ERIC Number: ED396746
Record Type: RIE
Publication Date: 1996
Perspectives on the Place of Educational Theory in Multimedia.
A number of themes and issues emerge in any discussion about educational theory, learning and instruction. Interactive multimedia provides another vehicle to consider and reconsider the place of educational theory, and particularly theories centered on student learning, in the design of multimedia. This paper discusses some of the prevalent issues that emerged as part of the educational theory strand to the Mini-conference for Practitioners of Educational Interactive Multimedia (Curtin University, Australia, July 7-9, 1995). The paper also reflects issues related to a similar debate being had more widely amongst developers and users of interactive multimedia, a debate particularly evident from time to time on IT-FORUM, an electronic listserv, designed as a virtual forum for debate in the field of instructional technology. Issues discussed include: a definition of the term "learning"; the learner's style and approach to learning; context and situation for learning; the role of constructionism; conditions of learning; and cognitive tools for learning, including the role of the computer as a cognitive tool. Guidelines for the implementation of multimedia for effective instruction will be different depending on each individual person's learning style and approach to learning, and the nature and context of the instructional situation. For some instructional situations, it is relatively easy to provide a set of guidelines for effective instruction. For others, it is impossible to provide "guidelines" but possible to describe the types of "conversations" or"interactions" between instructor and learner that contribute to, and even define, the learning process. Multimedia as a technology imposes a set of restrictions upon learning, as well as some opportunities. These restrictions are not always present in more traditional instructional contexts. As a result, multimedia may not be an ideal medium for all types of instruction--it does not, for example, represent conversation, dialogue, or negotiation very well as learning processes. (Contains 21 references.) (Author/SWC)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Learning Technologies: Prospects and Pathways. Selected papers from EdTech '96 Biennial Conference of the Australian Society for Educational Technology (Melbourne, Australia, July 7-10, 1996); see IR 017 931.