Multimedia Learning

Sanne Dijkstra

ISBN 10: 3631341385 / ISBN 13: 9783631341384

Published by Peter Lang, Peter Lang Mär 2001, 2001

About this Item

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, Gontardstraße 11, 10178 Berlin 228 pp. Englisch.

Seller Inventory # 9783631341384

Bibliographic Details

• Title: Multimedia Learning
• Publisher: Peter Lang, Peter Lang Mär 2001
• Publication Date: 2001
• Language: English
• ISBN 10: 3631341385
• ISBN 13: 9783631341384
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 210W x 148H x 13D millimeters 210 millimeters width by 148 millimeters height by 13 millimeters depth
• Weight: 301 grams

About this title

Synopsis

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.

About the Author

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 Göttingen, Mannheim and Gießen. 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.