Year: 1997
Type: article
Abstract: An educator involved in interactive multimedia (IMM) development faces two significant problems. The first is how to transform what is already known about what constitutes good teaching practice into IMM. The second involves understanding one's own personal theoretical perspective on learning, a perspective which influences everything one does as an educator, both in the classroom and during activities such as designing IMM. We need a framework which links pedagogical perspectives on teaching and learning to strategies for designing specific interactive multimedia elements related to particular desired educational outcomes. In this paper we develop such a framework. It is our hope that IMM developers will be able to use this framework, both in reflecting on their current teaching practice and IMM designs, and in considering future directions for their work.
DOI: 10.14742/ajet.1916
Authors: David M. Kennedy, Carmel McNaught
Institutions: The University of Melbourne, La Trobe University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2145844812