A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

mental representations a dual coding approach is available in our digital library an online access to it is set as public so you can download it instantly. Our digital library saves in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the mental representations a dual coding approach is universally compatible with any devices to read.

Mental Representations A Dual Coding Approach

http://library.um.ac.id/free-contents/downloadpdf.php/buku/learning-together-and-alone-cooperation-competition-and-individualization-david-w-johnson-roger-t-johnson-23145.pdf

Learning together and alone : cooperation, competition, and individualization / David W. Johnson, Roger T. Johnson

From the Publisher:
To improve the cost effectiveness and sustainability of e-learning, many national and international initiatives are pioneering new ways in which educators can share their curricula with teachers and learners around the world. To enable this global sharing, educators must learn to design, manage and implement reusable electronic educational resources. This unique book outlines approaches to sharing and reusing resources for e-learning. Drawing upon research by 30 prominent scholars from seven countries, the authors offer multiple perspectives from schools, continuing and higher education institutions as well as industry. It is essential reading for those implementing e-learning in education and corporate training, including teachers, trainers, academics, educational developers and support staff as well as senior managers.

/pdf/reusing-online-resources-a-sustainable-approach-to-e-4jzzyzcuxc.pdf

Reusing Online Resources: A Sustainable Approach to E-Learning

Enabling praxis: challenges for education

Many people from very diverse disciplines have attempted to define the concept of Visual Literacy (VL), but with little general consensus so far. This is probably due to the fact that those representing the different disciplines and paradigms are each wanting to interpret Visual Literacy in a way that reflects and flatters their contribution or way of thinking. As a consequence, a theoretical concept with seemingly little practical value has been created, but cannot be used productively until an agreed definition is established.

It is self evident that if a concept does not have a broadly accepted definition, if the theory behind it is confusing, and if its viability on practical terms is a matter of continuing controversy, then the only reasonable way to cope with it is to abandon it. Nevertheless, with the exception of very few and of minor importance cases, no serious attempt has ever been made towards discarding VL altogether.

A Review of the Concept of Visual Literacy

Despite the fact that to date Visual Literacy (VL) scholars have not arrived at a general consensus for a theoretical organization of the VL field, important conceptual investigations have emerged over the past four decades. In this paper we discuss and synthesize those studies. We then present a first attempt toward a cohesive theory of VL. The main components of the proposed VL theory are Visual Perception, Visual Language (ViL), Visual Learning, Visual Thinking, and Visual Communication. Here we focus on discussing ViL and its constituent parts: 1) ViL exists; 2) ViL is holistic; 3) ViL must be learned; 4) ViL may improve learning; 5) ViL is not universal; 6) ViL often needs verbal support.

Toward a Cohesive Theory of Visual Literacy.

This paper extends the research on the Community of Inquiry (CoI) framework of understanding features of successful online learning to include the effects of the software used to support and facilitate it. This study examines how the Learning Management System (LMS) affords people the ability to take actions in an online course. A model is proposed to explain the effect of LMS affordances on the Community of Inquiry and on course satisfaction, and propose and test several hypotheses about their relationships. A pilot study found that while two common Learning Management Systems had different tools, faculty varied widely in their use and perception of the affordances of the tools. In the subsequent quantitative study, surveys were administered to 605 online students in a large Midwestern university. Regression analysis found that perceived LMS affordances predicted teaching, cognitive and social presence among students; in addition, satisfaction with the LMS predicted course satisfaction.

The effects of technology on the Community of Inquiry and satisfaction with online courses

Re-Viewing Visual Literacy in the "Bain d' Images" Era

This study examines the effects of interactive and learning structures enabled by different Learning Management Systems (LMS) on satisfaction and learner engagement in online courses. An LMS can support or hinder active engagement, meaningful connections between segments of the course, easy communication, and formative feedback by making it easier or more difficult for faculty to communicate course requirements, provide open-ended feedback, and place course elements that are used together contiguous to one another. This study compares sections of the same course, offered by the same instructors using the same course materials in at least two different LMSs. It examines whether the LMS in which the course is taught affects faculty and student communication behaviors, satisfaction, and social presence, teaching presence and cognitive presence as measured by the Community of Inquiry (COI) survey. Approximately twelve courses, taught in four different schools at DePaul University, will be studied.

Maria D. Avgerinou

Papers

A Review of the Concept of Visual Literacy

Toward a Cohesive Theory of Visual Literacy.

The effects of technology on the Community of Inquiry and satisfaction with online courses

Re-Viewing Visual Literacy in the "Bain d' Images" Era

The effect of learning management systems on student and faculty outcomes