Learning style and learning strategies in a multimedia environment

There is a growing realization that it may be expeditious to combine elements from different theories of learning when trying to derive a coherent and usable policy towards computer‐mediated learning. Consideration of the subtle distinction between Computer‐Aided Learning (CAL) and Computer‐Aided Instruction (CAI) conform the basis of a possible classification of computer‐mediated learning, and hence of multimedia tools. This classification enables the development of a continuum upon which to place various strategies for computer‐mediated learning, and hence a means of broadly classifying multimedia learning tools

Semi-automated creation of converged iTV services: From macromedia director simulations to services ready for broadcast

While sound and video may capture viewers’ attention, interaction can captivate them. This has not been available prior to the advent of Digital Television. In fact, what lies at the heart of the Digital Television revolution is this new type of interactive content, offered in the form of interactive Television (iTV) services. On top of that, the new world of converged networks has created a demand for a new type of converged services on a range of mobile terminals (Tablet PCs, PDAs and mobile phones). This paper aims at presenting a new approach to service creation that allows for the semi-automatic translation of simulations and rapid prototypes created in the accessible desktop multimedia authoring package Macromedia Director into services ready for broadcast. This is achieved by a series of tools that de-skill and speed-up the process of creating digital TV user interfaces (UI) and applications for mobile terminals. The benefits of rapid prototyping are essential for the production of these new types of services, and are therefore discussed in the first section of this paper. In the following sections, an overview of the operation of content, service, creation and management sub-systems is presented, which illustrates why these tools compose an important and integral part of a system responsible of creating, delivering and managing converged broadcast and telecommunications services. The next section examines a number of metadata languages candidates for describing the iTV services user interface and the schema language adopted in this project. A detailed description of the operation of the two tools is provided to offer an insight of how they can be used to de-skill and speed-up the process of creating digital TV user interfaces and applications for mobile terminals. Finally, representative broadcast oriented and telecommunication oriented converged service components are also introduced, demonstrating how these tools have been used to generate different types of services

Reviews

Researching into Teaching Methods in Colleges and Universities by Clinton Bennett, Lorraine Foreman‐Peck and Chris Higgins, London: Kogan Page, 1996. ISBN: 0–7494–1768–4, 136 (+ vii) pages, paperback. £14.99

KnowledgePro windows: The order of merit?

The producers of KnowledgePro look set with their latest release of KPWIN (KnowledgePro Windows) to fulfil Richard Hale‐Shaw's prophecy that it will become ‘one of the most powerful visual development environments’ (Hale‐Shaw 1992). Comparisons are drawn in this paper between the KPWIN family of products and other authoring tools. The conclusion is that KPWIN is worthy of being included in any courseware developer's tool set. Reasons for preferring a tool from the KnowledgePro family of products for courseware development over three main competitors ‐ Authorware, Toolbook and Visual Basic ‐ are explained, and the merits of KPWIN and KPWIN++ (a version that generates C++ code) are examined

Towards the architecture of an instructional multimedia database

The applicability of multimedia databases in education may be extended if they can serve multiple target groups, leading to affordable costs per unit for the user. In this contribution, an approach is described to build generic multimedia databases to serve that purpose. This approach is elaborated within the ODB Project ('Instructional Design of an Optical DataBase'); the term optical refers to the use of optical storage media to hold the audiovisual components. The project aims at developing a database in which a hypermedia encyclopedia is combined with instructional multimedia applications for different target groups at different educational levels. The architecture of the Optical Database will allow for switching between application types while working (for instance from tutorial instruction via the encyclopedia to a simulation and back). For instruction, the content of the database is thereby organized around so-called standard instruction routes: one route per target group. In the project, the teacher is regarded as the manager of instruction.\ud \ud From that perspective, the database is primarily organized as a teaching facility. Central to the research is the condition that the architecture of the Optical Database has to enable teachers to select and tailor instruction routes to their needs in a way that is perceived as logical and easy to use

An interactive learning environment in geographical information systems

The Unigis Learning Station is a computer‐based learning management tool for the Postgraduate Diploma in Geographical Information Systems by distance learning (correspondence). Unigis is an international network of universities co‐operating in the delivery of such courses. The students on Unigis courses are mature mid‐career professionals who study in addition to undertaking full time jobs. The Learning Station offers these students information about the course, resources for independent study, a structured set of exercises, assessments and feedback opportunities, and an integrated and easy way to interact with other course software. Following a brief introduction to the Unigis curriculum, this paper discusses the design of the Learning Station. The roles the Learning Station adopts are outlined, and the range of multimedia and communications tools used discussed. Evaluation of the Learning Station is presented and the issued raised by this provide useful lessons for other computer‐based learning management tools, and the adaptation of the Learning Station to other teaching and learning situations