Multidisciplinary Collaboration and the Development of Multimedia Resources: The Images for Teaching Education Project

The University of Exeter heads the Images for Teaching Education Project which has developed multimedia products under Phase 2 of the Teaching and Learning Technology Programme. An aim of the project was to investigate the educational potential of a range of image-based multimedia formats. Products...

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Bibliographic Details
Published in:Innovations in education and teaching international 1998-11, Vol.35 (4), p.347-355
Main Authors: Dillon, Patrick, Coupland, Jon, Edwards, Tony, Hudson, Alison, Tearle, Penni
Format: Article
Language:English
Subjects:
Audiovisual
Collaboration
Computer Assisted Instruction
Computer Software Development
Cooperation
Councils
Design
Educational Environment
Educational Resources
Educational sciences
Educational Technology
Evaluation
Foreign Countries
Funding
Higher education
Information technology
Initiatives
Instructional Materials
Interdisciplinary Approach
Learning
Multimedia
Multimedia Materials
School environment
Schools
Students
Teacher education
Teaching
Teaching aids
Teaching Methods
Technology
University of Exeter (England)
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Summary:The University of Exeter heads the Images for Teaching Education Project which has developed multimedia products under Phase 2 of the Teaching and Learning Technology Programme. An aim of the project was to investigate the educational potential of a range of image-based multimedia formats. Products include videodiscs, videotapes, Photo CDs, and Photo CD portfolios with computer- and paper-based support materials; some of the latter are linked to images through barcodes. The management of the project and the development of the products, which involved specialists in subjects, the design and use of educational materials, the production and use of images and sound, and the evaluation of teaching and learning, are described in a national context. The processes and outcomes of collaboration are discussed and the importance of a multidisciplinary approach is emphasized.
ISSN:1355-8005
1470-3297
1469-8420
1470-3300
DOI:10.1080/1355800980350410