A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

From creation to consolidation: a novel framework for memory processing

Long after playing squash, your brain continues to process the events that occurred during the game, thereby improving your game, and more generally, enhancing adaptive behavior. Understanding these mysterious processes may require novel theories

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Scientists in the MIST: Simplifying Interface Design for End Users

We are building a Malleable Interactive Software Toolkit (MIST), a tool set and infrastructure to simplify the design and construction of dynamically-reconfigurable (malleable) interactive software. Malleable software offers the end-user powerful tools to reshape their interactive environment on the fly. We aim to make the construction of such software straightforward, and to make reconfiguration of the resulting systems approachable and manageable to an educated, but non-specialist, user. To do so, we draw on a diverse body of existing research on alternative approaches to user interface (UI) and interactive software construction, including declarative UI languages, constraint-based programming and UI management, reflection and data-driven programming, and visual programming techniques

SMIL State: an architecture and implementation for adaptive time-based web applications

In this paper we examine adaptive time-based web applications (or presentations). These are interactive presentations where time dictates which parts of the application are presented (providing the major structuring paradigm), and that require interactivity and other dynamic adaptation. We investigate the current technologies available to create such presentations and their shortcomings, and suggest a mechanism for addressing these shortcomings. This mechanism, SMIL State, can be used to add user-defined state to declarative time-based languages such as SMIL or SVG animation, thereby enabling the author to create control flows that are difficult to realize within the temporal containment model of the host languages. In addition, SMIL State can be used as a bridging mechanism between languages, enabling easy integration of external components into the web application. Finally, SMIL State enables richer expressions for content control. This paper defines SMIL State in terms of an introductory example, followed by a detailed specification of the State model. Next, the implementation of this model is discussed. We conclude with a set of potential use cases, including dynamic content adaptation and delayed insertion of custom content such as advertisements. © 2009 Springer Science+Business Media, LLC

Cognitive architectures as Lakatosian research programmes: two case studies

Cognitive architectures - task-general theories of the structure and function of the complete cognitive system - are sometimes argued to be more akin to frameworks or belief systems than scientific theories. The argument stems from the apparent non-falsifiability of existing cognitive architectures. Newell was aware of this criticism and argued that architectures should be viewed not as theories subject to Popperian falsification, but rather as Lakatosian research programs based on cumulative growth. Newell's argument is undermined because he failed to demonstrate that the development of Soar, his own candidate architecture, adhered to Lakatosian principles. This paper presents detailed case studies of the development of two cognitive architectures, Soar and ACT-R, from a Lakatosian perspective. It is demonstrated that both are broadly Lakatosian, but that in both cases there have been theoretical progressions that, according to Lakatosian criteria, are pseudo-scientific. Thus, Newell's defense of Soar as a scientific rather than pseudo-scientific theory is not supported in practice. The ACT series of architectures has fewer pseudo-scientific progressions than Soar, but it too is vulnerable to accusations of pseudo-science. From this analysis, it is argued that successive versions of theories of the human cognitive architecture must explicitly address five questions to maintain scientific credibility

Are Routines Reducible or Mere Cognitive Automatisms? Some contributions from cognitive science to help shed light on change in routines

The aim of this article is to understand permanence and changes inside organizational routines. For this purpose, it seems important to explain how individual and collective memorisation occurs, so as to grasp how knowledge can be converted into routines. Although memorisation mechanisms imply a degree of durability, our procedural and declarative knowledge, and our memorisation processes, evolve so that individuals and organisations can project themselves into the future and innovate. Some authors highlight the necessity of dreaming and forgetting (Bergson 1896); others believe that emotions play a role in our memorisation processes (Damasio 1994). These dimensions are not only important at the individual level but also in an organisational context (Lazaric and Denis 2005; Reynaud 2005; Pentland and Feldman 2005).I review the individual dimension of these memorisation processes, with the Anderson’s distinction between procedural knowledge and declarative knowledge. I discuss the notion of cognitive automatisms in order to show why routines should be investigated beyond their first literal assumption (Bargh, 1997). This leads to a clear understanding of the micro level that underpins organisational flexibility and adaptation (notably the motivational triggers). Within organisations, the memorisation mechanisms are at once similar and diverse. Indeed, organisations use their own filters and mechanisms to generate organisational coordination. Organizational memory has its own dimension as it does not merely consist of the sum of individual knowledge and must be able to survive when individuals leave. Routines depend on the organisational memory implemented and on the procedural knowledge and representations of it (individual and collective representations).Knowledge; memorisation; organizations; individuals