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Although we started out to develop a multimedia program for statics, our learning environment has evolved to include physical models, interactive multimedia, traditional pencil-and-paper activities, and cooperative learning. Multimedia is just one of several tools to facilitate learning. Our objective is to create an effective learning environment that helps to "produce learning" (Barr and Tagg, 1995). In this paper we describe some elements of the learning environment and illustrate the use of multimedia learning models in the subject area of trusses. Learning Environment I see more clearly than before that the path to motivating students is the joy of creation, exploration, and discovery. I see also that these processes are social in nature and that shared experiences in class and through teamwork projects are vital. Shneiderman (1993) The principal elements of our learning environment are cooperative and experiential learning. Team work tends to provide students with a variety of benefits which include active involvement, enhanced performance, learning skills, interpersonal skills, and self-esteem, and it creates a learning community (Gardiner, 1996). Moreover, "Team learning is vital because teams, not individuals, are the fundamental learning unit in modern organizations" (Senge, 1990). Experiential learning has its roots in the works of Dewey, Lewin, and Piaget [Kolb, 1984]. It focuses on the central role that experience plays in the learning process, where "concepts are derived and continuously modified by experience. No two thoughts are ever the same, since experience always intervenes" (Kolb, 1984, p. 26). Kolb (1984, p. 21) defines experiential learning as "a holistic integrative perspective on learning that combines experience, perception, cognition, and behavior." This interconnectedness is central to holistic learning (Miller, 1993). Cooperative Learning. Cooperative learning is a structured learning strategy in which small groups of students work toward a common goal (Cooper, et al., 1994). Cooperative learning is an old concept [Ercolano, 1994]. Extensive research, initiated in the late 1800s, has demonstrated significant advantages of cooperative learning over competitive and individualistic learning in various learning characteristics; these include [Johnson et al., 1991]: high-level reasoning; generation of new ideas and solutions; motivation for learning; personal responsibility; and student retention. Cooperative learning provides structures [Kagan, 1990] to engage students in meaningful activities that can be shared with others [Papert and Harel, 1991]. Meaningful activities include authentic activities that represent future tasks and problems and are rich in learning resources

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We are developing a learning environment in the subject area of statics that includes physical models, interactive multimedia, traditional pencil-and-paper activities, and cooperative learning in the framework of experiential learning (Kolb, 1984). We are using Authorware Professional to construct the multimedia program. We taught a section of statics in this format, which now includes topics from mechanics of materials, for the third time in the fall of 97 to students in architecture. In this paper we describe the learning environment and illustrate how students are guided to develop the concept of moment and the condition of moment equilibrium. Learning Environment Learning is the process whereby knowledge is created through the transformation of experience. David Kolb (1984) Experiential learning focuses on the two fundamental activities of learning: grasping and transforming experience (Fig. 1). Each activity involves two opposite but complementary modes of learning. One can grasp an experience directly through the senses (sensory, inductive mode) or indirectly in symbolic form (conceptual, deductive mode). Similarly, there are two distinct ways to transform experience, by reflection or action. At any moment in the learning process, one or a combination of the four fundamental learning modes may be involved. It is significant that their synthesis leads to higher levels of learning (Kolb, 1984). This is confirmed in a study by Stice (1987), which shows that the students' retention of knowledge increases from 20% when only abstract conceptualization is involved to 90% when students are engaged in all four stages of learning. We found it helpful to view the four-stage learning cycle as a spiral in time that extends beyond a session. For example, a concept or principle may be developed or applied in different contexts, at different times, and through different learning modes. This experience is shared by Wankat and Oreovicz (1993, p. 292): "For complex information the circle is traversed several times in a spiral cycle. The spiral may extend through several courses and on into professional practice as the individual learns the material in more and more depth." Moreover, it is not always desirable to start with concrete experiences. We use the inductive approach, starting with concrete experiences, to help students discover and develop concepts, principles, and methods of analysis; the deductive approach, starting with concepts, principles, and procedures, provides a quick review and guidance in the solution of problems. Research supports this approach. For example,