The electronic teaching theater: Interactive hypermedia and mental models of the classroom

Norman, Kent L.

doi:10.1007/bf02686743

Cited by 20 publications

(6 citation statements)

References 12 publications

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“…Typically, platforms are complex applications integrating a number of services. These services involve authentication, record keeping, content delivery, communication among participants, information, or other activities bound to learning tasks [29,31], so that a platform represents an advanced kind of container for learning material. On the other hand, the content is represented by the educational modules, possibly but not necessarily hosted and organized by a container.…”

Section: E-learning Applicationsmentioning

confidence: 99%

A proposal toward the development of accessible e-learning content by human involvement

Marsico

Kimani

Mirabella

et al. 2006

Univ Access Inf Soc

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Most of the existing efforts for supporting the design, preparation, and deployment of accessible elearning applications propose guidelines that primarily address technical accessibility issues. Little, if any, consideration is given to the real actors involved in the learning experience, such as didactical experts and disabled learners. Moreover, implementing artifacts addressed to the e-learning world requires a wide range of particular skills which are related not only to technical but also to didactical, pedagogical, usability, and accessibility aspects of the produced material. This paper argues that the know-how of a number of stakeholders should be blended into a joint design activity, and that it should be possible to determine the role of each participant in the successive phases of the development lifecycle of e-learning applications. The paper sketches the methodological guidelines of a design framework based on involving the users with disabilities, as well as pedagogical experts, in the development process. The novelty of this proposal mainly stems from being built up around the core of strategies and choices specifically bound to accessibility requirements. Characteristic elements of learner-centered design are then further integrated into processes and methodologies which are typical of participatory and contextual design approaches. Following such guidelines, it will be possible to gain a deeper understanding of the requirements and of the operational context of people needing accessible material, either as learners or educators. The underlying objective is to increase the potential to realize learning systems that better meet different user needs and that provide a more satisfying learning experience. Moreover, when people get involved in the development process, they gain a sense of ownership of the system and are therefore more likely to accept and ''promote'' it.

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Section: E-learning Applicationsmentioning

confidence: 99%

A proposal toward the development of accessible e-learning content by human involvement

Marsico

Kimani

Mirabella

et al. 2006

Univ Access Inf Soc

Self Cite

View full text Add to dashboard Cite

show abstract

“…The use of interactive classroom technology appeals to the broader learning styles of a range of students (Egemen, Edwards, & Nirmalakhandan, 1998) and offers educators a way to meet differing needs. As educators search for means to integrate teaching technologies within diverse student populations, such technology must be used as an integrating medium to facilitate student-instructor interaction and learning (Norman, 1990(Norman, , 1994 but must also be meaningfully integrated into the curriculum to have positive learning outcomes (Zeon et al, 1999).…”

Section: Motivationmentioning

confidence: 99%

Learning to Click

Sprague

Dahl

2009

Journal of Marketing Education

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The incorporation of personal response system (PRS) clickers into teaching pedagogy has created implications for teaching practice and student satisfaction. Using a current undergraduate business student population, the authors measure student attitudes and preferences and identify student performance outcomes relating to the use of PRS clickers. Study results validate the broad applicability of this technology by showing positive student attitudes, learning experiences, and the mitigation of barriers toward acceptance of this technology. Importantly, measures of student performance correlate to self-reported learning outcomes realized through using PRS clickers. The study also finds evidence that PRS clickers benefit those students who are frequently disadvantaged in the classroom. Specifically, students with a low need for cognition or facing cultural barriers are shown to have a better learning experience when using clicker technology. The article concludes with recommendations on applying PRS clicker technology to teaching practice and identifies areas for future investigation.

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“…When the University of Maryland started to explore the use of electronic classrooms in 1990 following a grant from AT&T Information Systems, the LAPDP became involved in the assessment and development of new educational technologies and environments [4]. The University has now built four state-of-the-art "Teaching Theaters."…”

Section: Electronic Educational Environmentsmentioning

confidence: 99%