Interactive Multimedia and Problem-Based Learning: Challenges for Instructional Design.

Autor/inn/en	Albion, Peter R.; Gibson, Ian W.
Titel	Interactive Multimedia and Problem-Based Learning: Challenges for Instructional Design.
Quelle	(1998), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Cooperative Learning; Courseware; Educational Environment; Higher Education; Hypermedia; Individual Instruction; Instructional Design; Interaction; Material Development; Models; Multimedia Instruction; Multimedia Materials; Optical Data Disks; Problem Based Learning; Problem Solving; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Lernsoftware; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individuelles Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Interaktion; Lehrmaterialentwicklung; Analogiemodell; Multimediales Lernen; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Interactive multimedia (IMM) and problem-based learning (PBL) are both promoted in response to the current need to offer authentic and effective professional education. An emphasis on collaborative work in PBL contexts may have discouraged the application of IMM, more commonly designed for individual use. This paper describes preliminary instructional design model for IMM using PBL principles and includes approaches to resolving the apparent tensions between the two methodologies. Application of this model to development of a CD-ROM for teacher education is described. Topics discussed include: (1) an introduction to PBL, including instructional design and computer support of PBL; (2) IMM-PBL design issues, including collaboration versus individual learning, free exploration versus storylines and simulated reality, and tutors versus scaffolding; (3) a design model for IMM-PBL, including scenario development and structure; and (4) applying the IMM-PBL instructional design model, including scenario development, scenario structure, navigation and visual format, and production and evaluation. Two figures illustrate the IMM-PBL scenario development, and the IMM-PBL scenario structure. (Author/DLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC