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ASSIGNMENT 3 1
ASSIGNMENT 3
TASK 9: MULTIMEDIA
Primary motivation for the use of multimedia in E-Learning and an elaboration of the
The primary motivation for the use of multimedia in E-Learning is the fact that human
beings get a better understanding of the concepts being taught through words accompanied
with graphics in form of pictures and videos unlike when they learn through words only (Mayer
& Alexander, 2016, p.49). For instance, if a student is given a narration on how a bicycle pump
works by use of verbal explanation only, they will barely get the correct understanding on that
mechanism (Sung & Mayer, 2012, p.1622). However, if a student is given a verbal explanation
alongside a pictorial presentation, they will quickly understand the working of the pump
The cognitive theory is basic in this form of learning. The process is initiated when the
learner receives information through the ears and the information is stored in the auditory
memory (Sung & Mayer, 2012, p.1620). The information received by sight is stored in the
visual memory. The learner will the organize the words read and heard into a meaningful verbal
structure while the images are also organized into a working pictorial structure (Mayer &
Alexander, 2016, p.67). The synthesis if both the verbal and pictorial organized information
takes place and the concept is finally understood and stored in the long term memory (Sung &
Mayer, 2012, p. 481). Therefore, the quality of learning obtained depend in the learner’s
selection, organization and integration of information. This will depend on whether the learner
employs the dual-channels principle, the limited capacity principle or the active processing
capacity.
Contiguity
interactive simulations.
dynamic rather than static graphics and transfer rather than retention
tests.
Embodiment Learners with low prior knowledge and the absence of negative social
cues.
In conclusion, the lecturer should make an essential effort in learning the kind of
students they are dealing with so that they may apply the most appropriate and effective
learning principles. The lecturers will also need to consider the learning objectives and the
volume of work to be covered. This will ensure an outcome of the best learning experience and
Effective use of the on-screen text on students who have varying native languages can
be done through the employment of the segmenting, pre-training and modality principles
principle. This is because it forms a basis for understanding knowledge and also cuts across
every kind of student being handled, every kind of learning objective and whatever volume of
work that needs to be covered in the learning process (Sung & Mayer, 2012, p.1621).
Among the major revolutionary things that the internet came with is e-learning
(Dabbagh, & Kitsantas, 2012, p.7). This has enabled people to obtain knowledge and an
education by different methodologies and tools from whichever location they are. There are
well as informal and blending learning (Costa, Alvelos, & Teixeira, 2012, p.338). The two
major e-learning methodologies are asynchronous and synchronous methodologies. The main
tools for e-learning are knowledge representation tools, curriculum tools and digital library
In the last century, the world has revolved from Industrial Age into the Information Age
and currently in the knowledge Age where it is claimed that knowledge is the key for promoting
positive change and success in any organization (Dabbagh, & Kitsantas, 2012, p.7). An
knowledge has always made successful organizations (Costa, Alvelos, & Teixeira, 2012, p.
338). The ability of obtaining, assimilating and applying the appropriate knowledge will be the
key aspect of success in the coming century. The survival of the 21st century organizations,
ASSIGNMENT 3 4
individuals and firms will be defined by learning and application capacity through our day to
Research reveals that e-learning has the ability to transform the manner and time in
which people acquire knowledge. With the passing of time, e-learning will be revolutionalized
into a more modular, shorter and timely system of delivery (Dabbagh, & Kitsantas, 2012, p.7).
This learning process is usually facilitated by the ICT s through methods such as video/audio
operation network and computer assisted instruction. All these technologies define the lifelong
acquisition of knowledge for different individuals (Costa, Alvelos, & Teixeira, 2012, p. 336).
E-learning tools have been a source of excitement among most employers because the
tools use a similar technology as that used in the work place and therefore easier to learn within
the work environment (Dabbagh, & Kitsantas, 2012, p. 7). For education to be an effective tool
for the management of knowledge in an organization, e-learning tools are very essential
Every tool in the e-learning process represents its own stage and role within the learning
process (Ishtaiwa, & Abulibdeh, 2012, p. 39). While curriculum tools provide a standard and
systematic way of learning in the classroom, it plays a major role in the initial process of
selection on what one desires to learn (Dabbagh, & Kitsantas, 2012, p. 7). On the other hand,
digital library tools provide an effective and efficient way of accessing the learning resources.
Finally, the knowledge representation tools formulate and avail the knowledge to the learner
in the most appropriate way and format (Costa, Alvelos, & Teixeira, 2012, p.342).
To begin with curriculum tools, it is believed that they come in handy during classroom
lessons within various universities and colleges. A selection and organization of these tools is
done to facilitate the learning process in class (Dabbagh, & Kitsantas, 2012, p.7). Under this
ASSIGNMENT 3 5
particular tool, more tools can be employed such as group discussions, class presentations and
online quizzes for the purpose of evaluation (Costa, Alvelos, & Teixeira, 2012, p.339). The
curriculum tool has three categories which precisely include the student tolls, administration
The administration tools are made up of a file management for the purpose of getting
2012, p.6). The instructional tools have the design of the curriculum and online quizzes that
provide an automatic way of awarding grades for each student (Costa, Alvelos, & Teixeira,
2012, p.343). While the afore mentioned tools are equally important for the e-learning process,
The first purpose of the student tool is to enable access of assignments, projects and
notes through browsing. The second use is to enable team work among students through
collaboration and sharing of materials (Dabbagh, & Kitsantas, 2012, p.4). The third purpose is
to track and schedule the learning process through calendars, activity logs and reminders on
assignments and submission and the last purpose is for the evaluation and testing of students
Digital library tools usually enable students to retrieve the information they need from
a huge collection of digital information (Dabbagh, & Kitsantas, 2012, p.5). The tools that
facilitate this process are the search tool and the browsing tool. The knowledge representation
tool enables the learner to have a visual aspect of knowledge and this will help capture, review
Students play and important role in the e-learning process by retrieving information on
their course of learning, asking questions, doing quizzes and giving feedback on their learning
INTRODUCTION
The current generation turns out to be having a striking difference with the time our
parents and grandparents lived. Things are no longer the same for each individual and therefore
education. Not only does personalization apply on e-learning buy also in retail businesses,
manufacturing industries as well as the delivery of services (McLoughlin, and Lee, 2010, p.27).
One of the outstanding shortcomings of e-learning is that it has not been personalised
to meet the needs of every individual learner (Truong, 2016, p.1193). This review seeks to look
into the e-learning activity in a broad way and what it entails. In the attempt to come up with a
personalised e-learning system, a proposal has been given by researchers to create a system
that is based on an intelligent agent. A test done on the work process, structure, design and the
realization agent at a network school proved that the system can help improve the learning
experience of students. Therefore, this can be a practical and long lasting solution in self-
DISCUSSION
E-learning has greatly changed the learning process whereby and emphasis is put on
active learning of the student. However, research reveals that the e-learning process fails to
apply intelligence in meeting the specific needs of the learners (Jasute, Kubilinskiene,
Juskeviciene, & Kurilovas, 2016, p.1085). In addition to that, the traditional e-learning system
has geographical areas that are so uneven in terms of resource distribution, differing structures
ASSIGNMENT 3 7
for different networks and a weak interaction platform between the learner and the instructor
(Wu, Zhang, & Lu, 2014, p.1904). This may lead to suspicion and lack of confidence in the
learner as pertains the legitimacy of the education they seek to obtain. This is the more reason
why finding a solution to these problems is urgent (O'Donnell, Sharp, Wade, & O'Donnell,
2014, p.755).
of the student, personalization of the learning content and finally personalization between the
instructor, the student and the learning content (Peter, Bacon, and Dastbaz, 2010, p.99).
The intelligent agent technology has been developed within the past ten years and it
comes in handy to solve most of these problems. The main features of this technology are social
ability, reaction, autonomy and adaptability (Jasute, Kubilinskiene, Juskeviciene, & Kurilovas,
2016, p.1081). These features will help the system to respond to the changing environments
without the users’ intervention (Wu, Zhang, & Lu, 2014, p.1899).
as meet the personal needs of the learner according to their preference (Wu, Zhang, & Lu,
2014, p.1901). To achieve these features, the following aspects on personalised e-Learning
the most suitable resources for their students according to their varied needs.
interests. This will make each student’s learning experience quite different from
that of other students (O'Donnell, Sharp, Wade, & O'Donnell, 2014, p.754).
student and their individual preferences, a student will have different activities
activities and learning process of every individual. This will make it possible to
realize the various strengths and weaknesses of every student and give the
Personalised communication: this will give the learner the choice on the people
they would wish to collaborate and hold discussions with as they learn (Wu,
Researchers claim that the main aim of the intelligent agent technology is to give a
specific domain for each student depending on their course content (Jasute, Kubilinskiene,
Juskeviciene, & Kurilovas, 2016, p.1079). To achieve this, the learner will be required to enter
the domain of their course content so as to obtain the content. This will help reduce the effort
exerted in learning when it comes to retrieving information (Truong, 2016, p.1189). There are
two stages engaged I this process. The perspective of the learner, the system and the teacher
will help reach this goal. Researchers further indicate that the system will be very flexible to
both the teacher and the learner (O'Donnell, Sharp, Wade, & O'Donnell, 2014, p.747). In the
case that a new course is introduced, it will get incorporated into the system and customized to
meet the different learners’ needs. The intelligent agent will automatically perceive the change
Following the proposal, researchers have recommended that there be three categories
of the intelligent agent namely: the learner agent, teacher agent and system agent (Gaeta,
Orciuoli, and Ritrovato, 2009, p.301). This learner agent will collect information from different
Kurilovas, 2016, p.1079). The agent will then compile the scattered information as it suits the
interests of the user and voluntarily recommend it to the user the moment they log in to the
system. This agent is capable of noting the interests of the user without having to inquire from
them (Truong, 2016, p.1192). This will help reduce the time spent in browsing and searching
for relevant materials as well as provide high quality materials for learning. The agent will also
record the browsing profile of the learner and give suggestions to the instructors on what the
learner may need (O'Donnell, Sharp, Wade, & O'Donnell, 2014, p.745).
The teacher agent will offer help for the user whenever it arises (Wu, Zhang, & Lu,
2014, p.1903). This will be especially essential to new e-Learning students who get to develop
the fever of searching for relevant materials within the website (Jasute, Kubilinskiene,
The system agent will fulfil the demands of the teacher and learner agents. In this case,
it will act as the intermediary between the learner and the teacher agents in giving responses
Based on the above research, a system has been formulated in the network school, the
system uses a three-layer structure for the web server, client server and application server
(Truong, 2016, p.1187). The isomerism of platform is achieved through the java technology
while the design of the page and its interactive features are achieved through the JSP
technology (O'Donnell, Sharp, Wade, & O'Donnell, 2014, p.744). Aglet technology completes
ASSIGNMENT 3 10
the system by providing security, mobility and the interaction of the agent (Jasute,
CONCLUSION
that needs to be adopted worldwide as it gives a new and easier learning experience within the
e-Learning arena. Given that we are in a fast moving society in terms of technology and
acquisition of knowledge, the learning system ought to move with the changing environment
as well. This system of e-learning will be very efficient as it will meet the needs of each
individual depending on their learning capability, interest in particular material as well as the
learning content that they need to cover. This will come along with numerous benefits such as
provision of quality and relevant material for the course and saving on the time spent to search
for the correct content in the websites. Therefore, it should be considered as a venture worth
BIBLIOGRAPHY
Gaeta, M., Orciuoli, F. and Ritrovato, P., 2009. Advanced ontology management system for
Jasute, E., Kubilinskiene, S., Juskeviciene, A. and Kurilovas, E., 2016. Personalised learning
McLoughlin, C. and Lee, M.J., 2010. Personalised and self regulated learning in the Web 2.0
O'Donnell, E., Sharp, M., Wade, V. and O'Donnell, L., 2014. Personalised E-Learning: The
Global.
Peter, S.E., Bacon, E. and Dastbaz, M., 2010. Adaptable, personalised e-learning incorporating
Truong, H.M., 2016. Integrating learning styles and adaptive e-learning system: Current
pp.1185-1193.
ASSIGNMENT 3 12
Wu, D., Zhang, G. and Lu, J., 2014, July. A fuzzy tree matching-based personalised e-learning
Mayer, R.E. and Alexander, P.A. eds., 2016. Handbook of research on learning and
Sung, E. and Mayer, R.E., 2012. Affective impact of navigational and signaling aids to e-
Sung, E. and Mayer, R.E., 2012. When graphics improve liking but not learning from online
Costa, C., Alvelos, H. and Teixeira, L., 2012. The use of Moodle e-learning platform: a study
Dabbagh, N. and Kitsantas, A., 2012. Personal Learning Environments, social media, and self-
regulated learning: A natural formula for connecting formal and informal learning. The
Ishtaiwa, F.F. and Abulibdeh, E.S., 2012. The impact of asynchronous e-learning tools on
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