| Description |
1 online resource |
| Series |
Routledge revivals |
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Routledge revivals.
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| Contents |
Cover; Half Title; Title; Copyright; Contents; List of figures; List of tables; Introduction; 1 Interaction and learning; Computer-based learning; Characteristics of the learners; Adult learning; What is interaction?; Degrees of interaction; Feedback; Questions; Navigation; Human-human interaction; Summary of key points; 2 Communication styles; Communication aids within computer-based learning materials; Comparison of computer-based learning and traditional approaches; Learner, subject and environment; Communication styles; Commands; Menus; Question and answer; Form fill; Direct manipulation |
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Natural languageSummary of communication styles; Metaphor; Summary of key points; 3 Types of computer-based learning material; Types of material; Computer-based training (CBT); Computer-managed learning (CML) or managed learning environments (MLE); Integrated learning systems (ILS); Intelligent tutoring systems (ITS); Job aids or electronic performance support systems (EPSS); Computer-aided assessment (CAA); Drill and practice; Virtual reality; Multimedia; Hypermedia; Online learning; Resource-based learning; Simulation; Summary of key points; 4 Assessment methods; Approaches to assessment |
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Assessment and other activitiesPre- and post-tests; Adaptive testing; Feedback; Multiple choice questions; True/false questions; Open questions; Sequencing, sorting, classifying, ranking or ordering information; Matching; Gap or blank filling; Virtual trip or exploration; Role play using multimedia; Models and expert systems; Drag and drop; Bank of questions; Other approaches; Maintenance; Summary of key points; 5 Use of text; Presentation of text; Communication approach; Scrolling; Justification of text; Text styles; Newspaper techniques; Text and graphics; Structured text; Text and colour |
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HighlightingSummaries, reviews, overviews and reminders; Summary of key points; 6 Use of colour; What is colour?; How can colour enhance the design of learning materials?; Systematic versus random use of colour; Highlighting; Number of colours; Coloured text; Colour preferences; Colour combinations; Colour and graphics; Summary of key points; 7 Use of graphics; How can illustrations aid learning and retention?; Types of illustration; Representational/realistic illustrations; Analogical illustrations; Logical illustrations; Structural or graphical organizers; Multiple illustrations |
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Icons and buttonsCaptions; Lines, borders and frames; Summary of key points; 8 Multimedia; Multimedia and learning; Hypermedia; Video; Comparing still and moving pictures; Sound; Dynamic display; Animation; Combining different media; Disabled learners; Summary of key points; 9 Online learning design; Online material and other forms of computer-based learning; Comparing Internet, intranet and standalone materials; Structure of a website; Metaphors; Links; Page length; Page layout; Lost in hyperspace; Communication technologies; Vicarious learning; Summary of key points; 10 Screen layout |
| Summary |
First published in 2001, this volume demonstrates how computer-based learning has the potential to provide a highly motivating learning experience, that it also has the potential to achieve exactly the opposite, and that the difference between these two extremes is the quality of the learning design. The challenge for the learning designer isn't a simple one. You are being asked to prepare interactive learning for someone you can't see and with whom the only interaction you are likely to have is via limited written communication. Fortunately help is at hand in Alan Clarke's Designing Computer-Based Learning Materials. Dr. Clarke offers a definitive guide to each of the many elements involved in good design. This book explores the principles of adult learning, and relates to the potential, features and impact of computer-based learning. This is not a 'how to ... ' book, but rather one seeking to help you understand the different elements which go into computer-based learning. If you are commissioning material, it will help you to understand the contractors' constraints. If you are designing materials yourself, it will allow you to avoid many of the errors it is all too easy to make when developing them. Computer-based learning materials are not all the same: their range reflects the variety of learners that use them and purposes they are used for; the different learning environments that are available to people; the different subjects that they wish to learn and the level to which they wish to take them. In the face of such a complex task, involving so many factors and variables, it is essential that the learning designer understands what is involved and uses a rigorous process for envisioning, planning, designing, implementing and testing their solution. This is a book about learning design and not about software production and, as such, it provides any aspiring designers with the fundamentals of producing the highly motivating learning experience, which should be their objective |
| Notes |
Originally published 2001 by Gower Publishing |
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Includes index |
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Online resource; title from PDF title page (EBSCO, viewed October 26, 2018) |
| Subject |
Computer-assisted instruction -- Authoring programs.
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Instructional systems -- Design.
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Learning.
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Instructional systems -- Design -- Design
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Learning
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Computer-assisted instruction -- Authoring programs
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Instructional systems -- Design
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Learning
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Computerunterstützter Unterricht
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Design
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Multimedia
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| Form |
Electronic book
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| ISBN |
9780429444654 |
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0429444656 |
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9780367000745 |
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0367000741 |
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