ERIC Number: ED451401
Record Type: RIE
Publication Date: 2001-Mar
Designing Multimedia Learning Systems for Adult Learners: Basic Skills with a Workforce Emphasis. NCAL Working Paper.
Sabatini, John P.
An analysis was conducted of the results of a formative evaluation of the LiteracyLink "Workplace Essential Skills" (WES) learning system conducted in the fall of 1998. (The WES learning system is a multimedia learning system integrating text, sound, graphics, animation, video, and images in a computer system and includes a videotape series, a workbook text, and a Web site. The program addresses basic skills in reading, writing, communication, and mathematics in a workplace context. It also covers issues of job searching, career planning, and workplace orientation. The program is based on adult learning theory.) The analysis was intended to interpret how the formative evaluation's results should be applied in revisions to the design of the WES learning system. Five design issues were discussed and interpreted: (1) redundancy versus reinforcement across media; (2) readability; (3) responses to the videotape, workbook, and online materials as stand-alone products; (4) pedagogical assumptions underlying the writing and media design; and (5) effectiveness of the teacher's guide. Suggestions were made for revisions of the materials in line with adult learning and technological advancements. (Contains 14 references.) (KC)
Descriptors: Adult Basic Education, Adult Literacy, Basic Skills, Computer Software, Computer Uses in Education, Educational Technology, Employment Potential, Formative Evaluation, Instructional Materials, Integrated Curriculum, Job Skills, Labor Force Development, Literacy Education, Mathematics Instruction, Multimedia Instruction, Postsecondary Education, Program Effectiveness, Program Improvement, Reading Instruction, Teaching Methods, Theory Practice Relationship, Workplace Literacy, Writing Instruction
For full text: http://literacy.org/products/ncal/pdf/WP0001.pdf.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Researchers
Authoring Institution: National Center on Adult Literacy, Philadelphia, PA.