CHAPTER ONE
INTRODUCTION
1.1. Background to the Study
Multimedia is a term frequently heard and discussed among educational technologists today. Unless clearly defined, the term can alternatively mean the development of computer based hardware and software packages produced on a mass scale and yet allow individualized use and learning. In essence, multimedia merges multiple levels of learning into an educational tool that allows for diversity in curricula presentation. Mayer (2001) views multimedia as the exciting combination of computer hardware and software that allows you to integrate video, animation, audio graphics and test resources to develop effective presentation on an affordable desktop computer. But Philips (1990) opines that “Multimedia is characterized by the presence of text, pictures, sound animation and video, some or all of which are organized into some colorant programme. However, today’s multimedia is a carefully woven combination of text, graphic, sound, animation and video elements. If the end user is allowed i.e. the viewer of a multimedia project, is allowed to control “what ““when” and ’’how’’ the elements are presented, it becomes interactive multimedia.
As such, multimedia can be defined as an integration of multiple media elements (audio, video, graphic, text animation, etc.) into one synergetic and symbiotic whole that results in more benefit for the end user than any of the media element can provide individually.
At the inception of the 6-3-3-4 system of education, Fine and Applied Arts where the study of ceramics is subsumed was a core subject at the junior secondary school level, but elective at the senior secondary.
After the review of the National Policy on Education, Fine Arts remained one of the core subjects that all students must register for at the junior secondary school level. However, good as the policy is, there are factors militating against the successful implementation of the policy. They include: lack of relevant and up-to-date teaching materials, space, facilities, shortage of qualified and experienced Fine Art teachers. In addition, many of the current graduates are found to be lacking in creativity, communication skills, analytical and critical thinking and problem-solving skill which is occurred from juniorsecondaryschools level (Teo Wong 200). As such, there is much need for institutions of higher learning to focus on training future graduate to be more adaptable to the needs of the industry from the SecondarySchool level.
Currently, many juniorsecondaryschools in OsunState are employing problem-based learning as a panacea to building creativity, analytical thinking and problem solving skills. Hence, some schools have embraced the use of multimedia for enhancing the production of ceramics such as mug, cup, jug, flower vase, pottery tiles, etc. This attempt is a laudable one as it makes students in their junior secondary school level acquire the necessary skill and knowledge before getting to the higher institution. This learning mode is constructivistapproach whereby the students participate actively in their own learning process and construct their own knowledge (Jonasseu and Willson 1999).
The uses of multimedia in teaching and learning ceramics have been foundeffective in increasing knowledge, skills and retention rates. Research has shown that people remember 20% of what they see, 40% of what they see and hear, but about 75% of what they see, hear and do simultaneously (Lindstron1994).This is especially significant in the CBT (Computer Based Learning) modules in corporations like Ernst& Young and Union Pacific, where students are taught ceramic artwork in the juniorsecondaryschool level.
It is now permeating the educational system as a tool for effective teaching and learning. With multimedia, communication of the information can be done in a more effective manner and it can be an effective instructional medium for delivering information. A multi-sensory experience can be created for the audience, which in turn elicits positive attitudes towards the application. Multimedia has also been shown to elicit the highest rate of information retention and shorter learning time (Ng and Komiya, 2000). On the part of the designer, designing a multimedia application that is interactive and multi-sensory can be both a challenge and a thrill. Multimedia application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way in teaching and learning ceramics (Agnew, Keller man and Meyer 1996).
The increasing use of multimedia in teaching and learning of ceramics to students in juniorsecondaryschools is an issue that should receive adequate governmentattention. Even the majority of teachers believe that the nation’sschools will be improved if the federal government could put in place educational policies whichwill encourage students to learn ceramics art subject as their career (kichatdson 1993). However, the quest for using multimedia in teaching and learning of ceramics would not be easily accomplished without understanding the obstacles into implementation of teaching and learning of ceramics and how to overcome them.