Abstract
<div class="abstract_container"> <strong>Abstract:</strong> The aim of this paper is to contribute to the construction of a systematic theoretical base for educational multimedia design. The paper delineates different layers of explanation. It then argues for the interactional layer as the most appropriate for multimedia learning environment design. It proposes 'context' as the central construct at this layer. The relationships between multimedia contexts are explored, especially the concept of different levels of contexts corresponding to different educational demands. Further meta-theoretical clarification on the difference between procedural and declarative modes of explanation precedes the final section of the paper. This section explores how the internal structure, the morphology, of contexts might best be delineated for capture in a systematic knowledge base. The paper argues strongly that this type of theoretical clarification is required if we are to move towards a more systematic, 'scientific' base for the construction of educational multimedia systems. </div> <p class="editors_container"> <strong>Editors:</strong> <A href="http://www.ucl.ac.uk/epd/profiles/mo.html" target=xref>Martin Oliver</A> (UC London) <p class="reviewers_container"> <strong>Reviewers:</strong> Bruce Ingraham (U. Teesside, UK), Albert Ip (U. Melbourne, AUS)</em>
Highlights
There has been a very rapid expansion of educational multimedia since the early 1990s
There have been two primary candidates for generating this theoretical base: constructivism (e.g. Jonassen, Mayes and McAleese 1993; Perkins 1991; Grabinger and Dunlap 1995) and traditional instructional systems design (e.g. Gagné and Briggs 1979; Price 1991). It is not the intention in this paper to go into a detailed critique of these approaches. This discussion would provide a lengthy distraction from the primary aim of the paper: to develop a new framework for understanding educational multimedia based on a radical departure from certain basic epistemological assumptions underpinning both constructivism and ISD
The main themes of this paper are expounded in a series of sections: Section 2 deals with the important meta-theoretical issue of layers of explanation and the selection of the appropriate layer of explanation for designing IMLEs (Interactive Multimedia Learning Environments)
Summary
There has been a very rapid expansion of educational multimedia since the early 1990s. It is not the intention in this paper to go into a detailed critique of these approaches (see Boyle 1997 for critical reviews) This discussion would provide a lengthy distraction from the primary aim of the paper: to develop a new framework for understanding educational multimedia based on a radical departure from certain basic epistemological assumptions underpinning both constructivism and ISD. After this new framework has been introduced the question of assimilating the Editorial Note: In relation to this point, the introduction of concepts such as montage led to an interesting discussion of the relationship between narrative, film studies and multimedia: http://www-jime.open.ac.uk/Reviews/get/boyle/6/1.html?embed=-1.
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