Download Interactive Multimedia in Education and Training by Sanjaya Mishra, Ramesh C. Sharma PDF

By Sanjaya Mishra, Ramesh C. Sharma

Interactive Multimedia in schooling and coaching emerges out of the necessity to proportion info and data at the study and practices of utilizing multimedia in a number of academic settings. The e-book discusses concerns relating to making plans, designing and improvement of interactive multimedia in a persuasive tone and elegance, providing wealthy examine info. Roles and alertness of multimedia in several schooling and coaching contexts are highlighted, as are case reports of multimedia improvement and use, together with parts similar to language studying, cartography, engineering schooling, future health sciences, and others. Authors of varied chapters document on their reviews of designing multimedia fabrics which are pedagogically acceptable and appropriate to the cognitive skills of the objective teams.

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A Planning Framework The five key guidelines above, together with issues discussed in this paper, can be embodied in a framework that provides a more concrete approach to curriculum planning conducive to the integrated use of multimedia technologies. The framework may be used to guide educator development (as has been done by the author) or may be useful as a guide for individual educators as they plan for multimedia technology use. The framework aims to highlight the use of multimedia technologies as part of the set of tools that is available for educators in executing teaching and learning strategies.

Frankl & B. ), 1996 EDEN conference: Lifelong learning, open learning, distance learning (pp. 138–141). Poitiers, France: European Distance Education Network. Dalal, S. (2001, October 26). Futzers draining production budgets. The Edmonton Journal, pp. F-1, 8. Dede, C. (1996). The evolution of distance education: Emerging technologies and distributed learning. The American Journal of Distance Education, 10(2), 4–36. , & Gallupe, R. B. (1987). A foundation for the study of group decision support systems.

The case study summarized in Table 3 illustrates the key tenet of the framework described above that requires decision making regarding the tool choices for strategy implementation to be based on consideration of learner characteristics, desired learner outcomes, discipline requirements, and environmental considerations. Table 3: Based on the planning framework described, this table illustrates how, for a tertiary-level human services course, decision making about tool choices for implementing strategies satisfies the constraints and demands of environment, learner characteristics, discipline requirements, and desired outcomes as well as addresses issues with previously used strategies.

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