Interactive Multimedia Research Questions: Results from the Delphi Study

1993 ◽  
Vol 12 (2) ◽  
pp. 107-117 ◽  
Author(s):  
Ralph P. Ferretti
Keyword(s):  
Special Education ◽  
Delphi Study ◽  
Interactive Multimedia ◽  
Education Technology ◽  
Multimedia Technology ◽  
Research Needs ◽  
Multimedia Environment ◽  
Research Questions ◽  
Training Resources ◽  
And Training

There is a growing interest in the pedagogical possibilities afforded by interactive multimedia technology, and this interest spans such dimensions as content area and the student's developmental level and abilities. At the same time, teachers and researchers are concerned about how to best use this promising technology. The Center for Special Education Technology responded to this situation by conducting a Delphi study to identify research questions that should guide the study of interactive multimedia in special education. The Delphi study was comprised of two questionnaires. In the first questionnaire, respondents were asked to identify the five most important research needs in interactive multimedia. These responses were compiled and then returned to respondents in a second questionnaire. In the second questionnaire, respondents performed two tasks. In the first task, they were asked to judge the importance of each response obtained from the first questionnaire. In the second task, they selected and justified responses that described the five most important multimedia research needs. Descriptive analyses showed that respondents were most frequently concerned about design issues affecting the efficacy of educational interactive multimedia. These issues focused on instructional strategies and methods, the multimedia environment, navigational tools, and strategies for promoting transfer of skill. Two other themes emerged from this study. First, experts were interested in how the characteristics of persons with different disabilities affected the efficacy of educational interactive multimedia. Second, they were concerned about the technical and training resources that are needed to use multimedia in practice.

A Conceptual Architecture for the Development of Interactive Educational Media

2006 ◽  
pp. 101-121
Author(s):  
Claus Pahl
Keyword(s):  
Interactive Multimedia ◽  
Interaction Model ◽  
Multimedia Systems ◽  
Multimedia Technology ◽  
Knowledge And Skills ◽  
Learning And Teaching ◽  
Online Setting ◽  
Training Activities ◽  
Educational Perspective ◽  
And Training

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction.

A Conceptual Architecture for the Development of Interactive Educational Media

2011 ◽  
pp. 733-748
Author(s):  
Claus Pahl
Keyword(s):  
Interactive Multimedia ◽  
Interaction Model ◽  
Multimedia Systems ◽  
Multimedia Technology ◽  
Knowledge And Skills ◽  
Learning And Teaching ◽  
Online Setting ◽  
Training Activities ◽  
Educational Perspective ◽  
And Training

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction.

An International Expert Delphi Study to Determine Research Needs in Major Incident Management

2012 ◽  
Vol 27 (4) ◽  
pp. 351-358 ◽  
Author(s):  
Kevin Mackway-Jones ◽  
Simon Carley
Keyword(s):  
Delphi Study ◽  
Research Priorities ◽  
Major Incident ◽  
Incident Management ◽  
Research Needs ◽  
International Expert ◽  
International Panel ◽  
Research Priority ◽  
Major Incidents ◽  
And Training

AbstractObjectiveTo collate the opinions of experts and to reach consensus about the research priorities in the management of major incidents.DesignA three-round e-Delphi study was conducted using an international panel of experts drawn from active researchers and active educators in major incident management. General areas for consideration were derived from the literature analysis undertaken as part of the overall project.ResultsExperts generated 221 statements in 11 topic areas in the first round. Fifty-one of these statements reached consensus in Round 2. A further 23 statements reached consensus in Round 3, leaving 147 statements that did not reach consensus.ConclusionsAn international expert panel reached consensus on 74 topics of research priority in major incidents management. The strongest themes within these topics were education and training, planning, and communication.Mackway-Jones K, Carley S. An international expert Delphi study to determine research needs in major incident management. Prehosp Disaster Med. 2012;27(4):1-8.

ISET Expert Panel Discussion Series 2020–2021

2021 ◽  
pp. 016264342110335
Author(s):  
Emily Hoeh ◽  
Tara L. Kaczorowski
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Information Sharing ◽  
Expert Panel ◽  
Panel Discussion ◽  
Education Technology ◽  
Technology Professional Development ◽  
Individuals With Disabilities ◽  
Technology Professional ◽  
Development Committee

The Innovations and Special Education Technology Professional Development Committee would like to extend its appreciation to the following leaders in the field of Special Education. Each of the following individuals volunteered to speak during the 2020–2021 ISET Expert Panel Discussion series and shared expertise on a variety of pressing topics during remote instruction due to the COVID pandemic. The information sharing is a testament to their unwavering support for the members of ISET and all of the stakeholders involved in supporting individuals with disabilities.

scholarly journals Personality disorders in older adults: expert opinion as a first step toward evaluating the criterion validity of an informant questionnaire (HAP)

2013 ◽  
Vol 26 (1) ◽  
pp. 173-174 ◽  
Author(s):  
H.P.J. Barendse ◽  
G. Rossi ◽  
S.P.J. Van Alphen
Keyword(s):  
Older Adults ◽  
Personality Disorders ◽  
Delphi Study ◽  
Elderly Population ◽  
Criterion Validity ◽  
Personality Questionnaire ◽  
Measurement Instruments ◽  
Validated Questionnaires ◽  
Dsm Iv ◽  
Research Questions

There is a lack of validated questionnaires for screening personality disorders (PDs) in older adults (e.g. Van Alphen et al., 2012). The development of measurement instruments is hampered because the criteria of DSM-IV-TR PD are not age-neutral that might lead to over- and underdiagnosis (Balsis et al., 2007). As far as we know only three measurement instruments have been specifically developed for older adults, including the Hetero- Anamnestic Personality questionnaire (HAP; Barendse et al., 2013). However, we did not find any articles concerning the criterion validity of all ten PDs in an elderly population. In this Delphi study, a panel of experts examined two research questions: (1) To what extend are the items of the HAP age-neutral? (2) Does the HAP detect all ten specific PD's of DSM-IV-TR, based on qualitative research?

Nutrition and Training Adaptations in Aquatic Sports

2014 ◽  
Vol 24 (4) ◽  
pp. 414-424 ◽  
Author(s):  
Iñigo Mujika ◽  
Trent Stellingwerff ◽  
Kevin Tipton
Keyword(s):  
Body Mass ◽  
Protein Intake ◽  
Metabolic Response ◽  
Nutritional Supplements ◽  
Research Needs ◽  
Training Adaptations ◽  
Protein Timing ◽  
Overload Training ◽  
Protein Ingestion ◽  
And Training

The adaptive response to training is determined by the combination of the intensity, volume, and frequency of the training. Various periodized approaches to training are used by aquatic sports athletes to achieve performance peaks. Nutritional support to optimize training adaptations should take periodization into consideration; that is, nutrition should also be periodized to optimally support training and facilitate adaptations. Moreover, other aspects of training (e.g., overload training, tapering and detraining) should be considered when making nutrition recommendations for aquatic athletes. There is evidence, albeit not in aquatic sports, that restricting carbohydrate availability may enhance some training adaptations. More research needs to be performed, particularly in aquatic sports, to determine the optimal strategy for periodizing carbohydrate intake to optimize adaptations. Protein nutrition is an important consideration for optimal training adaptations. Factors other than the total amount of daily protein intake should be considered. For instance, the type of protein, timing and pattern of protein intake and the amount of protein ingested at any one time influence the metabolic response to protein ingestion. Body mass and composition are important for aquatic sport athletes in relation to power-to-mass and for aesthetic reasons. Protein may be particularly important for athletes desiring to maintain muscle while losing body mass. Nutritional supplements, such as b-alanine and sodium bicarbonate, may have particular usefulness for aquatic athletes’ training adaptation.

Methods for Digital to Analog Conversion of Arts Image Fusion Based on Multimedia Technology

2014 ◽  
Vol 602-605 ◽  
pp. 3886-3890
Author(s):  
Fang Li Wang ◽  
Jun Fang Wu
Keyword(s):  
Image Fusion ◽  
Rapid Development ◽  
Fine Arts ◽  
Empirical Method ◽  
Artistic Expression ◽  
Multimedia Technology ◽  
Multimedia Environment ◽  
Expression Behavior ◽  
Digital To Analog ◽  
The Empirical Analysis

Fine arts, in recent years, with the rapid development of information technology, its diverse artistic expression trends to be more obvious, at the same time, the artistic expression based on multimedia has been paid more attention by the fields. This paper firstly analyzes the general characteristics of art image fusion process in multimedia environment. On this basis, the digital-to-analog conversion (DAC) method of multimedia artistic expression is proposed, which takes the Gauss Pyramid as basis. In order to verify the scientificity of this method, this paper adopts the empirical method to carry on the empirical analysis. The results show that multimedia artistic expression behavior of fine arts based on this method is significant, and has strong practicability and operability.

scholarly journals Interactive multimedia development for swimming learning and training

2021 ◽  
Vol 1098 (3) ◽  
pp. 032038
Author(s):  
W Widiastuti ◽  
I Sulaiman ◽  
S Susilo ◽  
H Hernawan ◽  
M Mashud ◽  
...  
Keyword(s):  
Interactive Multimedia ◽  
Multimedia Development ◽  
And Training

scholarly journals Consensus on research priorities for Essex & Herts Air Ambulance: a Delphi study

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Sarah McLachlan ◽  
Hilary Bungay
Keyword(s):  
Critical Care ◽  
Delphi Study ◽  
Local Level ◽  
Research Priorities ◽  
Clinical Work ◽  
Research Strategy ◽  
Consensus Methods ◽  
Care Providers ◽  
Air Ambulance ◽  
Research Questions

Abstract Background Consensus methods such as the Delphi technique have been used widely for research priority setting in health care. Within pre-hospital emergency medicine, such approaches have helped to establish national and international research priorities. However, in a dynamic field such as pre-hospital critical care, it is necessary to regularly review the continued relevance of findings. Further, considering the variability between pre-hospital critical care providers, it is also important to determine priorities at the local level. Essex & Herts Air Ambulance (EHAAT) sought to develop a five-year research strategy that aligns with their clinical work streams and organisational priorities. Methods All staff and Trustees were invited to participate in an online Delphi study with three Rounds. The Delphi was administered via email and Online Surveys software. The first Round invited participants to submit up to five research questions that they felt were of greatest importance to EHAAT  to advance the care provided to patients. In Round 2, participants were asked to rate the importance of questions from Round 1, while Round 3 required participants to rank questions that were prioritised in Round 2 in order of importance. Results 22 participants submitted a total of 86 research questions in Round 1, which were reduced to 69 questions following deduplication and refinement. 11 participants rated the importance of the questions in Round 2, resulting in 14 questions being taken forward to Round 3. Following the ranking exercise in Round 3, completed by 12 participants, a top five research priorities were identified. The question deemed most important was “How does a pre-hospital doctor-paramedic team affect the outcome of patients with severe head injuries?”. Conclusions The top five research priorities identified through the Delphi process will inform EHAAT’s research strategy. Findings suggest that there is still work to be done in addressing research priorities described in previous literature.

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