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

Learning Objects, Learning Objectives and Learning Design.

Educational research and development into e-learning mainly focuses on the inclusion of new technological features without taking into account psycho-pedagogical concerns that are likely to improve a learner's cognitive process in this new educational category. This paper presents an instructional model that combines objectivist and constructivist learning theories. The model is based on the concept of a learning objective which is composed of a set of learning objects. A software tool, called the Instruction Aid System (IAS), has been developed to guide instructors through the development of learning objectives and the execution of the analysis and design phases of the proposed instructional model. Additionally, a blended approach to the learning process in Web-based distance education is also presented. This approach combines various event-based activities: self-paced learning, live e-learning and the use of face-to-face contact in classrooms

Technology-Supported Storytelling (TSST) Strategy in Virtual World for Multicultural Education

Learning culture through stories is an effective way for multicultural education, since stories are one of the most powerful and personal ways that we learn about the world. Storytelling, the process of telling stories, is a form of communication and a universal expression of culture. With the development of technology, storytelling emerges out of diverse ways. This study explores the storytelling in virtual worlds for multicultural education, and devises a Technology-Supported storytelling (TSST) strategy by examining and considering the characteristics of virtual worlds which could be incorporated into the storytelling, and then uses this strategy to teach Korean culture to students with different culture background. With this innovative TSST strategy in virtual world, this study expects to provide a guide to practice for teaching multicultural in digital era

Learning from multimedia and hypermedia

Computer-based multimedia and hypermedia resources (e.g., the world wide web) have become one of the primary sources of academic information for a majority of pupils and students. In line with this expansion in the field of education, the scientific study of learning from multimedia and hypermedia has become a very active field of research. In this chapter we provide a short overview with regard to research on learning with multimedia and hypermedia. In two review sections, we describe the educational benefits of multiple representations and of learner control, as these are the two defining characteristics of hypermedia. In a third review section we describe recent scientific trends in the field of multimedia/hypermedia learning. In all three review sections we will point to relevant European work on multimedia/hypermedia carried out within the last 5 years, and often carried out within the Kaleidoscope Network of Excellence. According to the interdisciplinary nature of the field this work might come not only from psychology, but also from technology or pedagogy. Comparing the different research activities on multimedia and hypermedia that have dominated the international scientific discourse in the last decade reveals some important differences. Most important, a gap seems to exist between researchers mainly interested in a “serious” educational use of multimedia/ hypermedia and researchers mainly interested in “serious” experimental research on learning with multimedia/hypermedia. Recent discussions about the pros and cons of “design-based research” or “use-inspired basic research” can be seen as a direct consequence of an increasing awareness of the tensions within these two different cultures of research on education

Psychology and aggression

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68264/2/10.1177_002200275900300301.pd

Progress in the Measurement of Laterality and Implications for Dyslexia Research

The final paper in this year's journal is by Merrill Hiscock and Marcel Kinsbourne, who have done so much over the years to clarify our understanding of neuropsychological processes and assessment, especially as these relate to reading disability. In this paper, Hiscock and Kinsbourne review the current research on laterality, long hypothesized to be a predictor and correlate of specific reading disability. In a carefully argued and well-documented discussion, they explain why it is that the evidence for an association between reading and laterality remains so equivocal, even after years of technological advances and ever more well-controlled studies. Of particular concern, they argue, is the fact that we have not yet reached the point where we can precisely assess laterality of individual childrenmthey emphasize the fact that the currently available methods are still useful only for interpretation of group data. This discussion should provide food for thought for clinicians who employ neuropsychological assessment, as well as for researchers seeking methods for assessing laterality using behavioral techniques. As Hiscock and Kinsbourne point out, there will be much to learn in the very near future, as data from brain functioning are correlated with neuropsychological behavior--these will be developments worth watching for and it is best to be well-prepared to interpret them judiciously