207,702 research outputs found
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
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
Tone from the Top in Risk Management: A Complementarity Perspective on How Control Systems Influence Risk Awareness
Prompted by the weaknesses of standardized risk management approaches in the aftermath of the
2008 financial crisis, scholars, regulators, and practitioners alike emphasize the importance of
creating a risk-aware culture in organizations. Recent insights highlight the special role of tone
from the top as crucial driver of risk awareness. In this study, we take a systems-perspective on
control system design to investigate the role of tone from the top in creating risk awareness. In
particular, we argue that both interactive and diagnostic use of budgets and performance measures
interact with tone from the top in managing risk awareness. Our results show that interactive control
strengthens the effect of tone from the top on risk awareness, while tone from the top and diagnostic
control are, on average, not interrelated with regard to creating risk awareness. To shed light on the
boundary conditions of the proposed interdependencies, we further investigate whether the
predicted interdependencies are sensitive to the level of perceived environmental uncertainty. We
find that the effect of tone from the top and interactive control becomes significantly stronger in a
situation of high perceived environmental uncertainty. Most interestingly, tone from the top and
diagnostic control are complements with regard to risk awareness in settings of low perceived
environmental uncertainty and substitutes at high levels of perceived environmental uncertainty.Series: Department of Strategy and Innovation Working Paper Serie
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Scaffolding Reflection: Prompting Social Constructive Metacognitive Activity in Non-Formal Learning
The study explores the effects of three different types of non-adaptive, metacognitive scaffolding on social, constructive metacognitive activity and reflection in groups of non-formal learners. Six triads of non-formal learners were assigned randomly to one of the three scaffolding conditions: structuring, problematising or epistemological. The triads were then asked to collaboratively resolve an ill-structured problem and record their deliberations. Evidence from think-aloud protocols was analysed using conversational and discourse analysis. Findings indicate that epistemological scaffolds produced more social, constructive metacognitive activity than either of the two other scaffolding conditions in all metacognitive activities except for task orientation, as well as higher quality interactions during evaluation and reflection phases. However, participants appeared to be less aware of their activities as forming a strategic, self-regulatory response to the problem. This may indicate that for learning transfer, it may be necessary to employ an adaptive, facilitated reflection on learners' activities
Practical Strategies for Integrating a Conversation Analyst in an Iterative Design Process
We present a case study of an iterative design process that includes a
conversation analyst. We discuss potential benefits of conversation analysis
for design, and we describe our strategies for integrating the conversation
analyst in the design process. Since the analyst on our team had no previous
exposure to design or engineering, and none of the other members of our team
had any experience with conversation analysis, we needed to build a foundation
for our interaction. One of our key strategies was to pair the conversation
analyst with a designer in a highly interactive collaboration. Our tactics have
been effective on our project, leading to valuable results that we believe we
could not have obtained using another method. We hope that this paper can serve
as a practical guide to those interested in establishing a productive and
efficient working relationship between a conversation analyst and the other
members of a design team.Comment: 11 page
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Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series
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