ED-MEDIA 1999 Proceedings Book - Association for the ...

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Support offered User Performance Speed, Memory, Effort, and Comfort by Package Features Jennifer D.E. Thomas, Ph.D., Associate Professor Pace University, 1 Pace Plaza, N.Y., N.Y. 10038 Email: jthomas@pace.edu It is suggested that ease of use of a package may be evaluated as a function of the support which design and assistance features offer user performance speed, memory, effort and comfort. Features provided in software which are believed to alleviate the human shortcoming of limited memory capacity include databases, macros, menu structures, mnemonics, icons and templates. Macros, commands to bypass menu structures and shallow menus are all features designed to minimize the user's effort. Shallow menu structures and commands have been found to be faster than deep structures as have menus redesigned according to frequency of use. Use of natural language systems may or may not require the same amount of time to use and yet be considered more comfortable than other interaction methods. Text size and placement, use of figures, graphics, color, sound, highlighting, etc. are all features which contribute to the appeal of the package. Also, conceptual models provided by the system or developed by the user have also been found beneficial to the user. A package will be easier to use and learn when support of these factors by packaage features is greater. In this paper, the support for these factors are examined in the Human Factors and Learning literatures, relative to specific package design and assistance features. Page 1 of
Multimedia Cases in Teacher Education: Towards a Constructivist Learning Environment Ellen van den Berg University of Twente P.O. Box 217 7500 AE Enschede The Netherlands berg@edte.utwente.nl Introduction This paper is about the integration of multimedia cases in elementary science teacher education. These cases have been developed within the framework of the MUST-project (MUltimedia in Science & Technology). The MUST-project is a joint venture on behalf of three Teacher Education Colleges, the National Institute for Curriculum Development and the University of Twente in the Netherlands. The project aims at developing multimedia cases for the professional development of prospective teachers in elementary science and technology education. In the first project year two working prototypes on CD-ROM were developed. During this year the MUST-team became increasingly aware of the significance of the implementation of multimedia cases in teacher education programs. This paper ends with the notion of flexibility-in-use that in our opinion is a promising way to reconcile the voice of theory and the voice of practice. Multimedia cases and a constructivist learning environment In this section the design of the MUST multimedia cases are described according to principles for the design of constructivist learning environments (cf. Honebein, 1995). This description is not limited to the cases themselves, but, if appropriate, also the broader scope of teacher education programs is taken into account. Embed learning in a realistic and relevant context Non-scripted edited video of (an) elementary science lesson(s) forms the core of every MUST-case. These video clips are both a realistic and relevant context for prospective teachers. The clips are edited in a way that they provide ample opportunity for practising analysis and contemplate action (cf. Merseth, 1996). So, they are not meant to follow uncritically. On the contrary they intend to stimulate reflective thought and communication. These activities are also supported by assignments in which prospective teachers are encouraged to analyse the video from different perspectives and use these knowledge constructions in planning and implementing elementary science lessons themselves. Different perspectives and multiple modes of representation The MUST CD-ROMS include comments on the lesson by the video-teacher, experts, and prospective teachers. So, students are provided with experiences from different perspectives. However, there is some controversy among specialists in case-based instruction about whether or not to include experts’ comments into a case. For instance, Merseth (1996) thinks those comments may inhibit the construction of knowledge by novices. When novices have read what "experts" say about the case, they may tend to abandon or suspend their
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Designing an Interactive Learning E
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develop an educationally meaningful
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2. Functionality of the BSCW System
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3. First empirical findings During
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of the users as participating actor
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2. Other Characteristics of the Pro
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education resources are being produ
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y using a drop-down menu: Informati
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Results Computing ability and expos
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instructional designs while introdu
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Global Educational Multimedia Serve
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Assured Access/Mobile Computing Ini
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The University has set up a secure
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* Changes in educational paradigms
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Using Computer Imagery and Visualis
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Publishing an imej Journal for Comp
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In summary, we offer the following
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Discussion Forums and Peer Review F
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Languages and Statistics: Solutions
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Kelly and Leckbee (1998) indicate,
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A Wide Array of Uses: Inquiry and I
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Effects of Question-Based Learning
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The EFFECTS of TRAINGING METHOD on
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3. RESEARCH METHODOLOGY A 10-day ex
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prototype for futuristic learning e
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Designing a Course Web-Site to Supp
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International Collaborative Learnin
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Facilitation frameworks Bostrom et
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From table 2 it can be seen that te
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Learning in Safety and Comfort: Tow
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Networking The Nation Noel Craske S
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Norfolk Stations. Schools of Distan
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one-on-one with Teaching Assistants
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Java. One of them is already an exp
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• Personal study room management
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As has already been discussed in th
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On-line Support of On-Campus Educat
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In-service Teachers Teaching Pre-se
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How the Construction & Analysis of
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Yet, still we ask ourselves: How do
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us, we need to be ever-conscious of
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A Reporting Simulation Using Toolbo
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environment — it is impossible to
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Actually, when a particular author
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Any instance of this type is an HC
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Figure 5: Saving an Educational App
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To address this problem Webfuse dra
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Cognitive tools can act as structur
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In this study, we propose the follo
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more information about it, for exam
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Charlottesville, VA., 691-696. Muly
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ownership is retained by the instit
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priority, it is in the interests of
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limitations of the prevailing compl
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exchange information with other cla
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Page 113 and 114: A web site system for instructors t
Page 115 and 116: is to monitor the status of learner
Page 117 and 118: the capability grant G13 as Not Set
Page 119 and 120: Slavin R.(1994), Small group method
Page 121 and 122: tutor. Support offered in the form
Page 123 and 124: Apart from utilising the functional
Page 125 and 126: Rogoff, B., & Lave, J. (Ed.). (1984
Page 127 and 128: Java can significantly increase the
Page 129 and 130: The modules are designed for a vari
Page 131 and 132: adapted tests to assess the student
Page 133 and 134: Architecture of HEZINET The system
Page 135 and 136: Berners-Lee, T. & R. Cailliau, (198
Page 137 and 138: The ParlEuNet system will provide a
Page 139 and 140: 3. Students use a dedicated HTML co
Page 141 and 142: The prototype under development is
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Page 145 and 146: accreditation or standing in countr
Page 147 and 148: A government designates a certain a
Page 149 and 150: will be involved - either in partne
Page 151 and 152: Streaming 7000 films... Uwe Sander
Page 153 and 154: and how to innovate will be paramou
Page 155 and 156: Toward a framework for instruction
Page 157 and 158: A knowledge integration approach to
Page 159 and 160: In 1978, the University formalized
Page 161: comparisons to conventional instruc
Page 165 and 166: Merseth, K.K. (1996). Cases and cas
Page 167 and 168: Using Multimedia to support mentors
Page 169 and 170: Conclusion The project is still und
Page 171 and 172: An Investigation into Faculty Attit
Page 173 and 174: Web-Based Testing in Distance Educa
Page 175 and 176: Selecting Internet Technologies to
Page 177 and 178: Designing and Implementing Web-Base
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ED-MEDIA 1999 Proceedings Book - Association for the ...

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