Empowering Teachers to Author Multimedia Learning Resources that Support Students’ Critical Thinking
Debbie Holley [email@example.com],
Reader, Department of Education, Anglia Ruskin University
Tom Boyle [firstname.lastname@example.org],
Learning Technology Research Institute (LTRI), London Metropolitan University, United Kingdom
Students studying Marketing, Fashion, Public Relations, Advertising and similar subjects need to develop a ‘critical eye’ in relation to images, media and digital technologies. This project aims to empower teachers to develop multimedia learning resources that would support students engaging in this essential activity. Developing such resources is usually demanding in terms of time and effort, and staff can be reluctant to take part due to their (perceived) lack of skills in using unfamiliar software. A key aspect is that the resources developed should act as ‘open educational resources’ (OERs) that could be reused and re-purposed easily by other teachers. An action learning methodology is followed to develop two learning resources, embed them in two different classroom contexts, and evaluate student reaction. The evaluation shows that use of the resources across a large module with over 300 students made a difference by the inclusion of theory in the students’ written work and that use in a smaller classroom with international students assisted in overcoming cultural barriers of ‘speaking out’ in a discussion setting. The teachers in both class settings report that they, and their students, found these resources relevant, accessible and useful both inside and outside the classroom.
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