Teaching new media composition studies in a lifelong learning context

Governmental proposals for lifelong learning, and the role of Information and Learning Technologies/Information Communication Technologies (ILT/ICT) in this, idealistically proclaim that ILT/ICT empowers learners. A number of important governmental funding initiatives have recently been extended to the development of ILT in further education, which provides a particularly appropriate environment for lifelong learning. Yet little emphasis is given to more problematic research findings that students may be ‘disarmed’ in the process of learning to use technology. In the current global shift towards new forms of multimedia literacy, it is important to recognize human diversity by carrying out research focusing on the actual problems students face in adapting to Web‐based technology as a new authoring medium. A case study into multimedia creative composition carried out with FE students in 1996–9 found that students tend to experience a problematic but potentially useful period of ‘creative mess’ when authoring in multimedia, and that ‘scaffolding’ strategies can be useful in overcoming this. Such strategies can empower students to derive benefits from multimedia composition if close attention is given to the setting up of the learning environment: a teachers’ model for supporting novice hypermedia authors in further education is proposed, to assist teachers to understand and support the learning processes students may undergo in dynamic composition using new media technology

Prototyping Adaptive Online Learning Courses

This article describes the process of prototyping adaptive online learning using the authoring tool for developers, which is based on ontologies. The article also gives a brief overview of contemporary situation and describes modern trends of evolution e-learning courses and present standards in this area. It also describes architecture of system VITA II

Integrating serious games in adaptive hypermedia applications for personalised learning experiences

Game-based approaches to learning are increasingly recognized for their potential to stimulate intrinsic motivation amongst learners. While a range of examples of effective serious games exist, creating high-fidelity content with which to populate games is resource-intensive task. To reduce this resource requirement, research is increasingly exploring means to reuse and repurpose existing games. Education has proven a popular application area for Adaptive Hypermedia (AH), as adaptation can offer enriched learning experiences. Whilst content has mainly been in the form of rich text, various efforts have been made to integrate serious games into AH. However, there is little in the way of effective integrated authoring and user modeling support. This paper explores avenues for effectively integrating serious games into AH. In particular, we consider authoring and user modeling aspects in addition to integration into run-time adaptation engines, thereby enabling authors to create AH that includes an adaptive game, thus going beyond mere selection of a suitable game and towards an approach with the capability to adapt and respond to the needs of learners and educators

What is an Analogue for the Semantic Web and Why is Having One Important?

This paper postulates that for the Semantic Web to grow and gain input from fields that will surely benefit it, it needs to develop an analogue that will help people not only understand what it is, but what the potential opportunities are that are enabled by these new protocols. The model proposed in the paper takes the way that Web interaction has been framed as a baseline to inform a similar analogue for the Semantic Web. While the Web has been represented as a Page + Links, the paper presents the argument that the Semantic Web can be conceptualized as a Notebook + Memex. The argument considers how this model also presents new challenges for fundamental human interaction with computing, and that hypertext models have much to contribute to this new understanding for distributed information systems

Developing a design methodology for the construction of hypertext and hypermedia, with particular reference to hypertext electronic prospectuses

Use and development of hypertext-based documents is becoming more widespread in both industry and die academic world. This has obvious implications for the design of hypertext documents. The hypertext designer has been relatively ignored until recently, with attention largely focused on the quality of the hypertext rather than support for the designer. Recent hypertext design methodologies, such as that described by Isakowitz et al. (1995) have made a useful contribution, but are oriented towards designers with a background in computing science and related professions. This research addresses this problem by the development of a design methodology which is intended to be accessible to the general author. The design methodology was based on three sources of data: a taxonomy of existing design guidance, including a range of principles and guidelines and previous design methodologies for hypertext; hypertext versions of a higher education college prospectus, and a case study of a CD-ROM higher education prospectus. This material was assembled and synthesised to produce a provisional design methodology that is positioned between existing design methodologies such as Relationship Management Methodology (Isakowitz et al 1995) and Object-Oriented Hypermedia Design Method (Schwabe et al 1995), which are influenced by software engineering and database design concepts, and other less formal descriptions of the hypertext design process. The design methodology supports and encourages iterative methods of working, and includes supporting documentation and pro formas designed to encourage a thorough approach to hypertext design

Multimedia Tool For Children Learning: Web Based Pop Up Book

Web-based multimedia pop-up book for children learning is intend to convert traditional learning process into a web using multimedia formatwhich are integrate with multiple media elements such as audio, video, graphics, text and animations. Currently the children have to pull tabs and open pages for the book to 'come to life'. So the purpose of this project is to produce web-based multimedia pop-up book for children learning. The objectives of this project are to create and design interactive multimedia learning book, to come out with user-friendly interface and interactive application and to develop multimedia book that be able to view, use and interact with the online application that providing true multimedia application. The scope of this project is to create and design multimedia web-based education book for children between 5 to 6 years old in order to help children in learning activities, reading skills and improves children computer literacy. The project will adopt methodology of 'code-and-fix' methodology. Three essential stages of development have been performed, which involved Design stage (design the page layout and design the action and animation), Implementation stage (implement by insert and modify required images and implement actions and animations), and finally Test stage (run the actions and compare with intended design). The result in designing successful multimedia web-based for children learning the relevant area are focused on content presentation and user-friendly interface design. In order to achieve the objective of this web-based multimedia tool for children learning, this project should be able facilitate the process of integrating activity into education through online application

Multimedia Presentation Tool Using SMIL

In this project, the author has to develop a tool for multimedia presentation using Synchronized Multimedia Integration Language, which is XML-based declarative language. It can synchronize all the multimedia elements in the presentation as the synchronization is one of the main issues in delivery of multimedia presentation. Recently, the content of lecture materials does not integrate all the multimedia elements (such as video, audio, text and images) in it. Hence, the integration of various multimedia elements will be accomplished in this project to make the content of lecture materials more interesting and understandable. The tool requires multimedia elements from the user before it can synchronize all those elements. In this project, the author practice several modules to develop the application such as selection module, recording module, and integration module. In this paper, the instructional design is discussed as a framework to build the application to be more effective. The author believes that with the adoption of instructional design in students' learning can boost their understanding of their course content. The tool for multimedia presentation can automatically synchronize the video of a lecture with the corresponding PowerPoint slides to generate easy to use and effective presentation

Technology and the history-social science framework

California state history/social studies framework -- Image acquisition and digitization -- Interdisciplinary approach