Picture map of Europe with pins indicating European capital cities

Open Access research with a European policy impact...

The Strathprints institutional repository is a digital archive of University of Strathclyde's Open Access research outputs. Strathprints provides access to thousands of Open Access research papers by Strathclyde researchers, including by researchers from the European Policies Research Centre (EPRC).

EPRC is a leading institute in Europe for comparative research on public policy, with a particular focus on regional development policies. Spanning 30 European countries, EPRC research programmes have a strong emphasis on applied research and knowledge exchange, including the provision of policy advice to EU institutions and national and sub-national government authorities throughout Europe.

Explore research outputs by the European Policies Research Centre...

Establishing criteria for instrctional multimedia design, the lessons from Scottish history

Hillis, Peter (2010) Establishing criteria for instrctional multimedia design, the lessons from Scottish history. International Journal of Historical Learning, Teaching and Research, 9 (2). pp. 36-50.

Full text not available in this repository. Request a copy from the Strathclyde author

Abstract

The role of Information and Communication Technologies (ICT) in school education has become a contested area with both its theory and practice increasingly questioned. Teachers thread their way through the conflicting arguments of advocates and sceptics in an attempt to satisfy expectations which move beyond the classroom into claimed benefits for society at large. Unrealistic expectations have raised false hopes with many policy makers now using terms such as ‘power’ or ‘potential’ to transform when referring to ICT in schools. However, the experience of designing, developing and evaluating multimedia resources relating to Scottish History demonstrates that it is possible criteria for instructional multimedia to enhance learning. Technology helps students learn in ways which would be difficult in more conventional formats, but it is the underlying pedagogy which enhances teaching and learning. This pedagogy employs varied learning tasks built around multiple intelligences and authentic learning to develop knowledge, understanding and skills of enquiry. Nonetheless, the use of ICT does not negate traditional forms of teaching and learning. The context for this study is Scotland and its history, but the conclusions reached have a much wider application in the debates over ICT in schools.