scholarly journals Hypermedia-Based E-Book

2017 ◽  
Vol 1 (1) ◽  
pp. 14
Author(s):  
Basuki Wibawa ◽  
Bintang Petrus Sitepu ◽  
Awaludin Awaludin
Keyword(s):  
Cognitive Theory ◽  
Process Development ◽  
Learning Theories ◽  
Digital Information ◽  
Thinking Process ◽  
Group 2 ◽  
Digital Book ◽  
Inexperienced User ◽  
Audio Video ◽  
Behaviorist Theory

<span class="ShortAbstract"><em><span>E-book is a digital form of printed book which includes digital information in the form of text, image, audio and video. Hypermedia-based e-book is a digital book with text, image, audio, video and animation where these multimedia components are connected.   Thus it enables someone to access information provided from different places quickly. In order to develop hypermedia-based E-book, some learning theories can be taken into consideration such as behaviorist theory, cognitive theory, constructivist theory and system learning approach.  The advantages of hypermedia-based e-book are (1) enabling students to work on assignment individually or in group, (2) monitoring learning progress, (3) attractive size and composition, (4) the content can be customized to suit the learner’s context, (5) learners can be active in constructing the content, (6) mental involvement and higher-order thinking process development, (7)the content of E-book is relevant with the learner’s prior knowledge, (8) the content enables the learners to work together to comprehend the information, (9) teachers can be supervisors, (10) the questions are challenging and realistic for learners, (11) learners can interact with E-book. Besides, E-book also possesses some disadvantages such as (1) special skills to make and design hypermedia-based E-book, (2) special tools needed to access E-book, (3) for inexperienced user, accessing E-book can be quite difficult.</span></em></span>

Multimedia design for learning: An overview of reviews with meta-meta-analysis

2021 ◽  
Author(s):  
Michael Noetel ◽  
Shantell Griffith ◽  
Oscar Delaney ◽  
Nicole Rose Harris ◽  
Taren Sanders ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Cognitive Theory ◽  
Meta Analysis ◽  
Learning Theories ◽  
Pedagogical Agents ◽  
Seductive Details ◽  
Multimedia Design ◽  
Design For Learning ◽  
Overview Of Systematic Reviews ◽  
Meta Analyses

Multimedia is ubiquitous in 21st-century education. Cognitive Load Theory and the Cognitive Theory of Multimedia Learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia, and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. We found 29 reviews including 1,189 studies and 78,177 participants. We found 11 design principles that demonstrated significant, positive, meta-analytic effects on learning, and five that significantly improved management of cognitive load. The largest benefits were for captioning second-language videos, temporal/spatial contiguity, and signaling. We also found robust evidence for modality, animation, coherence/removing seductive details, anthropomorphics, segmentation, personalisation, pedagogical agents, and verbal redundancy effects. Good design was more important for more complex materials, and in system-paced environments (e.g., lectures) than self-paced ones (e.g., websites). Results supported many tenets of both theories. We highlight a range of evidence-based strategies that could be implemented by educators.

Social Interweaving and Networking “Bindungslehre 2.0” for a New Social Design and Thinking Process

2021 ◽  
pp. 306-324
Author(s):  
Heike Karen Rittler
Keyword(s):  
Social Media ◽  
Urban Planning ◽  
Interior Design ◽  
Process Development ◽  
Cross Linking ◽  
Abstract Concepts ◽  
Social Design ◽  
Holistic Approaches ◽  
Cultural Design ◽  
Thinking Process

The chapter explains a new design methology. On the basis of prehistoric textile products and their cultural design, the smallest units, fabric patterns, the most diverse types of fabric, enmeshment and cross-linking, new arrangements of yarn systems into new one-, two-, or multi-dimensional structures, relationships, systems and networks, how things interrelate with each other is depicted. The method relies on the recognition of patterns and relationships from all possible disciplines, whether textile, architecture, interior design, urban planning, mobility, social media, or social society, which can then be used holistically and sustainably for all complex questions of life and space. On the basis of abstract concepts, attention is trained for units and made available for New ones. This enables completely new perspectives in an ever more complex, social, and societally changing world. The examples and design approaches presented in the chapter concentrate primarily on process development and the associated holistic approaches.

scholarly journals The Social & Mobile Learning Experiences of Students Using Mobile E-books

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jeff S Kissinger
Keyword(s):  
Mobile Learning ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Learning Experiences ◽  
The United States ◽  
Learning Opportunities ◽  
Value Theory ◽  
Learning Theories ◽  
College Level ◽  
State College

This research was designed to explore the learning experiences of state college students using mobile e-book readers. The purpose of the study was to build a rich description of how students used electronic textbooks delivered on mobile computing devices for college-level, introductory sociology courses at a Southeastern public state college in the United States. This research employed a multiple case study design that thoroughly investigated and documented student experiences with this instructional technology. The bounding frame was comprised of the literature on mobile technology, mobile learning theories, and e-books. Situated within the mobile learning framework was a theoretical lens of learning theories commonly found in the literature on mobile learning (constructivism, social cognitive theory, self-efficacy theory, expectancy x value theory, self-determination theory, and situated cognition). This lens was used to provide insight into the student’s learning experiences. Students were found to be competent with the e-books, confident, metacognitive, and desirous of more social learning opportunities within their e-books. Six major conclusions were reached. These were: (1) students expressed competence in their use of the mobile e-books, (2) students expressed feelings of high self-efficacy when using the mobile e-books, (3) students overall valued the use of the e-book for their learning, (4) students were individualized and metacognitive in their learning with the mobile e-books, (5) students enhanced their learning socially and within situated learning opportunities, and (6) the students and the instructor had divergent views on the value and utility of social, interactive textbooks.

scholarly journals Integrated CMS Website Implementation With The Codeigniter Framework

2020 ◽  
Vol 2 (1) ◽  
pp. 27-33
Author(s):  
Febrizal Alfarasy Syam ◽  
Yuvi Darmayunata ◽  
Afriansyah Afriansyah
Keyword(s):  
Management System ◽  
Object Oriented ◽  
Content Management ◽  
Digital Information ◽  
Content Management System ◽  
Audio Video

Content Management System (CMS) is a system or software in developing content. What is meant by content is all forms of digital information, in the form of image files, audio, video, text and other computer files. CMS makes it easy to create attractive website pages without having to understand how to create a website from scratch. Likewise, Lancang Kuning University has created an Integrated CMS website or integrated with faculty websites at Lancang Kuning University, by creating one database but the frontend and backend templates can be customized as desired. With this integrated website, it will make it easier for the main admin and faculty admin to maintain the website, including in its development. This website was built using the concept of Object Oriented and using a codeigniter framework.C

The Open Archival Information System Reference Model: Introductory Guide

2004 ◽  
Vol 33 (2) ◽  
Author(s):  
Brian F. Lavoie
Keyword(s):  
Digital Technology ◽  
Reference Model ◽  
Web Pages ◽  
Digital Information ◽  
Open Archival Information System ◽  
Common Foundation ◽  
The Individual ◽  
Audio Video ◽  
The Impact ◽  
Text Images

The impact of digital information environments has been remarkably universal, extending to industry, government, and the academy; to business persons, scientists, engineers, and scholars of the humanities; to the individual in the workplace and the individual in the home. Vast quantities of information in digital form – text, images, audio, video, Web pages, computer programs, databases – are produced, exchanged, and used in a variety of settings, for myriad purposes. These diverse applications of digital technology rest on a common foundation of shared benefits, including powerful search and retrieval capabilities, network delivery, perfect duplication, and interoperability.

scholarly journals THE REALIZATION OF MORPHOSYNTAX, PRAGMATICS, PHONOLOGY, AND LEXICON IN VIVIAN’S CONTEXT OF ENGLISH LANGUAGE TEACHING

2019 ◽  
Vol 3 (2) ◽  
pp. 1-8
Author(s):  
Imam Munandar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Cognitive Theory ◽  
English Language Teaching ◽  
Learning Theories ◽  
Visual Aids ◽  
Classroom Activities ◽  
Semantic Fields ◽  
Learning Language

This research has found that he language and language learning theories in Vivian’s classroom follow the communicative and cognitive/ interactionism approach. Vocabulary, pronunciation, morpho-syntax and pragmatics were learnt interactively in the classroom. Cognitive theory crucially considers learning language as a process, and interactionism views language as acquired when learners are involved in interaction. These approaches are finely exemplified in the classroom activities. Interactionist centralizes the role of input, interaction and output. Input and interaction are modified to make it comprehensible for the students. Noticing is central to input to be uptake. In Vivian’s classroom, opportunity for output is provided for the students to exercise their emergent language. Furthermore, feedback is given to indicate learners’ incorrect forms of the language, leading them to notice the form of language they need to work on. Knowing a word involves the identification of form, meaning, and use. In lexicon learning, it is important for teachers to the build semantic fields of the words. Attaining this, as Vivian showed, it is helpful to provide input with visual aids to enhance learners’ conceptualization of a particular word.

A Study of Learners in Information Retrieval System in Relation to Learning Parameters

2018 ◽  
Vol 6 (6) ◽  
pp. 246
Author(s):  
C P Pavan Kumar Hota ◽  
V Leela Prasad
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Analytics ◽  
Cognitive Theory ◽  
Learning Theories ◽  
Modern Approach ◽  
Learning Evaluation ◽  
Course Work ◽  
Good Grade ◽  
Teaching Learning

For the last few years, education methodologies are drastically changing as per leaner’s needs. In the current competitive environment, if a learner wants to achieve a good grade in their course work the learner should focus on various parameters as per their learning style. In this paper, we focused mainly on learner-centric approach rather than teacher-centric approach. Learner -centric approach facilitates the leaner to involve in the teaching learning process. In this approach, educationist considers learning curricula, learning theories, learning styles, learning models, learning methods, and learning evaluation to understand learner’s effectively. Educationist can track the involvement of the learner and their progress by various approaches, but learning analytics is a modern approach to understand, focus and analyze learner’s easily with available tools and technologies. In this paper, we focused on learning analytics approach with a group of learners to understand their ability of learning based on cognitive theory and able to find slow and fast  learners.

scholarly journals Método General para la Detección de Imágenes Alteradas Utilizando Técnicas de Compresión

2018 ◽  
pp. 15-24
Keyword(s):  
Image Analysis ◽  
Kolmogorov Complexity ◽  
Rate Distortion ◽  
Digital Information ◽  
Visual Examination ◽  
Image Detection ◽  
Audio Video ◽  
Automated Methods ◽  
Original Information ◽  
General Method

Método General para la Detección de Imágenes Alteradas Utilizando Técnicas de Compresión A General Method Based on Data Compression for Manipulated Image Detection Avid Roman-Gonzalez1, 2, Camilo J. Reynaga-Cardenas2 y Cristhian Ganvini-Valcarcel2 1 TELECOM ParisTech, 46 rue Barrault, 75013 – Paris, France 2 Universidad Andina del Cusco DOI: https://doi.org/10.33017/RevECIPeru2013.0003/ Resumen En la actualidad, con el incremento desmedido de la cantidad de información digital, ya sea texto, audio, video o imágenes y el avance acelerado de la tecnología; es muy fácil poder realizar algunas alteraciones en este tipo de datos, alteraciones que pueden ser o no visibles. Estas alteraciones pueden tener diferentes objetivos, como por ejemplo el de introducir una marca de agua para proteger los derechos de autor, o para introducir un mensaje oculto que se desea enviar en secreto, también están las alteraciones en adicionar o remover algún tipo de información para alterar la información original con algún propósito ya sea bueno o malo. Frente a todas estas diversas posibilidades de alteración que muchas veces no pueden ser detectadas a simple vista; pues se hace necesario el desarrollo e implementación de métodos automáticos que nos permitan identificar si un dato fue alterado o no. En el presente trabajo nos enfocaremos netamente en la detección de imágenes alteradas o manipuladas. Descriptores: Análisis de imágenes, watermarking, esteganalisis, falsificación de imágenes, rate-distortion, complejidad de Kolmogorov, detección. Abstract Currently, with the excessive increase in the amount of digital information, whether text, audio, video or images and the acceleration of technology, it is very easy to make some alterations in this type of data that can be visible or not. These alterations may have different objectives, such as introducing a watermark to protect the copyright, or to enter a hidden message to be sent in secret, also alterations to add or remove any information for alter the original information for any purpose, whether good or bad. Faced with all these different possibilities of alterations that often cannot be detected by a simple visual examination; that is why it is necessary to develop and implement automated methods that allow us to identify when a data is altered. In this paper we focus only on the detection of altered or manipulated images. Keywords: Image analysis, watermarking, steganalysis, image fakery, rate-distortion, Kolmogorov Complexity, detection

scholarly journals ISLAMIC EDUCATION DYNAMIC IN THE EPISTEMOLOGY OF LEARNING THEORY

2017 ◽  
Vol 5 (2) ◽  
pp. 289-306
Author(s):  
Ava Swastika Fahriana
Keyword(s):  
Learning Theory ◽  
Learning Process ◽  
Cognitive Theory ◽  
Close Association ◽  
Islamic Education ◽  
Learning Theories ◽  
Ability To Act ◽  
Process Learning ◽  
Strategic Role ◽  
And Behavior

Abstract This article aims to explore new epistemological paradigm of Islamic education of qodrati potency-based learning. The development of various views, understandings and theories about the learning process is essentially tge development of the essence of the learning process, along with the demands of the development of society where the learning process itself takes place. It is undeniable that today globalization era will always go on with the increasing complexity of society's need for educational graduates who are expected to have complete capabilities in various fields. Historically, it has been has noted that there are many changes and developments in the world of education, both related to the management of education and learning process. Learning theories that have been used and continue to develop include behaviorism, connectionism, and classical habituation, and behavior habituation, habituation of close association, cognitive theory, and social learning theory. The ongoing changes in society require that every graduate of a school has the ability to act, learn and manage its own future independently by integrating the best elements of successful systems. Meanwhile, Islamic epistemology has a very strategic role in the effort to combine and choose the various approaches of learning so that the learning pattern leads to the development of the potential qodrati of learning participants. Thus, educational objectives can be reached through potential qodrati-based learning. ملخص يهدف هذا البحث إلى التعمق في البحث عن نظرية المعرفة الجديدة في التربية الإسلامية المعتمدة على الكفاءة الطبيعي. إن ديناميكية ميلاد ونمو مختلف الأنظار والمفاهيم والنظريات في عملية التعليم هي إكمال لعملية التعليم وفقا لمتطلبات تطور المجتمع موضع عملية التعليم نفسه. ومما لاينكر اليوم أن متطلبات العولمة لا يمكن دفعها مع كثرة حاجات المجتمع تجاه خريجي المؤسسات التربوية الذين يملكون الكفاءات المتكاملة في كل المجالات. وقد سجل التاريخ أن عالم التعليم حدثت فيه تغييرات وتطورات كثيرة، سواء كانت تتعلق بإدارة أم بعملية التعليم. ومن النظريات المستخدمة التي تحدث فيه التغييرات هي: السلوك، والترابط، وتعويد السلوك العملي، وتعويد ارتباط وثيق، ونظرية معرفية، ونظرية التعليم الاجتماعي. إن حدوث التغييرات المستمرة في المجتمع يطالب كل الخريجين في المدارس أن يكون لهم كفاءة في العمل والتعلم وإدارة المستقبل بأنفسهم باتخاذ أحسن العناصر من النظم الناجحة. ومن ناحية، فإن نظرية المعرفة الإسلامية لها دور استراتيجي في محاولة اختيار مقاربة التعليم حتى وجد نمط التعليم الذي يتجه إلى تنمية كفاءة طبيعية للطلبة. ومن ذلك، يمكن تحقيق أهداف التعليم عن طريق التعليم المبني على تنمية الكفاءة الطبيعية. Abstrak Artikel ini bertujuan mendalami pembahasan tentang kajian epistemologis paradigma baru pendidikan Islam dalam pembelajaran berbasis potensi qodrati. Dinamika lahir dan tumbuhnya berbagai pandangan, paham dan teori tentang proses pembelajaran pada hakikatnya merupakan penyempurnaan esensi proses pembelajaran, seiring dengan tuntutan perkembangan masyarakat tempat berlangsungnya proses pembelajaran itu sendiri. Tak dapat dipungkiri bahwa dewasa ini, tuntutan era globalisasi semakin ta terbendung dengan semakin kompleksnya kebutuhan masyarakat akan lulusan dunia pendidikan yang diharapkan memiliki kemampuan yang komplit di berbagai bidang. Sejarah telah mencatat bahwa banyak terjadi perubahan dan perkembangan di dunia pendidkan, baik yang berkaitan dengan manajemen pendidikan maupun proses pembelajarannya. Teori-teori belajar yang selama ini digunakan dan terus mengalami pengembangan diantaranya yaitu behaviorisme, koneksionisme, pembiasaan klasik, pembiasaan perilaku proses, pembiasaan asosiasi dekat, teori kognitif, dan teori belajar sosial. Terjadinya perubahan terus menerus dalam masyarakat mengharuskan setiap lulusan sekolah memiliki kemampuan dalam bertindak, belajar dan mengatur masa depan sendiri secara mandiri dengan memadukan unsur-unsur terbaik dari sistem-sistem yang terbukti berhasil. Sementara itu, epistomologi Islam memiliki peran yang sangat strategis dalam upaya menggabungkan serta memilih berbagai pendekatan pembelajaran tersebut sehingga didapatkan pola pembelajaran yang mengarah pada pengembangan potensi qodrati peserta didk. Dengan demikian, tujuan pendidkan dapat dijangkau melalui pembelajaran berbasis potensi qodrati.

Theory Supporting Design Guidelines for Web-Based Instruction

2000 ◽  
pp. 102-117 ◽  
Author(s):  
Dorothy Leflore
Keyword(s):  
Cognitive Theory ◽  
Learning Theories ◽  
Gestalt Theory ◽  
Student Interactions ◽  
Web Based ◽  
Presentation Modes ◽  
Web Based Instruction ◽  
On Line ◽  
Based Instruction ◽  
The Web

More and more universities are turning to Web-based instruction in order to accommodate a larger student population. Much of the coursework available online follows the traditional packet type system that has been available for printed correspondence courses. The major difference has been synchronous and asynchronous communication, not just between the instructor and students but among the students. However, learning can be enhanced if attention is given to how the material to be learned is presented and how students are required to interact with and interpret the material. Learning theories can be used to provide sound guidelines for designing a variety of presentation modes and student activities online. Examples provided later in this chapter come from an on-line course in Learning Theories at North Carolina A & T State University which was designed and taught by Karen Smith-Gratto. A primary theory to consider is Gestalt theory because the main focus of Gestalt theorists was to explore perception and its relationship to learning. Smith-Gratto and Fisher (1998-99) stated “The screens rely heavily on the ‘visual perception’ of the learner” (p. 3). Consequently, the Laws of Perception should be the foundation for visually designing and evaluating the Web-based instructional page. Some of the Laws of Perception that would be beneficial in designing Web-based instructional pages are figure-ground contrast, simplicity, proximity, similarity, symmetry, and closure. In addition to the Laws of Perception, Gestalt theory can also provide guidance in the development of activities for students to engage in during the Web-based learning experience. While modern cognitive theory is in some respects an outgrowth of Gestalt theory, there are differences that can be exploited to provide additional approaches to Web-based instruction. There are several approaches from cognitive theory that can be used to help design what appears on the Web-based instructional page and help design student interactions. Cognitive mapping or webbing, concept attainment activities, and use of motivational graphics, animations and sounds are ways that cognitive theory can substantially contribute to the instruction. In addition to Gestalt and cognitive theory, constructivism can be drawn upon to create Web-based instructional activities that require students to approach learning in different ways. Guidelines for developing Constructivist based activities require that students be given active and engaging tasks that require more than minimal intellectual involvement. Examples of such tasks include student development of models and metaphors to explain what they are learning. Students can be provided with demonstration simulations that are not explained. Students are then required to explain what happened within the demonstration and construct definitions and explanations based upon what they observed. In addition to these types of activities, students can be required to participate in on-line problem solving activities both alone and with other students.

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