Developing effective hypermedia instructional materials
Ron Oliver,Jan Herrington +1 more
TLDR
An overview of the potential of hyper media as an instructional medium is provided and an overview of instructional design considerations to guide developers and designers of hypermedia systems are provided.Abstract:
The use of hypermedia as an instructional medium is growing rapidly with developments and enhancements in instructional and computing technologies. Much of the popularity of the medium is derived from its capacity to convey large amounts of information to learners in structured and associated ways which promote student centred and independent learning. Recent developments in multimedia technologies and software, and enhanced networking facilities through the Internet, have led to new and exciting opportunities for hypermedia systems development. This paper provides an overview of the potential of hypermedia as an instructional medium and discusses research that has investigated learning outcomes. It provides an overview of instructional design considerations to guide developers and designers of hypermedia systems.read more
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Designing metacognitive maps for web-based learning
Miyoung Lee,Amy L. Baylor +1 more
TL;DR: This paper provides guidelines for designing metacognitive maps in web-based learning environments by designing two sub-maps (global and local tracking maps) and a planning space for learning processes/tasks.
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Multimedia, magic and the way students respond to a situated learning environment
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TL;DR: Results associated with a qualitative study into how students use an interactive multimedia program designed according to a situated learning model are described.
Authentic learning in interactive multimedia environments
TL;DR: The research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools.
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Measuring the quality of e-learning
David B. Hay,Caroline Kehoe,Marc E. Miquel,Stylianos Hatzipanagos,Ian M. Kinchin,Steven F. Keevil,Simon Lygo-Baker +6 more
TL;DR: The data suggest that students' prior knowledge is a key determinant of meaningful learning and must be acknowledged if the design and use of electronic teaching material is also to be meaningful.
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A balancing act: how can intelligent computer-generated feedback be provided in learner-to-learner interactions?
TL;DR: This work is designing a parser-based system that provides feedback on particle usage for first-year L2 Korean learners while they chat in CMC, and guides the content of the activity by using picture-based information-gap tasks and a game record, and controls the range of allowable learner input by using a word bank.
References
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Strategies of Discourse Comprehension
Book
Strategies of discourse comprehension
Teun A. van Dijk,Walter Kintsch +1 more
TL;DR: In this article, the authors define a set of rhetorical schemata to be discussed in what follows, and describe them as descriptions, not definitions, and the bus schema contains information that is neither nor-
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Cognitive Load Theory and the Format of Instruction
Paul Chandler,John Sweller +1 more
TL;DR: In this paper, the consequences of split-source and integrated information using electrical engineering and biology instructional materials were evaluated in an industrial training setting, and the results indicated that the materials chosen were unintelligible without mental integration.
Book
Advances in Instructional Psychology
TL;DR: In this article, the authors address the importance of reasoning and problem-solving as fundamental to learning and teaching and to modern literacy and argue that thinking is not an outcome of basic learning, but is part of the basic acquisition of knowledge and skill.