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  • × theme_ss:"Information"
  • × theme_ss:"Multimedia"
  1. Vidalenc, I.; Bouzidi, L.: Nouvelle approche de conception de systèmes d'information multimédias centrée sur la distinction entre les données conceptuelles et les données sensibles (1999) 0.01 
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  2. Rüttgers, J.; Beck, K.; Milz, A.; Scheithauer, I.: Wie lerne ich, Fiktion und Realität zu unterscheiden? : Forschungsminister Rüttgers und Ministerpräsident Beck diskutieren über Rundfunk und Multimedia, Journalismus und Politik, Medienkompetenz und Werte (1998) 0.01 
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  3. Mayes, T.: Hypermedia and cognitive tools (1995) 0.01 
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    Abstract
    Hypermedia and multimedia have been placed rather uncritically at the centre of current developments in learning technology. This paper seeks to ask some fundamental questions about how learning is best supported by hypermedia, and concludes that the most successful aspects are not those normally emphasized. A striking observation is that the best learning experience is enjoyed by hypermedia courseware authors rather that students. This is understandable from a constructivist view of learning, in which the key aim is to engage the learner in carrying out a task which leads to better comprehension. Deep learning is a by-product of comprehension. The paper discusses some approaches to designing software - cognitive tools for learning - which illustrate the constructivist approach

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