Interactive multimedia development at the Open learning Institute of Hong Kong

Murphy, D.; Tsang, E. & Vermeer, R.

Context:
This selection illustrates a development project in which a CD-ROM was employed to create an interactive, flexible, and visually appealing learning environment for distance students engaged in language learning.

Source:
Murphy, D.; Tsang, E. & Vermeer, R. 1996, "Interactive multimedia development at the Open learning Institute of Hong Kong," Paper presented at the conference on Educational Technology 2000: A Global Vision for Open and Distance Learning, Singapore, August 15-17, 1996.

Copyright:
Reproduced with permission.

Since existing Putonghua courses are mainly print-based, learners' participation is limited to simply reading materials, unless they take the time to listen to tapes, watch videos and attend all the tutorial classes. Sometimes, it is too taxing for learners to learn from different media all at the same time. It will easily confuse them. Reacting against such complication, they would prefer to learn language face-to-face. Therefore, it is necessary to produce an independent learning kit which comprise all audio and visual clips for learners to interact. CD ROM, an interactive multimedia product, is the appropriate technology for language learning. Research by Fox et al. (1990) demonstrates that the use of interactive multimedia and hypermedia techniques can lead to improvements in linguistic quality. Barker's research (1994) prove that adults benefit from speaking, listening and reading via CD ROM.

Aims of developing CD ROM Project

CD ROM offers a high capacity medium for the storage and dissemination of learning resources. Learners using the CD ROM (IM) programs can choose their learning path, and interact with an interesting program efficiently. If these distinguishing features can be applied in language learning, an interactive learning environment can be constructed.

Language learning usually focuses on acquiring the four skills of listening, speaking, reading and writing. Since Chinese characters are not recognized by sound, people from different regions speak different dialects but use the same characters. Therefore, of the four language skills, reading and writing are in practice not essential in learning Putonghua. For communication, speaking and listening proficiency in Putonghua are crucial. Competency in speaking also means proficiency in standard grammar and common usages. Moreover, Pinyin drilling ensures students learn the standard pronunciation of vowels and consonants. A CD ROM program can allow learners more flexibility to choose what they want in specific situations during interaction, a tool that will compensate the inconvenience of using printed and audio-video materials.

Current availability of Putonghua CD ROMs

Using interactive media like CD ROM to learn language is popular nowadays. Unlike the flourishing of foreign language learning CD ROM in market, the choice of Putonghua CD ROM in the Hong Kong market is currently limited. There are two Putonghua CD ROM products in the market, Introduction to Putonghua and Commercial Putonghua. Though the existing Putonghua CD ROMs claim to be self-learning kits, their interactive effectiveness is doubtful. Two of them are mainly information-oriented and cannot construct an interactive learning environment. Therefore, there is an apparent need to develop an interactive learning kit to manifest the advantages of interactive multimedia for language learning. To construct an interactive learning environment is important for learners to interact actively with the media and to enhance their learning effectiveness.

Aspects of designing interactive learning materials on CD ROM

Barker (1990) claims that development of an interactive learning environment in the format of an interactive multimedia learning product can serve five basic functions: basic knowledge acquisition, skill development, skill rehearsal, problem solving and self-realisation. Barker accommodated these five functions into the design of an interactive language learning project, using CD ROM technology. The results of Barker's investigation (1994) provide positive evidence of the effectiveness of CD ROM for language learning.

We will now use the above elements to act as the basic conceptual architecture for the construction of an interactive learning environment to support Putonghua learning. Further, these five basic functions shall be employed to assess the existing Putonghua CD ROMs.

Existing Putonghua CD ROMs in the market do not construct an interactive learning environment. In these CD ROMs, basic knowledge of the Hanyu pinyin system, including phonetic initials, sound and intonations, is provided. The programs include various presentations of lexical and syntactic differences between Putonghua and Cantonese. Standard Putonghua expressions and correct grammatical structures are also illustrated. Knowledge acquisition and skill development are of preeminent importance. On the other hand, the functions of skill rehearsal, problem-solving and self-realization are not fulfilled. There is a over-dose of information, with lengthy text and explanation on screen. Content-wise the CD ROMs are not different from a print format. Also, learners cannot interact with these products, nor can they drill and practice their pronunciation or input standard pinyin. Genuine interaction with the content is not available.

An example is the section of learning non-syllabic "r" suffix in Commercial Putonghua CD ROM. Explanation and skill development in respect of this "r" suffix is concisely illustrated. Examples are cited and learners are allowed to click on a link to listen to the correct pronunciation, and practice by repeating after the pronunciation. Learners cannot listen to their own pronunciation, and thus do not know if their pronunciation is correct. Human-computer interaction is not built in to the program.

Further, language learning relies heavily on the social and cultural context. If a CD ROM could provide problem-solving practice dealing with different situational conversation, learners could interact actively by selecting correct responses or inputting Hanyu pinyin with correct intonations. Moreover, simulation is important for learning languages. Different listening and speaking contexts, practice and exercises should be embedded in different situational contexts for effective conversation. Thus a learner's performance of a task and improvement in understanding a problem can be evaluated. Unfortunately, all these features that can construct an interactive learning environment are unavailable in the existing Putonghua CD ROMs. They focus mainly on knowledge and information. They do not deal effectively with learners' interaction with the learning materials on the basis of exercise practice, and self-assessment tools. In effect, they are not well-designed and do not fulfil the five basic functions of an interactive learning environment.

Besides the content design, the construction of interactive learning environment should be supported by authoring tools, known as interactive multimedia applications. The authoring tool should have the capability of operating under different interfaces which can cover the functions of voice animation, phonics flash cards, sound distinguishing practice and a repetition system. Practice in listening and speaking is not emphasised in Commercial Putonghua CD ROM. Since there is no voice animation, learners are not allowed to see and hear how to pronounce the Putonghua phonetic initials; even the practice of sound and tones variations is not designed. Responses by learners, such as answers and inserted commands, should be identified and recognized by the authoring tools. Interaction between human and computer can be facilitated. Therefore, a powerful system for cataloguing, retrieving and delivering such components used by instructional designers is important to construct the interactive learning environment.

To sum up, a CD ROM program for Putonghua acting as learning media should be interactive, flexible, selective, drill-oriented and visually appealing. Presentation of content should be designed to facilitate this interactive learning environment. Our development of a Putonghua CD ROM Project is proceeding on the basis of the content design and the authoring tools that can construct an interactive learning environment.