Distributed Multimedia Learning Environments: Why and How? (original) (raw)

Distributed multimedia learning environments: how and why

1993

We outline the societal prospects and business opportunities for much more extensive use of interactive multimedia technologies (IMT) connected through telecommunications to create distributed multimedia learning environments (DMLE). A theoretical framework is provided with a distinctive communications perspective on learning emerging from research in the cognitive and social sciences. A major consequence of this communication emphasis is the special need for rich communication technologies to support highly interactive teaching and learning activities, especially those at a distance but even within a classroom or school. Examples of existing projects using IMT for remote learning communications are among the most dramatic examples of these new possibilities. Based on these foundations, we first depict a vision of IMT for schools that establishes the kinds of DMLE designs that appear from research to offer promising improvements. We then characterize how current educational spending trends and educational technology research and development attitudes could be transformed so that such distributed multimedia learning environments could become a reality more rapidly. Short-term progress in closing the gap from current practices to this vision is possible in specific IMT application areas described.

Distributed multimedia learning environments: the covis project

Communications of The ACM - CACM, 1992

Distributed multimedia learning environments: The Collaborative Visualization Project

Communications of The ACM - CACM, 1993

Multimedia Distributed Learning Environments: Evolution towards Intelligent Communications

Multimedia Tools and Applications, 2002

In this paper we describe the realization of a Multimedia Distributed Learning System developed by means of the Java language in a Intranet environment. In particular, we focus our discussion on the definition of the existing scenario, on the requirements specification and on the description of our overall system, by providing also first experimental results.

Distributed multimedia education with real-time feedback

Proceedings of First Signal Processing Society Workshop on Multimedia Signal Processing, 1997

The delivery of applications with both real-time and non-real-time service expectations, such as multimedia education, using the WWW has led to a new model for service provisioning. The profile of a distance learning session, including video-ondemand, is unlike any other service delivered over the WWW or a dedicated intranet.

Digital Multimedia & Distance Learning: Can They Effectively Be Combined?

THE Journal, 2002

EflJ wo of the most dynamic instructional technologies available to today's educators are multimedia-based learning and distance education. I worked with a system that not only has attempted to marry these two approaches, but also incorporates the two most popular forms of distance education: online learning and videoconferencing. One software package that has combined all of these different technologies is LearnLinc. LearnLinc's capabilities include desktop videoconferencing, online chat, a digital whiteboard feature, polling software, Web access, screen captures and an ability to transmit any commercial computer application across a network, including multimedia-enhanced lessons developed with an authoring tool (Lister et al. 1999). Kent State University adopted LearnLinc to drive its distributive learning program, an effort to offer coursework synchronously at multiple sites across its seven-campus system. I was one of the first instructors to use this system, teaching a beginning microcomputer course to 28 undergraduates located at four different sites, three of them at a distance. At the end of the course I developed a survey for students to complete anonymously. Students provided feedback on their experiences, indicating what they felt were the

Technology supports for distributed and collaborative learning over the internet

ACM Transactions on Internet Technology, 2008

With the advent of Internet and World Wide Web (WWW) technologies, distance education (e-learning or Web-based learning) has enabled a new era of education. There are a number of issues that have significant impact on distance education, including those from educational, sociological, and psychological perspectives. Rather than attempting to cover exhaustively all the related perspectives, in this survey article, we focus on the technological issues. A number of technology issues are discussed, including distributed learning, collaborative learning, distributed content management, mobile and situated learning, and multimodal interaction and augmented devices for e-learning. Although we have tried to include the state-of-the-art technologies and systems here, it is anticipated that many new ones will emerge in the near future. As such, we point out several emerging issues and technologies that we believe are promising, for the purpose of highlighting important directions for future r...

Distributed Multimedia Learning Environments: Why and How? (original) (raw)

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