A theoretical framework for multimedia resources: A case from science education

The availability and purported strengths of information and communication technology has increased the applications of multimedia resources in higher education. Introduction of multimedia resources into courses brings with it problems from a number of perspectives. What constitutes good quality resource material? Is it effective as a learning tool? How credible is the content in terms of professional requirements? These are important questions that teacher educators confront in enabling them to discern good quality material and to contribute to the development of further resources. Our premise is that these questions need to be answered by a consideration of research into the efficacy of multimedia teaching resources. Considerable research has been conducted over the last decade, which has identified certain principles of effective learning. These principles are important to consider in the development of multimedia resources. In this paper we report on the production of a multimedia resource involving CDROMs, Videos and a Website to support the learning of science teaching by primary preservice teachers. The development of these resources was informed by a generative theory of multimedia learning. We describe the features of the multimedia resources that were produced and how these resources were tested for effectiveness as learning tools and as authentic representations of professional practice.