Core Principles of Educational Multimedia

2011 ◽  
pp. 130-136
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
World War Ii ◽  
Learning Experience ◽  
Instructional Television ◽  
Computer Assisted ◽  
Sound Motion ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Assisted Instruction ◽  
Computer Resources

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted throughout the 1930s, as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s but had little impact, due mainly to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it wasn’t until the 1980s that computers began to make a major impact on education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000).

Core Principles of Educational Multimedia

2008 ◽  
pp. 17-24
Author(s):  
G. Torrisi-Steele
Keyword(s):  
World War Ii ◽  
Learning Experience ◽  
Instructional Television ◽  
Computer Assisted ◽  
Sound Motion ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Assisted Instruction ◽  
Computer Resources

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted throughout the 1930s, as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s but had little impact, due mainly to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it wasn’t until the 1980s that computers began to make a major impact on education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000).

Core Principles of Educational Multimedia

2011 ◽  
pp. 1354-1361
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
World War Ii ◽  
Learning Experience ◽  
Instructional Television ◽  
Computer Assisted ◽  
Sound Motion ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Assisted Instruction ◽  
Computer Resources

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted throughout the 1930s, as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s but had little impact, due mainly to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it wasn’t until the 1980s that computers began to make a major impact on education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000).

Theoretical Foundations for Educational Multimedia

2009 ◽  
pp. 1391-1398
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Educational Institutions ◽  
Cd Rom ◽  
Storage Devices ◽  
Educational Multimedia ◽  
Sound Motion ◽  
Multimedia Technologies ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Audio Video

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which time school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted through the 1930s as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s, but had little impact, mainly due to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it was not until the 1980s that computers began to make a major impact in education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000). Since the 1990s, there have been rapid advances in computer technologies in the area of multimedia production tools, delivery, and storage devices. Throughout the 1990s, numerous CD-ROM educational multimedia software was produced and was used in educational settings. More recently, the advent of the World Wide Web (WWW), together with the emergence of mobile devices and wireless networking, has opened a vast array of possibilities for the use of multimedia technologies and associated information and communications technologies (ICT) to enrich the learning environment. Today, educational institutions are investing considerable effort and money into the use of multimedia. The use of multimedia technologies in educational institutions is seen as necessary for keeping education relevant to the twenty-first century (Selwyn & Gordard, 2003). The term “multimedia” as used in this article refers any technologies which make possible “the entirely digital delivery of content presented by using an integrated combination of audio, video, images (twodimensional, three-dimensional) and text” along with the capacity to support user interaction (Torrisi-Steele, 2004, p. 24). Multimedia may be delivered on computer via CD-ROM, DVD, the Internet, or on other devices such as mobile phones and personal digital assistants, or any digital device capable of supporting interactive and integrated delivery of digital audio, video, image, and text data. The notion of interaction in educational multimedia may be viewed from two perspectives. First, interaction may be conceptualised in terms of “the capacity of the system to allow individual to control the pace of presentation and to make choices about which pathways are followed to move through the content; and the ability of the system to accept input from the user and provide appropriate feedback to that input” (Torrisi- Steele, 2004, p. 24). Second, given the integration of multimedia with communication technologies, interaction may be conceptualized as communication among individuals (teacher-learner and learner(s)-learner(s)) in the learning space that is made possible by technology (e-mail, chat, video-conferencing, threaded discussion groups, and so on).

A Look Back: Computers in the classroom, as covered in Kappan

2021 ◽  
Vol 102 (6) ◽  
pp. 6-7
Author(s):  
Teresa Preston
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Look Back ◽  
The 1960S ◽  
Assisted Instruction

The potential of computers to transform schools has been a significant concern of educators since at least the 1960s. Teresa Preston explores how Kappan authors covered the computer age, beginning with explorations of computer-assisted instruction in the 1960s and continuing through the development of microcomputers in the 1980s. Although authors had great hopes for how computers could provide more engaging and individualized experiences, they also acknowledged that implementing technology would not be easy and that changes might be more gradual than technology advocates hoped.

Margaret A. Simons, Rebel at Heart

2021 ◽  
Vol 31 (2) ◽  
pp. 317-335
Author(s):  
Margaret A. Simons ◽  
Erika Ruonakoski
Keyword(s):  
Civil Rights ◽  
Political Activism ◽  
Simone De Beauvoir ◽  
Women’S Liberation ◽  
Male Dominated ◽  
Liberation Movements ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Radical Ideas

Abstract In this interview, Margaret A. Simons describes her path to philosophy and existentialism, her struggles in the male-dominated field in the 1960s and 1970s, and her political activism in the civil rights and women’s liberation movements. She also discusses her encounters with Simone de Beauvoir and Beauvoir’s refusal to own her philosophical originality, suggesting that Beauvoir may have adopted a more conventional narrative of a female intellectual to circumvent the public’s resistance to her radical ideas in the 1950s.

Against Gentility

2020 ◽  
pp. 45-58
Author(s):  
William Wootten
Keyword(s):  
Concentration Camps ◽  
British Society ◽  
Nuclear War ◽  
The 1950S ◽  
1960S And 1970S ◽  
Formed Part ◽  
The 1960S

This chapter considers works emerging from the poetic movement which formed part of a much larger picture of progression from small pockets of anti-gentility in British society and culture in the 1950s to the much more pervasive societal shift of the 1960s and 1970s. Gentility was not simply repression by politeness, it was connected to the repressions of the culture at large: the emotional and social repression of ‘libido’ or ‘evil’, ‘two world wars’, ‘concentration camps’, ‘genocide’, ‘the threat of nuclear war’. A poet needs to confront ‘the fears and desires he does not wish to face’ and gentility serves to hide from this.

Dupain, Maxwell Spencer (1911–1992)

2018 ◽  
Author(s):  
Helen Ennis
Keyword(s):  
World War Ii ◽  
Subject Matter ◽  
Technical College ◽  
World War ◽  
Entire Life ◽  
Sharp Focus ◽  
Man Ray ◽  
1960S And 1970S ◽  
The 1960S

Australian photographer Max Dupain distinguished himself as a professional and artistic presence from the 1930s well into the 1970s. His earliest works were in the Pictorialist style, but by the mid-1930s he had become an ardent modernist—using sharp focus, bold and geometric compositions, and contemporary subject matter. Dupain was strongly influenced by vitalist philosophy, the work of Australian artist Norman Lindsay, the photography of Man Ray, Margaret Bourke-White, and Edward Steichen, as well as writer D.H. Lawrence. The son of Ena and George Dupain, Max Dupain lived in Sydney his entire life. He joined the studio of Cecil Bostock in 1930, taking night classes at East Sydney Technical College and the Julian Ashton School of Art. In 1934 he opened his own studio and quickly established his reputation in fashion, advertising, and celebrity portraiture. After World War II he reoriented his practice towards industry and government assignments, favoring a documentary approach. During the 1960s and 1970s, he specialized in architectural photography. Dupain’s photography is distinguished by its physicality and embrace of Australian sunlight and conditions (as seen in Sunbaker, his best-known work). He also regularly wrote on photography, contributing spirited reviews to the Sydney Morning Herald. His work was widely exhibited and published and is held in numerous public collections.

‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms

2019 ◽  
Vol 36 (02) ◽  
pp. 155-171 ◽  
Author(s):  
Christine Carroll
Keyword(s):  
World War Ii ◽  
Music Education ◽  
Popular Music ◽  
Curriculum Reform ◽  
School Curriculum ◽  
Secondary Classrooms ◽  
Western Art ◽  
1960S And 1970S ◽  
The 1960S ◽  
Senior Secondary

AbstractThis article examines curriculum and practice in Australian secondary classroom music education, in order to trace the inclusion of, and provision for, students with learning orientations based on popular music forms. A 60-year period of curriculum reform, matriculation statistics and literature is surveyed with a focus on the state of New South Wales (NSW), where the ‘non-literate’ student musician was first acknowledged in curriculum documents dating from the late 1970s at the senior secondary level (Music Syllabus Year 11 and 12: New 2 Unit A Course. Draft Document). Three overlapping eras frame discussion. The first discusses the original post–World War II school curriculum established for Western art music (WAM); the second discusses the period of curriculum reform beginning in the 1960s and 1970s, which leads to the inclusion of popular music at junior secondary levels; and the third is the present era from roughly 1980 onwards, where separate pathways of instruction are maintained for WAM and students with interests in popular and contemporary musics. Legitimation Code Theory (LCT) from the sociology of education is employed, with analysis unveiling a series of historic code shifts and clashes with implications for present practice. An unveiling of these codes explains the cause of ongoing tensions surrounding the inclusion of popular music and musicians in Australian music classrooms and provides foundation for much-needed curriculum development in the NSW context, and potentially elsewhere, where similar dynamics underpin practice in secondary classrooms.

The Movement for Japanese American Redress

2019 ◽  
Author(s):  
Megan Asaka
Keyword(s):  
World War Ii ◽  
Civil Liberties ◽  
Japanese Americans ◽  
Japanese American ◽  
World War ◽  
1960S And 1970S ◽  
The Government ◽  
The 1960S ◽  
The Cold War ◽  
Redress Movement

The Japanese American Redress Movement refers to the various efforts of Japanese Americans from the 1940s to the 1980s to obtain restitution for their removal and confinement during World War II. This included judicial and legislative campaigns at local, state, and federal levels for recognition of government wrongdoing and compensation for losses, both material and immaterial. The push for redress originated in the late 1940s as the Cold War opened up opportunities for Japanese Americans to demand concessions from the government. During the 1960s and 1970s, Japanese Americans began to connect the struggle for redress with anti-racist and anti-imperialist movements of the time. Despite their growing political divisions, Japanese Americans came together to launch several successful campaigns that laid the groundwork for redress. During the early 1980s, the government increased its involvement in redress by forming a congressional commission to conduct an official review of the World War II incarceration. The commission’s recommendations of monetary payments and an official apology paved the way for the passage of the Civil Liberties Act of 1988 and other redress actions. Beyond its legislative and judicial victories, the redress movement also created a space for collective healing and generated new forms of activism that continue into the present.

scholarly journals Government vs opposition voting in the Finnish parliament Eduskunta since World War II

2013 ◽  
Vol 2 (1) ◽  
pp. 41 ◽  
Author(s):  
Antti Pajala
Keyword(s):  
World War Ii ◽  
Political Party ◽  
Random Order ◽  
The Political ◽  
World War ◽  
Parliamentary System ◽  
1960S And 1970S ◽  
The Government ◽  
The 1960S ◽  
Insight Into

In a parliamentary system it is by definition justified to assume the government parties voting almost always in a unitary manner in plenary votes. In a multiparty system it is, however, hard to predict how the opposition groups vote. Few studies analysing government-opposition voting in the Finnish parliament Eduskunta were published during the 1960s and 1970s. This study provides similar analyses regarding the parliamentary years of 1991-2012. Combined the studies provide an insight into the government-opposition relations since World War II. The results show that before the 1990s the government-opposition division in plenary votes appeared rather clear and the political party groups’ positions followed the traditional left-right dimension. Since the 1990s, the government-opposition division has become greater. The governing coalition acts almost as a bloc while the opposition groups are divided into moderate and hard opposition. The opposition groups, however, appear in a more or less random order. Consequently, since the 1990s the left-right dimension has disappeared with respect to plenary voting.

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