This item is printed on demand - Print on Demand Titel. Neuware -In the last two decades of the former century different developments changed instructional-design theory and practice substantially. First, shifts in epistemological beliefs lead to the design of learning environments that foster the construction of knowledge and the engagement of problem-solving skills. Second, commitment to communities of learners has emphasized cooperative learning. Third, the digitalization of both visual and auditory information, which are stored in one format, and the rapid transport of this information on a global scale by using the Internet, lead to the multimedia revolution. This revolution together with the development of hypermedia techniques has offered the instructional-designers and students the possibility to search all available databases for information that they can use for their problem-solving activities. Moreover the revolution has offered designers and teachers the option of telecoaching or telementoring, which now are becoming normal practice for many teachers in the academic and distance education sectors. Finally, the use of interactive classrooms in which the students can engage with virtual environments has changed the nature of learning for students. In this volume, these developments will be addressed by scholars in the field of instructional design and multimedia use.Lang, Peter GmbH, Gontardstra�e 11, 10178 Berlin 228 pp. Englisch.

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T�tulo: Multimedia Learning
Editor: Peter Lang, Peter Lang M�r 2001
Fecha de publicaci�n: 2001
Idioma: Ingl�s
ISBN 10: 3631341385
ISBN 13: 9783631341384
Encuadernaci�n: Taschenbuch
Estado: Neu
Dimensiones: 210�mil�metros de ancho por 148 de alto por 13 de largo
Peso: 301 gramos

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In the last two decades of the former century different developments changed instructional-design theory and practice substantially. First, shifts in epistemological beliefs lead to the design of learning environments that foster the construction of knowledge and the engagement of problem-solving skills. Second, commitment to communities of learners has emphasized cooperative learning. Third, the digitalization of both visual and auditory information, which are stored in one format, and the rapid transport of this information on a global scale by using the Internet, lead to the multimedia revolution. This revolution together with the development of hypermedia techniques has offered the instructional-designers and students the possibility to search all available databases for information that they can use for their problem-solving activities. Moreover the revolution has offered designers and teachers the option of telecoaching or telementoring, which now are becoming normal practice for many teachers in the academic and distance education sectors. Finally, the use of interactive classrooms in which the students can engage with virtual environments has changed the nature of learning for students. In this volume, these developments will be addressed by scholars in the field of instructional design and multimedia use.

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The Editors: Sanne Dijkstra is Professor of Education at the Faculty of Educational Science and Technology at the University of Twente in the Netherlands. He specialized in instructional design and technology for corporate training. Dr. Dijkstra is a member of the editorial board of Computers in Human Behavior.
David Jonassen is Distinguished Professor of Learning Technologies. Since earning his doctorate in educational media and experimental educational psychology from Temple University, Dr. Jonassen has taught at the Pennsylvania State University, University of Colorado, the University of Twente in the Netherlands, the University of North Carolina at Greensboro, and Syracuse University.
Detlef Sembill is Professor of Economics and Business Education at the University of Bamberg in Germany. He has taught before at the Universities of G�ttingen, Mannheim and Gie�en. Dr. Sembill has chaired the German Association for Empirical Pedagogical Association for four years. He has specialized in the design and implementation of complex teaching-learning-arrangements.

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