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Author: Richard E. Mayer
Publisher: Cambridge University Press
ISBN: 0521514126
Category : Computers
Languages : en
Pages : 321
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Book Description
An evidence based, rigorous text reviewing 12 principles of experimental studies grounded in cognitive theory of multi-media learning.
Author: Richard E. Mayer
Publisher: Cambridge University Press
ISBN: 0521514126
Category : Computers
Languages : en
Pages : 321
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Book Description
An evidence based, rigorous text reviewing 12 principles of experimental studies grounded in cognitive theory of multi-media learning.
Author: Tay Vaughan
Publisher: Osborne Publishing
ISBN: 9780078822254
Category : Computers
Languages : en
Pages : 636
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Book Description
Thoroughly updated for newnbsp;breakthroughs in multimedia nbsp; The internationally bestselling Multimedia: Making it Work has been fully revised and expanded to cover the latest technological advances in multimedia. You will learn to plan and manage multimedia projects, from dynamic CD-ROMs and DVDs to professional websites. Each chapter includes step-by-step instructions, full-color illustrations and screenshots, self-quizzes, and hands-on projects. nbsp;
Author: David Jonassen
Publisher: Routledge
ISBN: 1135596913
Category : Education
Languages : en
Pages : 1296
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Book Description
First Published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Panagiotes Anastasiades
Publisher: Springer
ISBN: 3319341278
Category : Education
Languages : en
Pages : 302
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Book Description
This book is an essential text for researchers and academics seeking the most comprehensive and up-to-date coverage of all aspects of e-learning and ICT in education. It provides expanded peer-reviewed content from research presented at the 9th Panhellenic Conference on ICT in Education. It focuses on providing original research on the most cutting edge e-Learning technologies, including CSCL, ICT based learning, ICT and instructional design, serious games and game design, virtual learning environments, robotics in education, ubiquitous learning, distance learning, digital literacies, learning analytics, social media in education and e-assessment.
Author: Ze-Nian Li
Publisher: Springer Science & Business Media
ISBN: 331905290X
Category : Computers
Languages : en
Pages : 741
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Book Description
This textbook introduces the “Fundamentals of Multimedia”, addressing real issues commonly faced in the workplace. The essential concepts are explained in a practical way to enable students to apply their existing skills to address problems in multimedia. Fully revised and updated, this new edition now includes coverage of such topics as 3D TV, social networks, high-efficiency video compression and conferencing, wireless and mobile networks, and their attendant technologies. Features: presents an overview of the key concepts in multimedia, including color science; reviews lossless and lossy compression methods for image, video and audio data; examines the demands placed by multimedia communications on wired and wireless networks; discusses the impact of social media and cloud computing on information sharing and on multimedia content search and retrieval; includes study exercises at the end of each chapter; provides supplementary resources for both students and instructors at an associated website.
Author: Ralf Steinmetz
Publisher: Springer Science & Business Media
ISBN: 3662088789
Category : Computers
Languages : en
Pages : 478
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Book Description
Multimedia Systems discusses the basic characteristics of multimedia operating systems, networking and communication, and multimedia middleware systems. The overall goal of the book is to provide a broad understanding of multimedia systems and applications in an integrated manner: a multimedia application and its user interface must be developed in an integrated fashion with underlying multimedia middleware, operating systems, networks, security, and multimedia devices. Fundamental characteristics of multimedia operating and distributed communication systems are presented, especially scheduling algorithms and other OS supporting approaches for multimedia applications with soft-real-time deadlines, multimedia file systems and servers with their decision algorithms for data placement, scheduling and buffer management, multimedia communication, transport, and streaming protocols, services with their error control, congestion control and other Quality of Service aware and adaptive algorithms, synchronization services with their skew control methods, and group communication with their group coordinating algorithms and other distributed services.
Author: Sanjaya Mishra
Publisher: IGI Global
ISBN: 9781591403944
Category : Education
Languages : en
Pages : 438
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Book Description
This text emerges out of the need to share information and knowledge on the research and practices of using multimedia in various educational settings. It discusses issues relating to planning, designing and development of interactive multimedia, offering research data.
Author: Norbert M. Seel
Publisher: Springer Science & Business Media
ISBN: 1441914277
Category : Education
Languages : en
Pages : 3643
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Book Description
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
Author: Terry Anderson
Publisher: Athabasca University Press
ISBN: 1897425082
Category : Computers
Languages : en
Pages : 485
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Book Description
"Neither an academic tome nor a prescriptive 'how to' guide, The Theory and Practice of Online Learning is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education. Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0. The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations."--BOOK JACKET.
Author: Richard E. Mayer
Publisher: Cambridge University Press
ISBN: 9781108814669
Category : Psychology
Languages : en
Pages : 800
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Book Description
Digital and online learning is more prevalent than ever, making multimedia learning a primary objective for many instructors. The Cambridge Handbook of Multimedia Learning examines cutting-edge research to guide creative teaching methods in online classrooms and training. Recognized as the field's major reference work, this research-based handbook helps define and shape this area of study. This third edition provides the latest progress report from the world's leading multimedia researchers, with forty-six chapters on how to help people learn from words and pictures, particularly in computer-based environments. The chapters demonstrate what works best and establishes optimized practices. It systematically examines well-researched principles of effective multimedia instruction and pinpoints exactly why certain practices succeed by isolating the boundary conditions. The volume is founded upon research findings in learning theory, giving it an informed perspective in explaining precisely how effective teaching practices achieve their goals or fail to engage.
