation and integrate rather than replace.
• Never underestimate the ignorance of educational technologies.
• Sell the concept - be a change agent!
• Focus on bottom line results for ongoing management support.
• Never assume that experts always know better.

Future directions: where is technology heading?

Author: Steve Fisher BPE, DipTeach, MEd Computer Based Training Unit AirServices Australia 46 Nevin Street Aspley Qld 4034 Tel +617 3263 8582 Email: fisher@dyson.brisnet.org.au Please cite as: Fisher, S. (1996). Networked multimedia: A learning support system. In C. McBeath and R. Atkinson (Eds), Proceedings of the Third International Interactive Multimedia Symposium, 137-139. Perth, Western Australia, 21-25 January. Promaco Conventions. http://www.aset.org.au/confs/iims/1996/ek/fisher.html