Bundle of Streams: Concept and Evaluation in Distributed Interactive Multimedia Environments

2010 ◽  
Author(s):  
Pooja Agarwal ◽  
Raoul Rivas Toledano ◽  
Wanmin Wu ◽  
Klara Nahrstedt ◽  
Ahsan Arefin
Keyword(s):  
Interactive Multimedia ◽  
Multimedia Environments

The Inclusion and Design of Cultural Differences in Interactive Multimedia Environments

2019 ◽  
pp. 532-556
Author(s):  
Vehbi Turel ◽  
Eylem Kılıç
Keyword(s):  
Social Justice ◽  
Moral Responsibility ◽  
Cultural Differences ◽  
Interactive Multimedia ◽  
Cost Effective ◽  
Design And Development ◽  
Learning Materials ◽  
Development Stages ◽  
Wide Range ◽  
Multimedia Environments

A concern for social justice and the inclusion of cultural differences as a requirement of social justice in all learning materials, whether they are in the form of conventional materials or Interactive Multimedia Environments (IMEs), is the moral responsibility of all educators who want to contribute to humanity as well as long-lasting peace in our world. Such a responsibility requires a wide range of philosophical, political, and sociological discourses, informing multiple debates and their implications in the field of education. As a requirement of this, in this chapter, the inclusion and design of cultural differences in IMEs are focused on. The design and development stages of IMEs are categorized into six separate stages: (1) feasibility, (2) setting up a team of experts, (3) designing, (4) programming, (5) testing, and (6) evaluating (Turel & McKenna, 2013, pp. 188-190). Each stage is vital to the design and development process for cost effective and socially just IMEs. To be able to achieve cost effective and genuinely socially inclusive IMEs, a wide range of principles and guidelines need to be borne in mind at each stage. Here, the inclusion and design in IMEs of the cultural differences that need to be considered while designing and developing such environments (i.e. at stage 3 as well as 4) are focused on. Some examples of thought out and customized computerised cultural differences from an IME as well as some concrete examples from the Turkish context are given.

scholarly journals Design of Feedback in Interactive Multimedia Language Learning Environments

2012 ◽  
Vol 54 (4) ◽  
Author(s):  
Vehbi Türel
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Style ◽  
Language Learners ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Learning Theories ◽  
Learning Style Preferences ◽  
Multimedia Environments ◽  
Style Preferences

In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary) can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46). This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.). This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

Macromedia Flash on the Client and the Server

2005 ◽  
pp. 1854-1857
Author(s):  
Robert Barone
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
Interactive Multimedia ◽  
Commercial Product ◽  
Multimedia Content ◽  
The Internet ◽  
Global Communication ◽  
Communication Environment ◽  
The World ◽  
Multimedia Environments

The Internet and more specifically the World Wide Web is a global communication environment. Either via a personal or commercial Web site, we seek to express ourselves as individuals or as organizations through this technological forum. We desire to provide an experience that will bring visitors back to our site. Providing rich multimedia content is the contemporary paradigm in achieving these ends. The software company Macromedia has addressed this need with their commercial product known as Flash. Macromedia Flash is used to create interactive multimedia environments in the client. There are also server-based technologies that communicate via Flash directly or indirectly.

The Inclusion and Design of Cultural Differences in Interactive Multimedia Environments

2014 ◽  
pp. 245-267 ◽  
Author(s):  
Vehbi Turel ◽  
Eylem Kılıç
Keyword(s):  
Social Justice ◽  
Moral Responsibility ◽  
Cultural Differences ◽  
Interactive Multimedia ◽  
Cost Effective ◽  
Design And Development ◽  
Learning Materials ◽  
Development Stages ◽  
Wide Range ◽  
Multimedia Environments

A concern for social justice and the inclusion of cultural differences as a requirement of social justice in all learning materials, whether they are in the form of conventional materials or Interactive Multimedia Environments (IMEs), is the moral responsibility of all educators who want to contribute to humanity as well as long-lasting peace in our world. Such a responsibility requires a wide range of philosophical, political, and sociological discourses, informing multiple debates and their implications in the field of education. As a requirement of this, in this chapter, the inclusion and design of cultural differences in IMEs are focused on. The design and development stages of IMEs are categorized into six separate stages: (1) feasibility, (2) setting up a team of experts, (3) designing, (4) programming, (5) testing, and (6) evaluating (Turel & McKenna, 2013, pp. 188-190). Each stage is vital to the design and development process for cost effective and socially just IMEs. To be able to achieve cost effective and genuinely socially inclusive IMEs, a wide range of principles and guidelines need to be borne in mind at each stage. Here, the inclusion and design in IMEs of the cultural differences that need to be considered while designing and developing such environments (i.e. at stage 3 as well as 4) are focused on. Some examples of thought out and customized computerised cultural differences from an IME as well as some concrete examples from the Turkish context are given.

Designing for Learning in Narrative Multimedia Environments

2008 ◽  
pp. 390-397
Author(s):  
L. Gjedde
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Situated Learning ◽  
Learning Process ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Interactive Learning ◽  
Information Design ◽  
Learning Programs ◽  
Multimedia Environments

Narrative is fundamental for learning and the construction of meaning. In the design of interactive learning programs, the need for narrative is often neglected, and the emphasis is on information design rather than the design of experiential learning environments. This chapter presents research related to the development of two prototypes of narrative interactive multimedia learning environments, from an experiential and situated learning perspective and proposes a model for a narrative learning process, related to a situated and experiential learning perspective.

Designing for Learning in Narrative Multimedia Environments

2005 ◽  
pp. 101-112 ◽  
Author(s):  
Lisa Gjedde
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Situated Learning ◽  
Learning Process ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Interactive Learning ◽  
Information Design ◽  
Learning Programs ◽  
Multimedia Environments

Narrative is fundamental for learning and the construction of meaning. In the design of interactive learning programs, the need for narrative is often neglected, and the emphasis is on information design rather than the design of experiential learning environments. This chapter presents research related to the development of two prototypes of narrative interactive multimedia learning environments, from an experiential and situated learning perspective and proposes a model for a narrative learning process, related to a situated and experiential learning perspective.

QoS and resource management in distributed interactive multimedia environments

2010 ◽  
Vol 51 (1) ◽  
pp. 99-132 ◽  
Author(s):  
Klara Nahrstedt ◽  
Ahsan Arefin ◽  
Raoul Rivas ◽  
Pooja Agarwal ◽  
Zixia Huang ◽  
...  
Keyword(s):  
Resource Management ◽  
Interactive Multimedia ◽  
Multimedia Environments
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