Search (52 results, page 3 of 3)

  • × theme_ss:"Multimedia"
  1. Schmidhäusler, F.J.: Training ist (fast) alles : über Multimedia-Entwicklungssoftware (1996) 0.00 
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    Source
    Cogito. 12(1996) H.3, S.24-26
  2. Rowley, J.: Towards a methodology for the design of multimedia public access interfaces (1998) 0.00 
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    Date
    10. 1.1999 20:12:24
  3. Multimedia content and the Semantic Web : methods, standards, and tools (2005) 0.00 
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    Classification
    006.7 22
    Date
    7. 3.2007 19:30:22
    DDC
    006.7 22
  4. Informationsgesellschaft - Medien - Demokratie : Kritik, Positionen, Visionen (1996) 0.00 
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    Date
    12. 6.1996 14:19:30
  5. Degkwitz, A.: Convergence in Germany : the Information, Communication and Media Center (ICMC/IKMZ) of Cottbus University (2006) 0.00 
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    Date
    8.10.2004 12:19:07
  6. MacFarlane, A.: Knowledge organisation and its role in multimedia information retrieval (2016) 0.00 
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    Date
    26. 4.2016 12:50:46
  7. Large, A.; Beheshti, J.; Breuleux, A.; Renaud, A.: Multimedia and comprehension : the relationship among text, animation, and captions (1995) 0.00 
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    Abstract
    Reports the results from the 2nd phase of a cognitive study of multimedia and its effect on children's learning. A sample of 12 year old primary schools viewed a procedural text that included a 4 sequence animation with captions on how to find south using the sun's shadow, adapted from Compton's Mutlimedia Encyclopedia using Apple QuickTime. The children were divided into 4 grouos; text plus animation, text plus catptions plus animation; and caption with animation. They were then asked to undertake to recall in their own words what they had learned, and also to enact how they would find south usng a specially designed model. No significant differences were found among the groups regarding literal recall of what they had read and seen, or in their ability to draw inferences from it. The children in the text plus animation and captions groups, however, were more successful at identifying the major steps in the procedure and at enhancing that procedure whereas the children who read the text only experienced the most difficulty in performing the procedure
  8. Kerres, M.: Multimediale und telemediale Lernumgebungen : Konzeption und Entwicklung (2000) 0.00 
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    Footnote
    Rez. in: c't 2001, H.12, S.244 (J. Loviscach): "In den USA sprießen virtuelle Universitäten wie Pilze aus dem Boden. In Deutschland lassen Politiker Steuergelder in ernst zu nehmender Höhe für computerund netzgestützte Projekte an Schulen und Hochschulen springen - am elektronischen Lernen muss wohl etwas dran sein. Kritische Literatur zu diesem Themenkreis hat bislang allerdings Seltenheitswert: Wer sich als Leser nicht mit unbegründeten Floskeln oder flauen Kochrezepten für Multimedia-Software zufrieden gibt, muss lange suchen. Michael Kerres, Professor für Pädagogische Psychologie mit Schwerpunkt Medien an der Ruhr-Universität Bochum und obendrein Gründer der Tele-Akademie der Fachhochschule Furtwangen, ebnet mit seinem Buch den Weg für eine differenzierte Auseinandersetzung. Der dumpfen Schwarzweißmalerei à la 'Lehrer sind zu teuer' contra 'Computer sind dumm' stellt er die Ergebnisse der pädagogischen Forschung, die Erfahrungen aus der immerhin 40-jährigen Geschichte des computerunterstützen Lernens und Lehrens sowie den Stand der Technik entgegen. 'Multimediale und telemediale Lernumgebungen' spannt einen weiten Bogen. Dieser beginnt bei der Geschichte von Ansätzen wie Behaviourismus und Konstruktivismus sowie entsprechender Lernsoftware und führt über Konzeptionsfragen, insbesondere der Zielanalyse, bis hin zu konkreten Entwicklungsverfahren mit Prototypen und Evaluation. Sogar kurze Handreichungen etwa zur Filmproduktion und zur Kostenschätzung fehlen nicht. Der Schreibstil gerät hier und dort so akademisch-sperrig wie schon der Titel - hier liegt vielleicht eine Verbesserungsmöglichkeit für die nächste Auflage. Erfreulich ist, dass Kerres das Für und Wider nicht nur am grünen Tisch abwägt, sondem auf unzählige Studien zugreift und diese sogar noch kritisch einordnet. Er hütet sich vor Pauschalisierungen: Für ihn ist ein Medium nicht als solches gut oder schlecht; vielmehr lässt sich dessen Qualität nur an Hand der Kommunikationsziele beurteilen."
  9. Welsch, N.: Multimedia-Entwicklungen mit Macromedia Director (1997) 0.00 
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    Date
    1. 3.2008 12:56:38
  10. Branch, F.; Arias, T.; Kennah, J.; Phillips, R.; Windleharth, T.; Lee, J.H.: Representing transmedia fictional worlds through ontology (2017) 0.00 
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    Source
    Journal of the Association for Information Science and Technology. 68(2017) no.12, S.2771-2782
  11. MacFarlane, A.; Missaoui, S.; Frankowska-Takhari, S.: On machine learning and knowledge organization in multimedia information retrieval (2020) 0.00 
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    Date
    25. 2.2020 12:45:03
  12. Harms, T.: Aufbruch in die neue Medienwelt : Neue Multimediaangebote für Hessens Kabelhaushalte und weiter Streit mit Premiere (2001) 0.00 
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    Date
    12. 6.2001 21:16:06

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