Ziel
Purpose
The growing number of multimedia learning materials on the market provide a new and potentially powerful resource for learners. These new technologies, ranging from the more established formats, such as interactive video and CBT, to the new optical disc technologies, can go beyond teaching in the classical CBT manner and help the learner to come away with increases in confidence and in personal potential, in addition to learning.
Multimedia learning materials have not always been designed with thought for the user, this has lead to the production of two types of materials:
designs which followed the CBT metaphor tend to have a didactic instructional style with the aim of transferring knowledge from the machine to the use
other designs have tended to be lead by the technology producing engaging and technologically innovative applications, developed with little consideration for the user and lots of consideration for the capabilities of the technology.
Whilst any one multimedia application may not fit into either of these extreme categories, elements of them are probably familiar to anyone involved in educational technology.
The ILDIC project seeks to draw designers attention to how they develop new multimedia applications and to the learning issues involved. Research on how people learn with machines and how designers develop machines for learning, will result in new standards of designing for learning. Whilst the development of conceptual tools that embed learning within design will encourage designers to realise the potential of multimedia learning materials.
A design model has been produced for use in developing learning systems and applications. This consists of a template for evaluating the design quality of multimedia applications, from the perspective of learning; a set of standards for 'learning design' and a description of the key roles filled by members of a development team. An interactive CD-ROM for design teams has also been produced, integrating the design model and the standards.
Approach
The ILDIC project brings together experts within the fields of psychology, learning, software development, and multimedia from the UK, Denmark and Greece. This combination of theoretical expertise and practical experience gives the project team a unique opportunity to test ideas about design and the development process against the methods used by designers. This dialogue will be informed by research on how people learn and the factors that affect learning. The resulting model of design for learning will offer guidance for those involved in the development of multimedia learning materials.
Work on the project so far splits the model into two different areas of concern for designers; the perspectives that members of the design bring with them; and the themes that need to be resolved during the design process.
Ideas about how people learn, the sort of machine being designed (game, teacher, tool, etc.), the best way to deliver the learning material and the best environment for its use are issues that each member of the design team will have a perspective on, these individual perspectives need to converge during the design process.
The convergence of the perspectives through negotiation and compromise, will result in the development of practical themes that will guide the design into production: these themes will be based upon the anticipated interactions between the machine and the user, they will include the use of the machine, the locus of control between user and machine, the number and type of interventions, and the aesthetics of the machine.
By testing this model of design against the actual work of design teams developing multimedia learning materials, the model will develop and change alongside the project prototypes. The four different prototypes are:
an application for occupational numeracy being developed in Toolbook
an application about Greenland being developed for CD-I;
an application about Greenland being developed in parallel with the above for CD-ROM XA;
a DTP; manual being developed using the Multimedia Developers' Kit.
Using a variety of platforms for development and for the anticipated prototypes, will give insight into the specific issues in applying the model of designing for learning in each case. The developers will test the model for its' usefulness as a practical designing tool and will feed their experiences back into the model.
Outputs
It is anticipated that the work undertaken within ILDIC will have four types of output, the exact content of which will not be known until the project is completed.
The model of design will be used to develop four prototypes within the ILDIC project. It will give guidance to designers on:
learning theories, how learning has been explained by psychologists from the cognitive, behaviorist and social psychology traditions
instructional position of the machine
the sort of machine being developed e.g. game, tool, teacher
other factors that will affect the use of machine, such as the wider social or cultural environment or the feelings and expectations the user bring to the machine
the types of use that could be made of the machine and how designers can allow for these uses
the locus of control between user and machine
the type and frequency of interventions within the machine e.g. would non-solicited interventions be appropriate
what the machine looks like to the user, is it engaging?
Analysis of the design process for the prototypes and investigation of the learning design used in the development of other multimedia learning materials will:
show the affect upon the design by the different members of the development group
demonstrate the links between interactivity, user control and user interface
develop a matrix for evaluating multimedia learning materials that can be re-used outside the ILDIC project
identify trends in the development of multimedia learning materials
identify trends in authoring tools
identify trends in delivery platforms.
The four prototypes being developed for trailing with users will give valuable information to designers about:
the specific restrictions of the different authoring tools for implementing learning design
the general problems of implementing learning design using authoring tools
the aspects of learning design that cannot be incorporated within a machine
the major issues and decisions that occur over all development projects
the specific issues and decisions that occur within different authoring tools
the problems and issues of making the move from design to production, and how authoring tools contribute (either positively or negatively) to this dilemma
what happens around the machine within the wider learning environment.
The three possible outputs from the above will be drawn together into a set of common but flexible standards for designing learning materials. These will provide developers of multimedia with:
the conceptual tools needed in designing for learning
an outline of the principle issues and possible solutions that can be used across the range of multimedia productions
a system for evaluating not only the learning design of the finished material, but also the contributing development process
a development frame that will help learners situate and manage design within the development process.
Impact
Through wider dissemination and consultation the project will have an impact on the developers and consumers of educational technology, particularly on all those involved in the production of multimedia learning materials.
By combining practical experiences with theoretical ideals, the ILDIC project will create standards that are recognisable and usable by all members of a design team, from the programmer to the content expert. This will help the design team in a multimedia development project to confront the issues around designing for learning and so produce learning materials that are usable and appropriate for their users.
The projects' success or failure will be measured on two levels of use:
The usability of the standards and project results generally in helping designers develop multimedia learning materials.
The usability of the learning materials subsequently developed using the standards.
Wissenschaftliches Gebiet (EuroSciVoc)
CORDIS klassifiziert Projekte mit EuroSciVoc, einer mehrsprachigen Taxonomie der Wissenschaftsbereiche, durch einen halbautomatischen Prozess, der auf Verfahren der Verarbeitung natürlicher Sprache beruht. Siehe: Das European Science Vocabulary.
CORDIS klassifiziert Projekte mit EuroSciVoc, einer mehrsprachigen Taxonomie der Wissenschaftsbereiche, durch einen halbautomatischen Prozess, der auf Verfahren der Verarbeitung natürlicher Sprache beruht. Siehe: Das European Science Vocabulary.
- Sozialwissenschaften Bildungswissenschaften Didaktik
- Naturwissenschaften Informatik und Informationswissenschaften Software Softwareentwicklung
- Sozialwissenschaften Psychologie Sozialpsychologie
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Programm/Programme
Mehrjährige Finanzierungsprogramme, in denen die Prioritäten der EU für Forschung und Innovation festgelegt sind.
Mehrjährige Finanzierungsprogramme, in denen die Prioritäten der EU für Forschung und Innovation festgelegt sind.
Thema/Themen
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Aufforderungen zur Einreichung von Vorschlägen sind nach Themen gegliedert. Ein Thema definiert einen bestimmten Bereich oder ein Gebiet, zu dem Vorschläge eingereicht werden können. Die Beschreibung eines Themas umfasst seinen spezifischen Umfang und die erwarteten Auswirkungen des finanzierten Projekts.
Aufforderung zur Vorschlagseinreichung
Verfahren zur Aufforderung zur Einreichung von Projektvorschlägen mit dem Ziel, eine EU-Finanzierung zu erhalten.
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Verfahren zur Aufforderung zur Einreichung von Projektvorschlägen mit dem Ziel, eine EU-Finanzierung zu erhalten.
Finanzierungsplan
Finanzierungsregelung (oder „Art der Maßnahme“) innerhalb eines Programms mit gemeinsamen Merkmalen. Sieht folgendes vor: den Umfang der finanzierten Maßnahmen, den Erstattungssatz, spezifische Bewertungskriterien für die Finanzierung und die Verwendung vereinfachter Kostenformen wie Pauschalbeträge.
Finanzierungsregelung (oder „Art der Maßnahme“) innerhalb eines Programms mit gemeinsamen Merkmalen. Sieht folgendes vor: den Umfang der finanzierten Maßnahmen, den Erstattungssatz, spezifische Bewertungskriterien für die Finanzierung und die Verwendung vereinfachter Kostenformen wie Pauschalbeträge.
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Koordinator
CB1 4FB Cambridge
Vereinigtes Königreich
Die Gesamtkosten, die dieser Organisation durch die Beteiligung am Projekt entstanden sind, einschließlich der direkten und indirekten Kosten. Dieser Betrag ist Teil des Gesamtbudgets des Projekts.