The interactive shared educational environment: user interface, system architecture and field study (original) (raw)

Networked multi-user and multimedia environments for learning and collaboration

1999

The dramatic increase in the popularity of the Internet, largely brought about by the World Wide Web, has significantly increased the need for environments to support remote collaboration, learning, and research. Existing network technologies can be used to partly service the requirement for self-paced teaching, but a greater level of tool integration is needed to support directed learning and collaboration. This paper discusses work done to marry traditional text-based conferencing with the facilities available through a graphical ...

Shared Hypermedia: Communication and Interaction in Web-Based Learning Environments

Journal of Educational Computing Research, 2001

Internet-based information and communication technologies are changing how training is being conducted in colleges, universities and private companies. However, to create successful learning environments the designers and developers have to understand how communication and interaction, two key features of the learning process, are changed by computers. Moreover, they have to explore the possibilities of successfully instructing via networks while proving the learning and cost effectiveness of these innovative systems. To support this process the paper presents a framework for the development of web-based learning environments. These environments can be considered a particular form of hypermedia: computer-stored information, which is connected and retrieved via links. A particular focus is given to the analysis of shared hypermedia, new Internet tools in which different users, who are simultaneously browsing the same web site, can communicate with each other. To be successful, shared hypermedia have to to develop communities of practice, an approach that involves collaborative peer relationships and teachers/students' participation in educational research and practice.

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.

Draft of Leinonen, T., Hakkarainen, K. ym. (2001) ITCOLE Project - Designing Innovative Technology for Collaborative Learning and Knowledge Building. A paper published in proceeding of the World Conference on Educational Multimedia, Hypermedia & Telecommunications (EdMedia 2001) (pp. 1103-1108), Tampere, Finland, June 25-30, 2001

The purpose of this paper is to describe theoretical and pedagogical background and design rationale of the ITCOLE (Innovative Technology for Collaborative Learning) project. The project focuses on designing and developing a modular knowledge-building environment. The ITCOLE software to be developed is a highly scalable and easy to use environment that supports students' joint efforts to build knowledge together, whether they are primary, secondary, or older students. The central metaphor of the ITCOLE system is that of shared electronic workspaces which students and teachers use for asynchronous and synchronous collaboration. The system will provide tools for community and team building as well as include awareness tools and tutorware that provide users and their tutors real-time information on several aspects of collaboration and helps them to manage the process of knowledge building. In order to facilitate scaling up of good pedagogical practices of using innovative learning technology, it is intended that the ITCOLE software will become available free of charge and mostly under open source terms for educational institutions. A downloadable pilot version of the ITCOLE server software under title Future Learning Environment 2 (Fle2) with some of the basic functionality is currently available (http//: fle2.uiah.fi).

Distributed multimedia learning environments: the covis project

Communications of The ACM - CACM, 1992

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 Collaborative Visualization Project

Communications of The ACM - CACM, 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.

Design and Implementation of a Virtual Learning Environment

The nature of computer based learning and instructional environments that support it have changed dramatically in the last decade. The growth of hypertext, hypermedia and multimedia provided the capabilities necessary for developing complex learning environments. The system described in this paper is being developed to be used in Personal Computer workstations with multimedia and network capabilities and is intended to be used in small or medium learning scenarios. The tools developed span several topics, from navigation trough desktop reality, hypermedia tools for editing and playing learning material and cooperative asynchronous and synchronous tools.

TWENTY FIRST CENTURY E-LEARNING ENVIRONMENT

Multimedia International Journal , 2019

This paper examined the role of Multimedia and Multimedia Tools in E-Learning Education for the developing nations like Nigeria and Africa in general. Multimedia is a creative combination of computer hardware and software that allows for integration of video, animation, audio, graphics and text resources in such a way that information can be accessed interactively with any information processing devices. In essence, multimedia merges multiple levels of learning into an educational tools that allow for diversity in curricula presentation. The Information and Communication Technology (ICT) revolution is fast changing the world, and creating a generation that is media-hungry and technologically savvy. This new generation is using digital media for learning and communicating. Traditional education content can now be transformed into interactive multimedia content by using authoring packages such as Macromedia Director, Camtasia studio, Movie Maker, Authorware, Flash and animate studio. This will facilitate student-centered learning and enhance the student learning process. This fusion of technology and educational content has an important bearing on our instructional methodology and strong influence in the learning outcomes. It has enabled the teacher to present educational content in multidimensional format and in an interactive, multi-sensory manner rather than the traditional single media format. In addition, steps are being taken by educators to move away from traditional teaching and learning to a more student-centered approach through the use of technology. With the availability of the devices such as the computers, Projectors, CD and Internet, in particular the World Wide Web, Multimedia educational content can be delivered to the students, thus changing the scenario in which teachers teach and students learn. In this research project, the focus will be on a comparative study on the impact on student learning when interactive multimedia educational content is delivered Via Mobile Computing devices, CD/DVD-ROM and the Web Repository.

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.