Professional Documents
Culture Documents
Multimedia Instructional Material Design
for an Equitable and Critical Pedagogy
Kristina Schneider
Centre for Instructional Technology
John Molson School of Business
Concordia University
Montreal, Canada
Spring 2004
Presentation Objectives
Recognizing the need to integrate instructional
packages that engage learners in research, critical
thinking, awareness of their biases, communication,
and allow them to build connections to diverse
ways of understanding
Learning to construct and integrate engaging
activities requiring basic, creative, critical and
complex thinking skills, using goal‐oriented and
problem‐based activities
Presentation Outline
Presenting Concordia, JMSB and demographics
Identifying needs and problems
Addressing Needs via Instructional Design
Designing with a Constructivist Approach
Using Democratic and Equitable Activities
Presenting JMSB’s current direction
Centre for Instructional Technology (CIT)
Works in partnership with the staff and faculty of
the John Molson School of Business
Offers a variety of services:
– Desktop & audio‐visual support
– Technical support (network, Web & database)
– Media support (document formatting & graphic
design)
– Educational technology support (course &
curriculum)
John Molson School of Business (JMSB)
Is the business faculty of Concordia University
Offers a wide variety of programs:
– Undergraduate degrees
E.g.: Accounting, Marketing, Management, Commerce
– MBA programs
With an Executive MBA & an Aviation MBA
– PhD courses & research
Concordia University
Is one of 4 Montreal Universities
Is one of 2 Anglophone Montreal Universities
Has 4 major faculties:
– Arts and Sciences
– John Molson School of Business
– Engineering and Computer Sciences
– Fine Arts
Demographics
In November 2003:
30,801 students were 5,532 students (30% of
enrolled in academic Concordia’s student
courses at Concordia population) were enrolled
University at the JMSB
Of these, 3,139 (over 10%) Of these international
were international students. students, 779 (30%) students
were studying in the JMSB
Demographics
118 109
82
63 51
34
10 4 1
China Europe Middle Asia (ex Africa Latin USA Antilles Other Oceania
East China) America
Demographics
JMSB and Concordia’s student population and
faculty is quite ethnically diverse. Other factors to
consider:
– There are many students who’s parents are
immigrants (2nd generation)
– There is a large francophone population attending
both JMSB and Concordia
– Race and ethnicity is not the only issue: every learner
has various needs and views the world differently
Addressing Our Diverse Population
There is a need for teaching and learning
environments to be:
– inclusive
– equitable
– multicultural
These environments are equally crucial in the
development of rich learning environments
Are Efforts Made?
There is a great amount of efforts made by
Concordia faculty and administration
– In the classroom, faculty makes students aware of
business practices in other cultures
– The CIT works with JMSB faculty in developing
pedagogical resources
– The administration offers international students
resources and help
– Via special events and extra‐curricular activities
(E.g.: The JMSB Chinese New Year party)
Are the Efforts Working?
Professors are willing to be more inclusive in their
teaching though often do not have the necessary
resources
Professors are of various ethnic origins and various
backgrounds, yet most completed graduate studies
in traditional North American learning institutions
Students still have a very North American view of
business and business culture
Identifying the Real Problem
Banks addressed the need for a change in the way
knowledge is processed:
“We must engage students in a process of attaining
knowledge in which they are required to critically analyse
conflicting paradigms and explanations and the values and
assumptions of different knowledge systems, forms and
categories.”
Banks, James (1992) A Curriculum for Empowerment, Action and Change
Identifying the Real Problem
Bennett identifies the main contributing deficits in
the teaching and learning process:
“There is a lack of conceptual clarity, a lack of agreement on
the goals of multicultural and global education, and the
lack of theoretical framework to guide teachers”
Bennett, Christine (1992) Strengthening Multicultural and Global Perspectives in the Curriculum
Identifying the Real Needs
A need for a a radical change in the way knowledge
is being transferred to learners
A need for a set of frameworks for and approaches
to developing inclusive, equitable material
A need for resources that enable students to
personalise their learning experience and cater to
multiple intelligences
The Teacher’s Burden
Grant and Zeichner propose teachers take it upon
themselves to become reflective teachers and make
changes from within, on a micro level:
“The reflective teacher is wholehearted in accepting all
students and is willing to learn about and affirm the
uniqueness of each student for whom he or she accepts
responsibility.”
Grant, G. & Zeichner K. (2000). “On Becoming A Reflective Teacher”. In Iseke‐Barnes J. & Wane.
N. (Eds), Equity in schools and society.
The Teacher’s Burden
Many teachers are not equipped with the time and
resources to accomplish such an onerous objective
There is a desire to instil social change, but
between aspiration and accomplishment, there
must be a feasible plan
The development and integration of instructional
packages has the potential provide teachers with a
methodology and resources
Addressing Needs via Instructional Design
Moore and Shattuck define Instructional Design as:
“[a] system of developing well‐structured instructional
materials using objectives, related teaching strategies,
systematic feedback and evaluation.”
We must go beyond this…
We must go beyond this…
Moore, M. G. & Shattuck, K. (July 2001). Glossary of Distance Education Terms.
https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml
Rethinking Instructional Design
In order to contribute to an equitable curriculum
and a democratic classroom, an instructional design
package must contain additional criteria. These
include:
– activities that require complex thinking skills
– democratic and equitable instructional materials
– student‐centered activities and materials
– accessible materials
Choosing Multimedia Learning Materials
Can be used in:
– traditional in‐class settings
– a distance education program
– a hybrid model
Can empower:
– teachers/facilitators as they strive to address the
myriad needs of their students
– students as they can benefit from self‐paced and self‐
directed learning activities
Choosing Multimedia Learning Materials
Multimedia learning materials can enable the
integration of constructivist learning principles ‐‐
such as:
– multi‐goal oriented activities
– problem‐based activities
These activities require learners to consider a variety
of domains and perspectives, which is essential for
meaningful learning and building awareness
Reverting to Behaviorist Patterns
Multimedia learning materials have too often been
developed using a purely behaviorist pattern,
emphasizing:
a large text‐based content push geared towards
memorization of facts
drill & practice type basic interactivities
Such approaches have neglected:
– subjective and critical thinking skills
– learners who need to learn in other ways (audio‐
visual, etc.)
Reverting to Behaviorist Patterns
One of the main (perceived) reasons for building
simple multimedia learning materials is due to the
complexity of their development process
Some of the requirements can be:
– the time to design and develop
– technical resources
– required skills and expertise for the design
Designing with a Constructivist Approach
Jonassen suggests a “learner as designer” approach
where students use computers as cognitive tools in
order to access diverse information, interpret and
organize it and presenting their knowledge to
others.
Designing with a Constructivist Approach
Jonassen proposes an environment where students
take ownership of their learning with the help of
learning technologies:
“technologies should be used to keep students active,
constructive, collaborative, intentional, complex,
contextual, conversational, and reflective.”
Jonassen, D. H. (1999). Designing Constructivist Learning Environments (CLEs).
http://tiger.coe.missouri.edu/~jonassen/courses/CLE/index.html
Designing with a Constructivist Approach
Jonassen’s rhizome
diagram contains the
various requirements
for constructivist
learning
environments.
Designing with a Constructivist Approach
Multimedia applications developed with a
constructivist approach can foster:
– Research
– Critical thinking
– Communication
– Connection building
Not only to old ways of thinking, but more
importantly to new and enlightened ways of
understanding.
Developing a Complex Thinking
Framework
Is designed to contain:
– content/basic thinking skills
– critical thinking skills
– creative thinking skills
Is an action‐oriented thinking process, which:
– fosters multidisciplinary ways of understanding a
topic
– engages a student’s awareness of their prior
knowledge and ways of knowing to develop a
broader and more inclusive perspective
Jonassen, D. H. (2002). Computers as Mindtools for Schools: Engaging Critical Thinking.
Using Democratic and Equitable Activities
Greene and Zimmer study on the impact of adding
an Internet research component to a University‐level
business class found that:
“[S]tudents improved significantly in seven business skills
and interests, including increased proficiency with foreign
market research based on electronic information sources
and improved knowledge of doing business in a foreign
market.”
Greene, C. S. & Zimmer, R. (2003). An international internet research assignment‐assessment of value added.
Journal of Education for Business
Using Democratic and Equitable Activities
Via this activity, learners:
developed cultural consciousness and global
perspective
developed a better understanding of their own
worldview via self‐reflection
reduced their ethnocentrism via awareness of the
other
will potentially become business professionals with
a more democratic and inclusive approach
Using Democratic and Equitable Activities
Robertson and Alexander report on the success of
their “Critical Thinking Curriculum Model” (CTCM)
that integrated computer technology and solid
teaching practices in their instructional design
package.
The students were required to:
– do online research to compile data related to their
task
– consider scientific, political, social/cultural and
economic aspects of the global issues
Using Democratic and Equitable Activities
By researching information online, students had
access to a wider variety of resources and
perspectives from other regions and countries
This activity also engaged students in creative
thinking, as they were required to summarize their
findings in a multimedia presentation
Robertson, B. & Alexander, R. (2003). Critical Thinking Curriculum Model, from
http://techknowlogia.org/TKL_active_pages2/CurrentArticles/main.asp?IssueNumber=19&
FileType=HTML&ArticleID=461
Using Democratic and Equitable Activities
WebQuest:
– Was developed at the Bernie Dodge at San Diego
State University
– Has principles which are similar to the last 2
examples
– Engage learners in an online treasure hunt to gather
the information required to meet their learning
objectives
Example of a WebQuest
Accessible Materials
Accessibility:
– can be defined as:
ease of use
ease of access
affordability
availability
– is about the democratic quality that a resource can
have
– requires careful planning and attention to the design
Accessible Materials
To be truly accessible, instructional packages
should:
– be designed to foster complex thinking
– be democratic and unbiased
– promote student‐centered activities
– offer a variety of options to meet the diversity of
student needs
– facilitate connection building
JMSB Past Initiatives
Via Learning Objects
– Curriculum‐aligned, supporting in‐class teaching
Financial Accounting
Linear Programming
Via Global Distance Education Programs
– Programs delivered to students located
internationally using Web technologies
Global Aviation MBA Program
Aviation Security Management Training Course
(in partnership with ICAO)
JMSB’s Current Direction
Is replacing the more rigid technology with more
supple and flexible technologies
Is focusing on making it’s distance education
programs completely electronic
Is working with the professors to find alternative
ways of communicating with students and meet
their diverse needs
JMSB’s Current Direction
The Global Aviation MBA program
– Case study:
learners compare and contrast the situations with situations
in their environment
learners post their thoughts to a threaded discussion board
learners read each other’s posts, respond to their classmates’
views and opinions electronically
– Truly interactive objects:
Editable text documents and/or with annotation features
Editable spreadsheets
Flexible databases
Discussion
Suggestions:
– Deconstruction of past initiatives (yours or others)
– On other ways of including more equitable practices
Questions & Comments
kschneider@jmsb.concordia.ca