By David W. Brooks (auth.)
Based at the author's event utilizing pcs and multimedia in educating huge, multisection classes, this groundbreaking textual content demonstrates how instructing pros in any respect degrees of guide can use `paperless' digital dialoguing to dramatically enhance school room guideline. The e-book explains how one can hire such instruments as:
- hypertext, animation, morphs, CAD, and digital truth
- interactive suggestions utilizing of e mail
- `self-regulation', a way of improving students'independence and potency
- and `intranets', networks which are off the net yet function at the similar uncomplicated principle.
Read or Download Web-Teaching: A Guide to Designing Interactive Teaching for the World Wide Web PDF
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Extra info for Web-Teaching: A Guide to Designing Interactive Teaching for the World Wide Web
Example text
Does this mean that audiovisual presentations are equivalent to lectures? Not necessarily. , for verbal recall of mformation), the outcomes will be similar when observed over a range of learners. There needs to be some consideration for such important variables as the presence of a creative instructor in the learning experience. In practice, a teacher does not use audiovisual materials in the same way as print or lecture-type materials. Selection of media to suit a particular learning outcome is of particular importance.
When asked to draw a sketch about how the soda will look when the bottle is tipped, field-dependent persons tend to draw the surface perpendicular to the walls of the bottle, while field-independent persons draw it parallel to the horizon. This test has large sex 1 Field Field Dependent Independent 1 11. ^1 J 1 II' 1' 1 differences, with females tending to be morefielddependent. In fact, nearly from the outset significant sex differences infield-dependent/mdependentperformances Research on Teaching; Web Issues 27 have been observed [Witkin, 1949].
Learning is more correctly attributable to well-orchestrated design strategies than to the inherent superiority of various media. Hannafin and Hooper, 1993, p. 192 There are times when intuition leads a teacher to suspect strongly that a multimedia approach will be superior. This again is a face validity matter. Trying to get students to be able to think of chemical phenomena in atomic and molecular terms seems like an ideal case. In a specific test of one aspect of multimedia learning, Williamson and Abraham [1995] report substantial learning gains when animations and visualizations (created by Gelder [1994]) were used to exemplify phenomena at the atomic-molecular level.