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Interactive Multimedia Learning Environments: Human Factors and Technical Considerations on Design Issues: 93 (NATO ASI Subseries F:) - Tapa blanda
Sinopsis
Multimedia environments suggest to us a new perception of the state of changes in and the integration of new technologies that can increase our ability to process information. Moreover, they are obliging us to change our idea of knowledge. These changes are reflected in the obvious synergetic convergence of different types of access, communication and information exchange. The multimedia learning environment should not represent a passive object that only contains or assembles information but should become, on one side, the communication medium of the pedagogical intentions of the professor/designer and, on the other side, the place where the learner reflects and where he or she can play with, test and access information and try to interpret it, manipulate it and build new knowledge. The situation created by such a new learning environments that give new powers to individuals, particularly with regard to accessing and handling diversified dimensions of information, is becoming increasingly prevalent in the field of education. The old static equilibrium, in which fixed roles are played by the teacher (including the teaching environment) and the learner, is shifting to dynamic eqUilibrium where the nature of information and its processing change, depending on the situation, the learning context and the individual's needs.
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Reseña del editor
Multimedia environments suggest to us a new perception of the state of changes in and the integration of new technologies that can increase our ability to process information. Moreover, they are obliging us to change our idea of knowledge. These changes are reflected in the obvious synergetic convergence of different types of access, communication and information exchange. The multimedia learning environment should not represent a passive object that only contains or assembles information but should become, on one side, the communication medium of the pedagogical intentions of the professor/designer and, on the other side, the place where the learner reflects and where he or she can play with, test and access information and try to interpret it, manipulate it and build new knowledge. The situation created by such a new learning environments that give new powers to individuals, particularly with regard to accessing and handling diversified dimensions of information, is becoming increasingly prevalent in the field of education. The old static equilibrium, in which fixed roles are played by the teacher (including the teaching environment) and the learner, is shifting to dynamic eqUilibrium where the nature of information and its processing change, depending on the situation, the learning context and the individual's needs.
Reseña del editor
The purpose of this book is to stimulate reflection on the different issues concerning the design, development and implementation of interactive multimedia learning systems. Multimedia, hypermedia, and interactive systemsmore generally need to be examined in terms of underlying cognitive processes, interface characteristics, and theoretical principles regarding learner control of instruction. This book is based on a NATO Advanced Research Workshop held in Quebec in 1991. The papers in the book present a critical analysis of the multimedia design concept that reveal it to be still immature, sometimes ambiguous, and even confusing. Within this contexta variety of different design dimensions are considered, such as those of interfaces, procedures, content, control, and advisory processes. A central requirement is to define the interactivity concept, both to enable the learner and the system to collaborate through communication and to direct this communication in order to stimulate effective learning. Proposals made in the book include adaptive interfaces, interactive transactions, intelligent strategies, knowledge representation, and student modeling.
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- EditorialSpringer
- Año de publicación2011
- ISBN 10 3642777074
- ISBN 13 9783642777073
- EncuadernaciónTapa blanda
- IdiomaInglés
- Número de páginas268
- EditorGiardina Max
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Interactive Multimedia Learning Environments
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ISBN 10: 3642777074
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Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Multimedia environments suggest to us a new perception of the state of changes in and the integration of new technologies that can increase our ability to process information. Moreover, they are obliging us to change our idea of knowledge. These changes are. Nº de ref. del artículo: 5070371
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Interactive Multimedia Learning Environments
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Springer Berlin Heidelberg Nov 2011, 2011
ISBN 10: 3642777074
ISBN 13: 9783642777073
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Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Multimedia environments suggest to us a new perception of the state of changes in and the integration of new technologies that can increase our ability to process information. Moreover, they are obliging us to change our idea of knowledge. These changes are reflected in the obvious synergetic convergence of different types of access, communication and information exchange. The multimedia learning environment should not represent a passive object that only contains or assembles information but should become, on one side, the communication medium of the pedagogical intentions of the professor/designer and, on the other side, the place where the learner reflects and where he or she can play with, test and access information and try to interpret it, manipulate it and build new knowledge. The situation created by such a new learning environments that give new powers to individuals, particularly with regard to accessing and handling diversified dimensions of information, is becoming increasingly prevalent in the field of education. The old static equilibrium, in which fixed roles are played by the teacher (including the teaching environment) and the learner, is shifting to dynamic eqUilibrium where the nature of information and its processing change, depending on the situation, the learning context and the individual's needs. 268 pp. Englisch. Nº de ref. del artículo: 9783642777073
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Interactive Multimedia Learning Environments : Human Factors and Technical Considerations on Design Issues
Publicado por
Springer Berlin Heidelberg, 2011
ISBN 10: 3642777074
ISBN 13: 9783642777073
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Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Multimedia environments suggest to us a new perception of the state of changes in and the integration of new technologies that can increase our ability to process information. Moreover, they are obliging us to change our idea of knowledge. These changes are reflected in the obvious synergetic convergence of different types of access, communication and information exchange. The multimedia learning environment should not represent a passive object that only contains or assembles information but should become, on one side, the communication medium of the pedagogical intentions of the professor/designer and, on the other side, the place where the learner reflects and where he or she can play with, test and access information and try to interpret it, manipulate it and build new knowledge. The situation created by such a new learning environments that give new powers to individuals, particularly with regard to accessing and handling diversified dimensions of information, is becoming increasingly prevalent in the field of education. The old static equilibrium, in which fixed roles are played by the teacher (including the teaching environment) and the learner, is shifting to dynamic eqUilibrium where the nature of information and its processing change, depending on the situation, the learning context and the individual's needs. Nº de ref. del artículo: 9783642777073
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Interactive Multimedia Learning Environments: Human Factors and Technical Considerations on Design Issues (NATO ASI Subseries F:)
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Interactive Multimedia Learning Environments
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ISBN 10: 3642777074
ISBN 13: 9783642777073
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Taschenbuch. Condición: Neu. Neuware -Multimedia environments suggest to us a new perception of the state of changes in and the integration of new technologies that can increase our ability to process information. Moreover, they are obliging us to change our idea of knowledge. These changes are reflected in the obvious synergetic convergence of different types of access, communication and information exchange. The multimedia learning environment should not represent a passive object that only contains or assembles information but should become, on one side, the communication medium of the pedagogical intentions of the professor/designer and, on the other side, the place where the learner reflects and where he or she can play with, test and access information and try to interpret it, manipulate it and build new knowledge. The situation created by such a new learning environments that give new powers to individuals, particularly with regard to accessing and handling diversified dimensions of information, is becoming increasingly prevalent in the field of education. The old static equilibrium, in which fixed roles are played by the teacher (including the teaching environment) and the learner, is shifting to dynamic eqUilibrium where the nature of information and its processing change, depending on the situation, the learning context and the individual's needs.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 268 pp. Englisch. Nº de ref. del artículo: 9783642777073
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Interactive Multimedia Learning Environments: Human Factors and Technical Considerations on Design Issues (NATO ASI Subseries F:)
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