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Implementing New Media In Materials Science Education

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1997 Annual Conference


Milwaukee, Wisconsin

Publication Date

June 15, 1997

Start Date

June 15, 1997

End Date

June 18, 1997



Page Count


Page Numbers

2.227.1 - 2.227.11



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Paper Authors

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Leslie Bondaryk

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3264

Implementing New Media in Materials Science Education Leslie Bondaryk PWS Publishing Company

-897,.9 New media offers a chance for the Materials Science instructor to rethink course structure and content. New media is just an addition to the variety of tools available to the Materials educator. I will give some examples of hypertext, video and animation, and simulations that are successfully being used to address educational goals. Through wise implementation of “old” and new media tools in the classroom, a richer educational experience will result.

'LVSHOOLQJ´0XOWLPHGLD'UHDGµ “Multimedia dread” is prevalent in universities these days. Many professors feel they should use multimedia, or are told they must use multimedia to keep the department in step with the times. There is a simultaneous perception that media is difficult to use or understand, that it is displacing the instructor, that it is not an effective teaching tool, or that it requires the instructor to be an expert in multimedia authoring. Most professors still dread the idea of incorporating media into their courses. The goal of this paper is to show that new media is really just another tool in the educational toolbox, that it effectively solves some educational problems, and that it should be approached like all other media in terms of how it is used in the teaching environment.

The new media are becoming an important component of education due largely to the ready availability in the last few years of powerful, cheap desktop computers. Also, the “new student” is a member of the MTV generation, and is used to absorbing images and information much faster than the previous generation, and in a different way, in “information chunks.” It is wise to take advantage of new communication techniques made available by these new computing tools, particularly when we must adapt to meet the new learning styles evolving from use of these media outside the classroom. Use the new media to fill in the gaps, not to replace what is already going well.

By the end of this article, you should have a familiarity of the educational needs addressed by new media, the new media development and implementation process, and the current state of the art.

Consider some of the features of the old media. Lectures are a good way to simultaneously expose large numbers of students to new ideas, and represent and give opportunity to impress students with a sense of the instructor’s excitement about Materials Science. The features missing from lecture are the opportunity for students to get interactively involved in the material.

Bondaryk, L. (1997, June), Implementing New Media In Materials Science Education Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. 10.18260/1-2--6607

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