Narrative evolution: Learning from students' talk about species variation

Learners do not always enjoy productive interactions with Multimedia Interactive Learning Environments. Their attention can be distracted away from the educational focus intended by designers and teachers through poor design and operational inadequacy. In this paper we describe a study of groups of learners using a multimedia CD-ROM research tool called Galapagos. This tool was developed to enable us to observe groups of learners interacting with different versions of the same multimedia content. These different versions implemented different forms of guidance for learners both within the presented narrative structure of the material and in the tools offered to learners to help them build the individual content elements into a coherent whole. Our empirical work was conducted with groups of learners within their educational establishment using the Galapagos CD-ROM as part of their studies for national examinations in Biology. Their sessions with Galapagos were recorded using video and audio and our analysis of their dialogue has enabled us to gain a greater understanding of the factors that contribute to productive, educationally focused learning interactions. Through the construction of different representations we have been able to coordinate information about interactivity between learners and system at the interface with interactivity between individual learners within the group around the system interface. Varying the quantity and quality of guidance impacts upon the trajectory learners construct through multimedia content; it also influences the manner in which they use the facilities provided by system designers to assist them in their construction of task answers

Construction and abstraction: contrasting methods of supporting model building in learning science

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Authentic learning in interactive multimedia environments

The instructional technology community is in the midst of a philosophical shift from a behaviourist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning which has the capacity to promote authentic learning is that of situated learning. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model. To do this, it was necessary to identify the critical characteristics of a situated learning model based on the extensive literature on the subject. An interactive multimedia learning environment for university level students was then designed according to these characteristics of a situated learning model. The learning environment comprised an interactive multimedia program on assessment in mathematics, together with recommended implementation conditions in the classroom. Specifically, the research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools. The research took the form of an interpretive, qualitative study. The major methods of data collection were videotaping of preservice teachers using the interactive multimedia program, observation, and interviews with both the preservice teachers and their supervising teachers in schools. Data was analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Findings suggest that the use of the situated learning model was a successful alternative to the system models frequently used for the development of interactive multimedia, and one that enabled students to freely navigate a complex resource. When implemented with all the characteristics defined in the model, it appeared to provide an effective framework for the design of an environment for the acquisition of advanced know ledge. Students used a substantial amount of higher-order thinking, relatively little social and lower order talk, and a moderate amount of procedural talk as they worked with the assessment program. While on their professional practice in schools, the students used a variety of assessment techniques to assess children\u27s learning, and they were able to speak knowledgably and confidently about the issue of assessment, supporting the view that they had incorporated their learning deeply into their cognitive structures. According to the beliefs of the students themselves, the multimedia program appeared to influence the types of strategies they employed and their thinking about assessment as they taught mathematics and other classes during their professional practice. The major implication of the research is that new learning theory can inform the instructional design of interactive multimedia. For implementation in contexts of advanced knowledge acquisition, an instructional design model based on situated learning is an effective substitute for the traditional instructional systems model. Further implications are that excessive intervention by the developer in providing interaction between the program and the learner is not necessary, and that multimedia materials are best designed and implemented socially, not as independent instruction for individual learners. At the conclusion of the thesis, extensive recommendations for further research, both systemic and analytic, are provided

"Exploring the Gap": intercultural learnig in literature and the arts in Lifelong Learning

Lev Manovich (2001) suggests that the heart of the new media relationship is language, programmes and people in collaboration producing and interpreting new representations of the world through «cultural interfaces — Web pages, CD-ROM titles, computer games». In this paper, I explore the gap in-between the artist, the programme and the cultural interface. Gaps are something into which we either fall — or we fill. We may rush to fill an awkward gap in a conversation; or alternatively, we may use that gap — relish the silence — and take the opportunity to explore it creatively. This paper provides a contribution towards filling the digital gap in new media learning via analysis of student questionnaires, recorded interviews and exemplar material, and concludes with reflections on the pedagogical and intercultural theoretical issues involved.Manovich (2001) sugiere que en la base de las relaciones entre los nuevos medios de masas se encuentran el lenguaje, los programas informáticos y los individuos que producen e interpretan de manera colaborativa nuevas representaciones del mundo mediante «interfaces culturales — páginas web, carátulas de CD- rom, juegos de ordenador». En este artículo se exploran los espacios existentes entre el artista, el programa y la interfaz cultural. El ser humano puede apresurarse a rellenar un vacío conversacional o disfrutar del silencio y explorarlo de manera creativa. Este artículo contribuye a rellenar el espacio digital producido en la enseñanza realizada con nuevos recursos multimedia, a través del análisis de cuestionarios, entrevistas grabadas y materiales ilustrativos realizados por los estudiantes, concluyendo con una reflexión sobre los aspectos pedagógicos e interculturales de naturaleza teórica derivados de tales cuestiones

Mobile Audiovisual Terminal: System Design and Subjective Testing in DECT and UMTS networks

It is anticipated that there will shortly be a requirement for multimedia terminals that operate via mobile communications systems. This paper presents a functional specification for such a terminal operating at 32 kb/s in a digital European cordless telecommunications (DECT) and universal mobile telecommunications system (UMTS) radio network. A terminal has been built, based on a PC with digital signal processor (DSP) boards for audio and video coding and decoding. Speech coding is by a phonetically driven code-excited linear prediction (CELP) speech coder and video coding by a block-oriented hybrid discrete cosine transform (DCT) coder. Separate channel coding is provided for the audio and video data. The paper describes the techniques used for audio and video coding, channel coding, and synchronization. Methods of subjective testing in a DECT network and in a UMTS network are also described. These consisted of subjective tests of first impressions of the mobile audio–visual terminal (MAVT) quality, interactive tests, and the completion of an exit questionnaire. The test results showed that the quality of the audio was sufficiently good for comprehension and the video was sufficiently good for following and repeating simple mechanical tasks. However, the quality of the MAVT was not good enough for general use where high-quality audio and video was needed, especially when transmission was in a noisy radio environment

Testing Hollnagel's contextual control mod

Please contact publisher for further reprinting or re-useThis article sets out to test the hypothetical COtext and COntrol Model (COCOM) developed by Hollnagel (1993). Essentially, Hollnagel develops the argument that team behavior should be analyzed at a macro, rather than micro, level. He proposes 4 principal models of team activity: strategic, tactical, opportunistic, and scrambled. These modes of team behavior vary in terms of the degree of forward planning (highest in the strategic mode) and reactivity to the environment (highest in the scrambled mode). He further hypothesizes a linear progression through the modes from strategic to tactical to opportunistic to scrambled, depending on context, and vice versa. To test the COCOM model, we placed teams of people in a simulated energy distribution system. Our results confirm Hollnagel's hypothesized model in 2 main ways. First, we show that the team behavior could be categorized reliably into the 4 control modes and this provided a useful way of distinguishing between experimental conditions. Second, the progression between control modes conformed to the linear progression as predicted. This research provided the first independent test of the COCOM model and lends empirical support to the hypotheses

THE EFFECT OF HAPTIC INTERACTION AND LEARNER CONTROL ON STUDENT PERFORMANCE IN AN ONLINE DISTANCE EDUCATION COURSE

Today’s learners are taking advantage of a whole new world of multimedia and hypermedia experiences to gain understanding and construct knowledge. While at the same time, teachers and instructional designers are producing these experiences at rapid paces. Many angles of interactivity with digital content continue to be researched, as is the case with this study. The purpose of this study is to determine whether there is a significant difference in the performance of distance education students who exercise learner control interactivity effectively through a traditional input device versus students who exercise learner control interactivity through haptic input methods. This study asks three main questions about the relationship and potential impact touch input had on the interactivity sequence a learner chooses while participating in an online distance education course. Effects were measured by using criterion from logged assessments within one module of a distance education course. This study concludes that learner control sequence choices did have significant effects on learner outcomes. However, input method did not. The sequence that learners chose had positive effects on scores, the number of attempts it took to pass assessments, and the overall range of scores per assessment attempts. Touch input learners performed as well as traditional input learners, and summative first sequence learners outperformed all other learners. These findings support the beliefs that new input methods are not detrimental and that learner-controlled options while participating in digital online courses are valuable for learners, under certain conditions