Contents |
[Deutsch] |
Cognitive Basics of multi-medial Information Systems |
|
|
Module 0: Introduction |
|
| 1 What is Multimedia? 15 2 Who needs „knowledge“ about Multimedia Learning? Why? 17 3 For what Multimedia Learning? 19 4 For what Multimedia over the Internet? 21 |
|
|
Module 1: Information Organization in the Human Brain |
|
| 1 Neuronal Representation of Information 26 1.1 Central and Peripheral Nervous System 26 1.2 Central Component: The Neuron 27 1.2.1 Functional Structure of the Neuron 27 1.2.2 Information Processing in the Neuron 28 1.3 Neuronal Networks 31 2 Information Organization in the Brain 32 2.1 Structure of the Brain 32 2.2 Hemispheres 34 3 Human Memory 36 3.1 First Memory Experiments 36 3.2 Memory Models 37 3.2.1 One-Memory Model 38 3.2.2 More-Memory Model 38 3.2.3 Models of Variable Processing Depth 42 3.3 Forgetting 43 4 Module Summary 45 5 Module Supplement 46 5.1 Literature 46 5.1.1 Books 46 5.1.2 Articles 47 5.1.3 Books in German 47 5.1.4 Articles in German 47 5.1.5 Journals 48 5.2 Internet Links: 48 5.3 Test Questions 48 5.4 Answers 49 5.5 Timeline: Information Organization 50 |
|
|
Module 2: Knowledge Organization and Computer Science |
 |
| 1 Knowledge versus Information 54 1.1 Knowledge 54 1.2 Thinking 56 1.3 Skills 57 1.4 Knowledge Society 57 1.5 Knowledge Management 57 2 Epistemology: Theories of Knowledge 59 2.1 Early Theories 59 2.2 Objectivists Knowledge Theory 59 2.3 Constructivistic Knowledge Theory 60 2.4 Informationtheoretical Knowledge Theory 61 3 Types of Knowledge 61 3.1 Overview 61 3.2 Declarative Knowledge 62 3.3 Conceptual Knowledge 63 3.4 Procedural Knowledge 64 3.5 Uncertain Knowledge 66 4 Knowledge Organization in the Memory 67 4.1 Theory of Association 67 4.2 Semantical Networks 68 4.2.1 Category 69 4.2.2 Schema 71 4.3 Frames and Slots 73 4.4 Script 74 4.5 Action Knowledge: Experts – Novices 75 5 Problem Solving 76 5.1 Problem types and Solving Strategies 76 5.2 Interpolation Problem 77 5.3 Synthesis Problem 78 5.4 Dialectic Problem 79 6 Knowledge Processing 80 6.1 Knowledge Stores 80 6.2 Knowledge Finding 82 6.2.1 Internet Search 82 6.2.2 Multimedia Search 83 6.2.3 Information Overhead 85 6.3 Knowledge Representation in Computers 85 6.3.1 Implicit Knowledge 86 6.3.2 Explicit Knowledge 87 6.4 Artificial Intelligence 88 6.5 Expert Systems 90 7 Module Summary 95 8 Module Supplement 96 8.1 Literature 96 8.1.1 Books 96 8.1.2 Articles 97 8.1.3 Books in German 97 8.1.4 Articles in German 98 8.1.5 Journals 98 8.2 Internet Links: 99 8.3 Test Questions 99 8.4 Answers 100 8.5 Timeline: Knowledge 101 |
|
|
Module 3: Learning and Theories of Learning |
|
| 1 Learning 106 1.1 What is Learning? 106 1.2 Is the Computer able to improve the Learning? 107 1.3 Why are Theories of Learning as Important for us? 108 1.4 For and against the Learning on Computers 108 2 Mainstreams of the Theories of Learning 110 3 Behaviourism 112 3.1 Overview 112 3.2 Historical Development 113 3.3 Behaviouristic Paradigm 115 3.4 Classical Conditioning 115 3.5 Thorndikes Connectionism 117 3.5.1 Law of Exercise 118 3.5.2 Law of Effect 119 3.5.3 Law of Readiness 119 3.5.4 Laws of Higher Order 120 3.6 Mathematical Theory of Learning 121 3.7 Operant Conditioning 124 3.8 Behaviourism in Use 127 3.8.1 Shaping 127 3.8.2 Chaining 127 3.8.3 Fading 127 3.8.4 Backconditioning 128 3.8.5 Feedback 128 3.8.6 Biofeedback 129 3.9 Implications for Learning and Computers 129 3.10 Critic 130 3.10.1 Disadvantages of Behaviourism 131 3.10.2 Advantages of Behaviourism 132 4 Cognitivism 133 4.1 Overview 133 4.2 Historical Development 134 4.3 Cognitivistic Paradigm 136 4.4 Discovering Learning 137 4.5 Gestalt Psychology 138 4.6 Concept Learning 140 4.7 Cognitive Growth 142 4.8 Learning Steps according to Gagné 143 4.9 Implications for Learning and Computers 144 4.10 Critic 144 4.10.1 Disadvantages of Cognitivism 145 4.10.2 Advantages of Cognitivism 145 5 Constructivism 146 5.1 Overview 146 5.2 Historical Development 148 5.3 Constructivistic Paradigm 149 5.4 Cognitive Apprenticeship 150 5.5 Goal Based Learning 156 5.6 Requirements to Learning Environments 160 5.7 Anchored Instruction 161 5.8 Implications for Learning and Computers 162 5.9 Critic 162 5.9.1 Disadvantages of Constructivism 163 5.9.2 Advantages of Constructivism 163 6 Module Summary 164 7 Module Supplement 165 7.1 Literature 165 7.1.1 Books 165 7.1.2 Articles 166 7.1.3 Books in German 167 7.1.4 Articles in German 168 7.1.5 Journals 169 7.2 Internet Links 169 7.3 Test Questions 170 7.4 Answers 171 7.5 Timeline: Learning and Theories of Learning 172 |
|
Module 4: Learning with Computers |
|
| 1 Early Information Systems 176 1.1 Introduction of Writing 176 1.2 Gutenberg’s Revolution 177 1.3 Medieval Learning Machines 177 1.4 Mechanic Learning Aids 177 1.5 The Revolution by Vannevar Bush 179 1.6 Programs Instruction 180 1.7 TCCIT and PLATO 182 1.8 First Problems of Learning on Computers 183 2 Futuristic Ideas 184 2.1 Sensorama: Multimedia of the Sixties 184 2.2 Augment from Engelbart 185 2.3 XANADU from Nelson 186 2.4 Hypertext and Hypermedia 187 2.4.1 Fundamentals 187 2.4.2 Hypertext in Learning Process 189 2.4.3 Hypertext and Cognition 190 2.4.4 Cognitive Overload 191 2.5 HES – Hypertext Editing System 192 3 Influence of Cognitivism 193 3.1 Adaptive Generative Systems 193 3.2 Intelligent Tutoring Systems 195 3.3 Dynabook from Kay 198 4 Influence of Constructivism 199 4.1 Microworlds 199 4.2 NoteCards 201 4.3 HyperCard from Atkinson 201 4.4 HM-Card from Maurer 202 5 The third Revolution: WWW 203 5.1 Hypertext Systems Today 204 5.2 From Hyper-G to Hyperwave 204 5.3 WBT - Web Based Training 205 6 Virtual Universities 207 7 Module Summary 208 8 Module Supplement 209 8.1 Literature 209 8.1.1 Books 209 8.1.2 Articles 210 8.1.3 Books in German 211 8.1.4 Articles in German 211 8.1.5 Journals 213 8.2 Internet Links 214 8.3 Test Questions 215 8.4 Answers 216 8.5 Timeline: Learning and Computers 217 |
|
|
Module 5: Learning with Software: Media Didactics |
|
| 1 Requirements to Software Developers 222 2 Types of Software 223 2.1 Classification in Use 223 2.1.1 Computer for its own sake 223 2.1.2 Aid in other subjects 224 2.1.3 Teaching preparation 224 2 2 Classification in Mainstream 225 2 3 Software Types 225 2.3.1 Presentation and visualization software 226 2.3.2 Drill-and-Practice Programs 227 2.3.3 Tutorial Systems 227 2.3.4 Intelligent Tutoring Systems (ITS) 228 2.3.5 Simulations Programs 228 2.3.6 Hypermedia Programs 229 2.3.7 Learning games 230 2.3.8 Micro worlds and Model Education 231 3 Media Didactics 232 3.1 Fundamentals 232 3.2 Successful Media Use 233 3.3 Methodics 234 3.3.1 Target Audience 234 3.3.2 Teaching aims 234 3.3.3 Interaction room 235 3.3.4 Gagné’s Instruction Model 236 3.3.5 Didactics Function of Multimedia 237 4 Module Summary 238 5 Module Supplement 239 5.1 Literature 239 5.1.1 Books 239 5.1.2 Articles 239 5.1.3 Books in German 240 5.1.4 Articles in German 240 5.1.5 Journals 241 5.2 Internet Links 241 5.3 Test Questions 242 5.4 Answers 243 5.5 Timeline: Learning with Software: Media Didactics 244 |
|
|
Module 6: Working with Software: Influences |
|
| 1 Motivation 248 1.1 Introduction 248 1.2 Mainstreams of the Theories of Motivation 248 1.3 Historical Developments 249 1.3.1 Desire theories 249 1.3.2 Maslow’s Pyramid 251 1.3.3 Herzberg’s two factor groups 251 1.3.4 McClelland’s Desire Types 252 1.4 Arrangement aspects 252 1.5 Intrinsic – Extrinsic 253 1.6 Curiosity 255 1.7 Motivational Design 256 1.7.1 ARCS Model 256 1.7.2 Supermotivation 257 1.7.3 Wlodkowski’s Time Continuum Approach 258 1.8 Motivation with Multimedia 258 2 Attention 260 2.1 Concentration 262 2.2 Orientation 262 2.3 Humour 263 3 Arousal 264 4 Stress 266 5 Social Effects 267 5.1 Attitude 267 5.2 Interaction in Groups 268 5.3 Social Motivation 269 5.4 Social Activation 270 6 Module Summary 271 7 Module Supplement 272 7.1 Literature 272 7.1.1 Books 272 7.1.2 Articles 272 7.1.3 Books in German 273 7.1.4 Articles in German 274 7.1.5 Journals 275 7.2 Internet Links 276 7.3 Test Questions 276 7.4 Answers 277 7.5 Timeline: Influences 278 Keyword Index 279 |
|
|
|
|
|