The bookshop project: An Austrian interactive multimedia application case study

1996 ◽  
pp. 154-168
Author(s):  
Helmut Leopold ◽  
Richard Hirn
Keyword(s):  
Interactive Multimedia ◽  
Multimedia Application

An Exploratory Study of the Process Senior Undergraduate Students Follow to Design an Interactive Multimedia Application

2012 ◽  
Vol 3 (3) ◽  
pp. 1-15 ◽  
Author(s):  
Ilias Hotzoglou
Keyword(s):  
Information Technology ◽  
Software Development ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Interactive Multimedia ◽  
Development Project ◽  
Multimedia Application ◽  
Multimedia Software ◽  
Capstone Course ◽  
Software Development Project

This paper deals with the process followed by undergraduate students in designing an interactive multimedia application during their final capstone course “Multimedia Software Development Project” at Deree College. It focuses on the steps taken in the design of this application, the information technology used, the problems they faced as well as the solutions offered.

A Talking Dictionary of Paakantyi

2007 ◽  
pp. 200-204
Author(s):  
David Nathan
Keyword(s):  
Interactive Multimedia ◽  
Aboriginal People ◽  
Community Consultation ◽  
Community Members ◽  
Cd Rom ◽  
Language Revival

This case study outlines the development of one component of the interactive multimedia CD-ROM Paakantyi (Hercus & Nathan, 2002), emphasising the value of community consultation throughout the project lifespan.1 In our initial consultations with members of the Paakantyi community of NSW, Australia, about producing a CD-ROM to support their new language revival efforts, community members put forward the idea of a “talking dictionary.” The value that many aboriginal people place on dictionaries as symbols of a language’s significance is well-known, and, particularly following the publication of the (text-only) Kamilaroi/Gamilaraay Web Dictionary (Austin & Nathan, 1996), we had heard many people in many places express a preference to simply hear the words.

Emergence of Analogies in Collaboratively Conducted Computer Simulations

2009 ◽  
pp. 340-361
Author(s):  
Wolff-Michael Roth
Keyword(s):  
Computer Simulations ◽  
Teaching Strategies ◽  
Real World ◽  
Relevant Information ◽  
Multimedia Application ◽  
The Real ◽  
Physics Course

To learn by means of analogies, students have to see surface and deep structures in both source and target domains. Educators generally assume that students, presented with images, texts, video, or demonstrations, see what the curriculum designer intends them to see, that is, pick out and integrate information into their existing understanding. However, there is evidence that students do not see what they are supposed to see, which precisely inhibits them to learn what they are supposed to learn. In this extended case study, which exemplifies a successful multimedia application, 3 classroom episodes are used (a) to show how students in an advanced physics course do not see relevant information on the computer monitor; (b) to exemplify teaching strategies designed to allow relevant structures to become salient in students’ perception, allowing them to generate analogies and thereby learn; and (c) to exemplify how a teacher might assist students in bridging from the multimedia context to the real world.

ATOD-TV: A Case Study on Developing Interactive Multimedia

1999 ◽  
Vol 16 (1) ◽  
pp. 17-31 ◽  
Author(s):  
Joel Epstein ◽  
Annette C. McGaha
Keyword(s):  
Interactive Multimedia

scholarly journals THE USE OF INTERACTIVE MULTIMEDIA IN LEARNING BASED ON DISRUPTION ERA AT ELEMENTARY SCHOOL

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Rizki Widyawulandari ◽  
Sarwanto Sarwanto ◽  
Mintasihu Indriayu
Keyword(s):  
Primary School ◽  
Interactive Multimedia ◽  
Learning Experience ◽  
Advanced Technology ◽  
Case Study Design ◽  
The World ◽  
The Face ◽  
The Right ◽  
Analyze Data

<p><em>The disruption era is defined as the time when so many innovations are emerging, unrecognized by established organizations that they interfere with the activities of the old system's order or even destroy the old system. The world of education must also be ready in the face of this disruption era, especially in the era of increasingly advanced technology. One of the efforts in the development of learning-based disrupted era, especially in primary school is the use of interactive multimedia. With the steps and processes of using the right interactive multimedia, using interactive multimedia as a message media will stimulate the thoughts, feelings, concerns and desires of students so as to encourage more interactive and communicative learning process and can improve the learning experience of students become more concrete. The research method used is qualitative with case study design where researchers collect and analyze data about the use of interactive multimedia in primary school. The results revealed that interactive multimedia is considered important in the effort of IT utilization in learning in disruption era but there are still many teachers who have not realized and apply it.</em></p>

scholarly journals Videoaulas sobre computação por instrutores novatos: um estudo de caso com estúdio e com sala de aula na produção de vídeos interativos

2017 ◽  
Author(s):  
Caio C. Viel ◽  
Kamila R. H. Rodrigues ◽  
Isabela Zaine ◽  
Cesar A. C. Teixeira ◽  
Maria da Graça C. Pimentel
Keyword(s):  
World Wide ◽  
Interactive Multimedia ◽  
Teaching Material ◽  
Multimedia Document ◽  
Multimedia Documents ◽  
Behavior Understanding ◽  
Recording Process ◽  
Common Activity ◽  
Conventional Classroom

There are several ways to make computing accessible to everyone, such as providing teaching material in text and videos formats. In particular, the recording lectures and talks with the aim of making the corresponding content available (as a video or multimedia document), is a common activity in many locations world-wide. Two common approaches used to recording such events are using a studio or instrumenting a conventional classroom with cameras and microphones so as to record the activity in-place. In this paper we study the influence that the use of these two environments may have in the recording process. We report on a case study with 27 participants which recorded short academic talks in the two scenarios and also discuss how the environment affected their behavior. Understanding such influences may inform the design of infrastructures aimed at supporting the authoring of interactive multimedia documents from live experiences.

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