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Open Access research which pushes advances in bionanotechnology

Strathprints makes available scholarly Open Access content by researchers in the Strathclyde Institute of Pharmacy & Biomedical Sciences (SIPBS) , based within the Faculty of Science.

SIPBS is a major research centre in Scotland focusing on 'new medicines', 'better medicines' and 'better use of medicines'. This includes the exploration of nanoparticles and nanomedicines within the wider research agenda of bionanotechnology, in which the tools of nanotechnology are applied to solve biological problems. At SIPBS multidisciplinary approaches are also pursued to improve bioscience understanding of novel therapeutic targets with the aim of developing therapeutic interventions and the investigation, development and manufacture of drug substances and products.

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Multimedia Learning and Social Work Education

Ballantyne, Neil (2008) Multimedia Learning and Social Work Education. Social Work Education, 27 (6). pp. 613-622. ISSN 0261-5479

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    Abstract

    The use of multimedia technology in social work education predates the web. Innovative social work educators have incorporated images, audio, and video into the curriculum to enrich and enliven teaching ever since it was possible to do so. This paper reviews the literature on multimedia applications in social work education, and places this work in the context of the broader theoretical and empirical literature on learning with multimedia. The debate about the impact of media on learning is discussed; the concept of ‘affordances’ for learning is introduced; and research informed principles for effective multimedia design are identified. The paper concludes that the robustness of social work studies of multimedia learning would be improved if they were more obviously connected with concepts, frameworks and findings from the wider learning technology literature; if the instructional methods they embodied were more explicitly described and more directly founded on principles of effective multimedia design; and if evaluations consistently included appropriate measures of learning gains as well as learners’ perceptions.