Instructional design for multimedia learning. June 27 - 29, 2002 in Erfurt/ Niegemann, Helmut M.; Antonietti, Alessandro; Leutner, Detlev; Brünken, Roland (Hrsg.)
Münster [u.a.]: Waxmann (2004) (Proceedings of the ... international workshop of SIG 6 Instructional Design of the European Association for Research on Learning and Instruction (EARLI) ; 5), 268 S. : Ill., graph. Darst., Kt.
Buch / Monographie / Fach: Psychologie
Fakultät für Bildungswissenschaften
Presents contributions to the 5th International Workshop of SIG 6 entitled 'Instructional Design' (a special interest group of the European Association for Research on Learning and Instruction, EARLI) held in Erfurt, Germany, June 27-29, 2002. Instructional design for multimedia learning is not only concerned with the cognitive and motivational aspects of the instructional process. It is also concerned with the methods and tools to support design activities, organizational aspects, context variables, problems of dissemination and implementation of new educational procedures, and finally, the many questions raised by the efforts to evaluate e-learning in all its variations. Contents: (1) R. Moreno: Immersive agent-based multimedia environments: Identifying social features for enhanced learning. (2) M. Bannert: Designing metacognitive support for hypermedia learning. (3) N. M. Seel and K. Schenk: Model-based learning and the progression of mental models. (4) R. Min: Working-, doing-, or learning-environments. Designing dynamical learning environments for simulation: Micro-worlds & applets on the World Wide Web. (5) W. Schnotz et al: Deconstructing instructional design models: Towards an integrative framework for instructional design research. (6) W. Schnotz et al: Reconstructing instructional design models: Developing a heuristic advisory system as a tool for instructional design research. (7) F. Schott et al: Complex learning in multimedia environments - Which kind of learning and how to do research on it? (8) R. Bruenken, J. Plass, and D. Leutner: How instruction guides attention in multimedia learning. (9) D. Bodemer and R. Ploetzner: Encouraging the active processing of information during learning with multiple and interactive representations. (10) F. Klett: The design of innovative and sustainable virtual learning spaces: A user-centered approach. (11) A. Proske, H. Koerndle, and S. Narciss: The Exercise Format Editor: A multimedia tool for the design of multiple learning tasks. (12) P. Gerjets, K. Scheiter, and S. Kleinbeck: Instructional examples in hypertext-based learning and problem solving: Comparing transformational and derivational approaches to example design. (13) S. Narciss and K. Huth: How to design informative tutoring feedback for multimedia learning. (14) A. Donker, I. Berends, and P. Reitsma: The effect of feedback on child-computer interactions. (15) J. Lowyck and S. Utsi: Exploring the features of multimedia learning. (16) C. Giorgi and D. Schuerch: Distance learning: A dimension without presence? (17) K. Schweizer, M. Paechter, and B. Weidenmann: Knowledge communication in synchronous and asynchronous virtual teams. (18) A. Antonietti and M. Giorgetti: Students' conceptions about learning from multimedia.