Literaturnachweis - Detailanzeige
| Autor/in | Bates, A. W. |
|---|---|
| Titel | Educational Multi-media in a Networked Society. |
| Quelle | (1994), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Style; Computer Interfaces; Computer Networks; Educational Media; Educational Methods; Educational Technology; Foreign Countries; Futures (of Society); Institutional Role; Instructional Materials; Multimedia Instruction; Organizational Change; Telecommunications; Workstations |
| Abstract | Multimedia is developing fast due to the convergence of different media (text, data. graphics, video, audio) into a common digital platform, and due to the convergence of telecommunications, television, and computing. Parallel to these technical convergencies is another set of developments in work and leisure that is opening up new markets for education and training, and which requires the creation of new institutional models. In the 21st century, work and learning will be inseparable. Learners will interact with their desk-top or portable workstations, determined by the nature of the learning task, and their preferred style of learning. Learners will need to access, combine, create, and transmit audio, video, text, and data as necessary. The workstation of the future will be a multipurpose machine, probably in modular form, including input and display devices, telecommunications, computing, and television. Key features will be the user interface, the tools available to the learner within the workspace, and a range of remote services that can be accessed via the workstation. The creation of new organizational structures will be critical for institutions to provide the administrative and educational support for lifelong learners. The heart of these support services is the internal multimedia network infrastructure that allows the institution to access, create, and deliver educational multimedia services in a variety of formats and modes. While schools, colleges, and universities will still have reason to provide campus-based learning, a great deal of learning will take place outside this context. Multimedia telecommunications allow learner-expert interaction, can be tailored to the individual, and encourage collaborative approaches to learning. As people learn through multimedia telecommunications, they will use the same tools and develop the same skills that will be an essential part of their work and leisure activities. (MAS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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