Managing a Multimedia Instructional Laboratory: A Blueprint

Introduction: The Rise of Multimedia in Education

Learning and teaching have drastically changed all over the world, and particularly in America, due to the sudden growth of information technology. Both teachers and learners have come to the realization that older technologies cannot compete with the latest technological developments in teaching and learning. As a result, old technologies are being quickly replaced by new multimedia technologies. Multimedia and its ever-increasing range of technological products have become very popular tools for both teaching and learning. This is because multimedia allows learners to pace their training in line with their capacity to learn, gives learners greater control over the learning process, and enables learning to be individualized. The transformation of methodology and approach to learning and teaching will become a common feature of future laboratory and classroom activities.

Over the years, growth and development in multimedia technologies have led to diversification, and as a result, multiple tools are now available to both teachers and learners. The process of diversification has not slowed, and newer tools are continuously being created and adopted. It is therefore important for teachers and learners alike to keep themselves up-to-date on current multimedia developments so they can take advantage of the latest technologies to enhance learning and teaching. Furthermore, given the rapid diversification in multimedia technologies, it is necessary to establish a clear and concise definition of what constitutes a multimedia technology. A comprehensive definition has been provided by Sorel Reisman (1994): "Multimedia is a class of computer-driven interactive communication systems which create, store, transmit, and retrieve textual, graphic, and auditory networks of information." This definition identifies three broad elements of multimedia technologies: (1) the computer, (2) graphics, and (3) networks.

Since multimedia instructional technologies have become increasingly popular in education, it is imperative to carry out an in-depth analysis of teaching, managing, maintaining, and budgeting an instructional multimedia laboratory. This paper provides a theoretical model to assist in managing a modern instructional multimedia laboratory and to help set the trends and methods for general laboratory functions. The paper serves not only as a blueprint for the laboratory but also as a starting point for future planning. It provides the basic structure that enables managers to reflect on all pertinent issues and ensures that nothing essential is omitted. It is also intended to serve as a reality check when managers first assess the feasibility of establishing a multimedia instructional laboratory.

The general aim and objective of the laboratory is to allow both students and teachers to familiarize themselves with the ever-developing and diversifying multimedia technologies. The laboratory pursues this aim by consistently improving the standards of its hardware and software equipment.

It is common knowledge that an effective multimedia learning environment depends on a balance between the utilization of technology and effective teaching. Therefore, in the context of utilizing technology, the laboratory aims to allow students to think creatively, both collaboratively and individually. Technology will be incorporated within a structured teaching program so that students can actively participate in the learning process. Several researchers have also found that simple interfaces and straightforward technological models have proved quite adequate in helping students take an active part in collaborative learning.

It is well understood among educators that learners do not simply react to their environment and are not passive recipients of knowledge. Therefore, the behavioral objective for a one-day instruction is to create an environment where learners can learn by doing — engaging with multimedia tools through exploration and trial and error. Students will familiarize themselves not only with the subject matter but also with the surrounding conditions and the consequences that encourage or sustain their behavior. Since learning is understood to trigger a transformation in behavior through experience and the formation of connections between a behavior and its outcome, repeated combinations of motivation and learning will be encouraged throughout the instructional session. The needs of all learners will be evaluated in order to reshape behavior patterns and make them feel motivated to use multimedia technology. Learner competence will be measured against the objectives established before the instructional activity begins.

General Aim of the Multimedia Instructional Laboratory

While the instructional laboratory will employ multimedia tools to enhance both the learning and teaching experience, it is important that teaching methods are presented in a clear and simplified manner. This helps both teachers and learners identify their aims, goals, and theoretical limits. One of the two models employed in this laboratory is the behaviorist method of teaching.

Since multimedia is an ever-growing field and learners and teachers are not always fully comfortable with its tools, it is important that subject material is not overly lengthy or disorganized, as this can lead to disengagement. Patricia Deubel (2003) provides an in-depth analysis of the behaviorist method and explains:

"Material is broken down into small, logically discrete instructional steps and is often presented as a rule, category, principle, formula, or definition. Positive examples are given to reinforce understanding, followed by negative examples to establish conceptual boundaries."

Behavioral Objectives and Teaching Methods

It is also important that learners feel comfortable with one activity before a new one is introduced, as skipping ahead leads to complexity and confusion. Deubel (2003) describes how the behaviorist model addresses this:

"Activities are sequenced for increasing difficulty or complexity. The sequence and pacing through the material is usually without learner control. To maximize learning efficiency, learners may be routed to miss or repeat certain sections of material based on performance on a diagnostic test, or on tests within the sequence of learning activities. The amount of practice or revision they require may also vary based on performance."

Furthermore, the role of the teacher in a multimedia environment cannot be underestimated. Teachers serve both as leaders — demonstrating the necessary skills and behaviors required for success — and as motivators who encourage students to review and revise their work. Deubel (2003) describes how the behaviorist model supports this role:

"The required operation, procedure, or skill is demonstrated and broken down into its parts with appropriate explanation before learners are expected to copy the desired behavior. Performance standards are made explicit. Learners build proficiency from frequent review or revision with check tests at strategic points or repeat practice with feedback. Design emphasizes low error rate and use of remedial loops back through material, if learner test performance seems to warrant it. Extrinsic or intrinsic reinforcement messages are used to maintain motivation."

The behaviorist model of teaching is therefore extremely effective: learners can quickly acquire fundamental theories, concepts, competencies, skills, and factual information within a clear and structured learning framework.

The function of the multimedia instructional laboratory should not be to diminish learners' observational and analytical skills, but rather to encourage creativity, logical thinking, and evaluation. The cognitive method of teaching gives learners sufficient freedom to explore and discover new processes and strategies. Deubel (2003) writes:

"The goal of discovery learning is learning to learn, including the ability to question, evaluate one's strategies, and answer questions in the content domain. Discovery learning is not necessary to learn definitions, procedures, and outcomes from an existing body of knowledge."

It is important for learners to develop into independent thinkers capable of solving complex problems both inside and outside the classroom. The concept of "scaffolding" within the cognitive method allows both teachers and learners to initially rely on one another and then gradually provide the space needed for individual growth. Deubel (2003) explains:

"Scaffolding, based on Vygotsky's definition of zone of proximal development, is the gradual removal of a tutor's support for the individual to become an independent problem solver as the individual appropriates knowledge and brings it under his or her own conscious control."

While the importance of clear subject matter cannot be underestimated, it is equally valuable to present learners with problems as subjects, so that their critical thinking and learning skills are both revealed and refined. Deubel (2003) writes:

"Learning is organized around problem solving, rather than around subject matter. The teacher's role is to support students in their critical thinking skills, self-directed learning skills, and content knowledge in relation to problems. The teacher does not teach students what they should know or set a time for when they should know it."

Both the behaviorist and cognitive methods of teaching are vital for the appropriate development of skills and competencies. The multimedia instructional laboratory will employ both models so that students feel encouraged and are able to integrate new multimedia tools into their learning process.

Multimedia is an ever-growing and ever-developing field, with new technologies continuously entering the market. Becoming accustomed to these technologies and assessing their advantages and drawbacks can be a complex process. This laboratory will therefore use the most common multimedia tools with the fewest disadvantages. These two technologies are: (1) video-on-demand and (2) computer-assisted instruction (CAI).

Conclusion

This paper discusses the management, maintenance, and budgeting of a multimedia instructional laboratory. It is clear from the above-mentioned facts that multimedia technologies have been the greatest educational revolution since the creation of the printing press. The amalgamation of computer and communications technologies has revealed enormous potential for growth and development across many sectors, with education being among the greatest beneficiaries.