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Interactive Multimedia Learning Environments

Human Factors and Technical Considerations on Design Issues

  • Conference proceedings
  • © 1992

Overview

Editors:
  1. Max Giardina

    1. Faculté des Sciences de l’Education, Université de Montréal, Montréal, Canada

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Part of the book series: NATO ASI Subseries F: (NATO ASI F, volume 93)

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Table of contents (22 papers)

  1. Front Matter

    Pages I-VIII
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  2. Multimedia Learning Environment: A New Paradigm?

    1. Front Matter

      Pages 1-1
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    2. Learning in the Twenty-First Century Interactive Multimedia Technology

      • Alfred Bork
      Pages 2-18

    3. Research and Theory on Multi-Media Learning Effects

      • Richard E. Clark, Terrance G. Craig
      Pages 19-30

    4. A Design Method for Classroom Instruction in the Multimedia Environment

      • Haruo Nishinosono
      Pages 31-38

    5. Multimedia Learning Environment: An Educational Challenge

      • Harold Haugen
      Pages 39-45

  3. Interface Design: Issues and New Conceptual Models

    1. Front Matter

      Pages 47-47
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    2. Interactivity and Intelligent Advisory Strategies in a Multimedia Learning Environment: Human Factors, Design Issues and Technical Considerations

      • Max Giardina
      Pages 48-66

    3. Integrating HyperMedia into Intelligent Tutoring

      • Philippe C. Duchastel
      Pages 67-74

    4. Instructional Transaction Theory: Resource Mediations

      • Ann Marie Canfield, Scott Schwab, M. David Merrill, Zhongmin Li, Mark K. Jones
      Pages 75-81

    5. Enhancing the Acceptance and Cultural Validity of Interactive Multi-Media

      • Diane M. Gayeski
      Pages 82-94

    6. Contextual Browsing Within a Hypermedia Environment

      • C. P. Tompsett
      Pages 95-110

    7. Hypertext’s Contribution to Computer-Mediated Communication: In Search of an Instructional Model

      • Alexander Romiszowski, E-cheol Chang
      Pages 111-130

  4. Object Oriented Interface Design

    1. Front Matter

      Pages 131-131
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    2. An Object Oriented Approach to Hypermedia Authoring

      • Philip Barker
      Pages 132-152

    3. Manipulable Inter-Medium Encoding and Learning (An Extended Abstract)

      • Alan P. Parkes
      Pages 153-164

    4. Interactive Instruction: Evolution, Convolution, Revolution

      • David M. Tuttle
      Pages 165-173
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Keywords

About this book

Multimedia environments suggest to us a new perception of the state of changes in and the integration of new technologies that can increase our ability to process information. Moreover, they are obliging us to change our idea of knowledge. These changes are reflected in the obvious synergetic convergence of different types of access, communication and information exchange. The multimedia learning environment should not represent a passive object that only contains or assembles information but should become, on one side, the communication medium of the pedagogical intentions of the professor/designer and, on the other side, the place where the learner reflects and where he or she can play with, test and access information and try to interpret it, manipulate it and build new knowledge. The situation created by such a new learning environments that give new powers to individuals, particularly with regard to accessing and handling diversified dimensions of information, is becoming increasingly prevalent in the field of education. The old static equilibrium, in which fixed roles are played by the teacher (including the teaching environment) and the learner, is shifting to dynamic eqUilibrium where the nature of information and its processing change, depending on the situation, the learning context and the individual's needs.

Editors and Affiliations

  • Faculté des Sciences de l’Education, Université de Montréal, Montréal, Canada

    Max Giardina

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