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• W41977599 abstract "Many college and university instructors today must cope with incoming students who are not fully prepared to undertake college studies. This is true in the humanities as in other fields. In earlier days, it could be assumed that most students were at least vaguely familiar with many topics of significance, from Abraham Lincoln and Shakespeare to the gods of Greek mythology. The role of the humanities instructor at the college or university then was to deepen students' understanding of these subjects and help them see their significance to the development of civilization. Today, however, humanities instructors can no longer take for granted that, students have received a foundation of knowledge from their parents, schools or the society at large. In his book of the same title, E.D. Hirsch, Jr. describes the decline in what he labels Americans' cultural literacy. There are several reasons why young adults have not been exposed to the subjects that would make them culturally literate. One is the increasing ethnic variety of the United States population. Recently, a single humanities class here at Johnson County Community College (JCCC) included recent arrivals from Korea, Iran, Yemen and Ethiopia. Students from such diverse backgrounds simply do not share a common body of knowledge. Even within the indigenous population, differences in educational experiences can be vast. Because we do not have a national education system-and therefore no national curriculum-what has been covered in different school systems may vary widely. Furthermore, as Hirsch shows, the emphasis once given in our schools to teaching students basic information has been dissipated or abandoned. Because it is now entirely possible that students may never have heard of such milestones of history as Classicism, the Civil Rights Movement or Modernism, the instructor must start from scratch. Before students can be engaged in a discussion of the significance of these topics, they must first be provided with background information. In a sense, college and university humanities instructors must be prepared to provide remediation to many students. Multimedia Offers a Solution At JCCC, we are exploring ways to employ multimedia technology to help with this task. With multimedia, computers can present basic material with which the student may be unfamiliar. By providing this basic learning in a computer lab, multimedia materials can free the instructor to spend class time on higher level discussions related to the material. Furthermore, a multimedia application allows students to learn this background information at their own pace, and to repeat topics which may give them difficulty. Most importantly, multimedia does all this in an exciting and stimulating interactive format. One of the first multimedia projects we have completed for use in humanities instruction takes its name from its subject: the Parthenon. The Parthenon is ideally suited as a artifact for use in humanities instruction. It is widely recognized--more than five million people visit the Acropolis each year. Furthermore, its construction can be said to symbolize the beginnings of Western Civilization. In addition, it provides an introduction to classicism and an opportunity for discussion of related topics, such as Greek mythology. Because it carries multifaceted connotations, the Parthenon also lends itself well to a multimedia presentation. Funded by a grant from the IBM Corp., JCCC began work on the Parthenon multimedia application in January 1991. The project involved close cooperation between the two authors--who acted as content and systems designers, respectively--as well as with JCCC's television production personnel. Video crews filmed original footage in the full-scale reproduction of the Parthenon in Nashville, Tenn. We then had a videodisc pressed containing this footage. …" @default.
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• W41977599 title "Using Multimedia to Improve Student's Cultural Literacy" @default.
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