26,091 research outputs found
Reviews
Judith Jeffcoate, Multimedia in Practice âTechnology and Applications, BCS Practitioner Series, PrenticeâHall International, 1995. ISBN: 0â13â123324â6. ÂŁ24.95
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Teaching and Learning Materials and the Internet by Ian Forsyth, London: Kogan Page, 1996. ISBN: 0â7494â 20596. 181 pages, paperback. ÂŁ18.99
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Mark Kerr, How to Promote your Web Site Effectively, London: Aslib/IMI, ISBN: 0â85142â424â4. Paperback, 87 pages, ÂŁ13.99
Using multimedia to enhance the accessibility of the learning environment for disabled students: reflections from the Skills for Access project
As educators' awareness of their responsibilities towards ensuring the accessibility of the learning environment to disabled students increases, significant debate surrounds the implications of accessibility requirements on educational multimedia. There would appear to be widespread concern that the fundamental principles of creating accessible webâbased materials seem at odds with the creative and innovative use of multimedia to support learning and teaching, as well as concerns over the time and cost of providing accessibility features that can hold back resource development and application. Yet, effective use of multimedia offers a way of enhancing the accessibility of the learning environment for many groups of disabled students. Using the development of âSkills for Accessâ, a web resource supporting the dual aims of creating optimally accessible multimedia for learning, as an example, the attitudinal, practical and technical challenges facing the effective use of multimedia as an accessibility aid in a learning environment will be explored. Reasons why a holistic approach to accessibility may be the most effective in ensuring that multimedia reaches its full potential in enabling and supporting students in learning, regardless of any disability they may have, will be outlined and discussed
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
Professional development online : showcasing good practice to support open, distance and flexible learning
Designing Electronic Learning and Teaching Approaches (DELTA) is an online professional development initiative to support pedagogically-appropriate teaching with technology by showcasing examples of good practice in e-learning. The site aims to increase appreciation of e-learning possibilities for teaching staff through an easy-to-access, just-in-time resource. This paper describes the site and introduces the modular evaluation approach which is being implemented to examine it from different stakeholder perspectives. It then focuses on the first evaluation module which investigates how users perceive and engage with DELTA. The paper provides the initial evaluation findings which will contribute to the ongoing improvement of DELTA as a professional development resource that supports open, distance and flexible learning.<br /
Scaling up a learning technology strategy: Supporting student/faculty teams in learnerâcentred design
Many postâsecondary institutions are experiencing the challenge of scaling up their learning technology initiatives without a matching increase in staff resources. This mismatch is particularly acute at the design stage of projects, where both domain knowledge and instructional design expertise are needed. To address this, we are developing structures and tools for a small cadre of instructional design experts to support a growing number of learning technology projects developed by student/faculty teams. One of these tools, the LearnerâCentred Design Idea Kit, is an interactive WWWâbased resource now in a fourth iteration of use in an undergraduate course, Designing Learning Activities with Interactive Multimedia. The course and the LCD Idea Kit which supports it are part of a larger institutional strategy to introduce technologyâenabled change in the learning process, working âbottomâupâ with individual faculty and using the LCD Idea Kit to scale up the course across multiple university departments. In this paper, we describe the course and the Kit in detail and provide and overview of our current status and lessons learned
Designing an interactive multimedia instructional environment: the civil war interactive
This article describes the rationales behind the design decisions made in creating The Civil War Interactive, an interactive multimedia instructional product based on Ken Burns''s film series The Civil War
Peripatetic electronic teachers in higher education
This paper explores the idea of information and communications technology providing a medium enabling higher education teachers to act as freelance agents. The notion of a âPeripatetic Electronic Teacherâ (PET) is introduced to encapsulate this idea. PETs would exist as multiple telepresences (pedagogical, professional, managerial and commercial) in PETâworlds; global networked environments which support advanced multimedia features. The central defining rationale of a pedagogical presence is described in detail and some implications for the adoption of the PETâworld paradigm are discussed. The ideas described in this paper were developed by the author during a recently completed ShortâTerm British Telecom Research Fellowship, based at the BT Adastral Park
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