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Journal of Educational Multimedia and Hypermedia

2002 Volume 11, Number 3


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Challenges of Being an Instructional Designer for New Media Development: A View from the Practitioners

    Scott Gibby, Ondrea Quiros, Elaine Demps & Min Liu, University of Texas-Austin, United States

    Students studying the field of instructional design, and soon-to-be practicing instructional designers, often learn about the field through well-planned curricula that is comprised of coursework of... More

    pp. 195-219

  2. An Introduction to Custom WebBrowsers for the Qualitative Study of Hypertext Navigation

    Patricia M. Boechler & Michael R.W. Dawson, University of Alberta, Canada; Kelvin R. Boechler, Saskatchewan Institute of Applied Science and Technology, Canada

    For the benefit of researchers new to custom programming, this article presents a discussion of the advantages of custom applications and an example of such a program with a description and... More

    pp. 221-235

  3. The Power of Peer Review In Multimedia Production

    Marlo Steed, University of Lethbridge, Canada

    Multimedia projects are opportunities to negotiate meaning through a variety of portrayals. However, too often multimedia projects are created with inadequate thought for how they will be perceived... More

    pp. 237-250

  4. Dimensions of Metaphor Consistency in Computer-Based Learning (CBL) Design: Lessons Learned from Project Justice Bao

    Der-Thanq Chen, University of Canterbury, New Zealand; Angela F. L. Wong, Nanyang Technological University, Singapore; Jackie J. F. Hsu, Cedar Valley College, United States

    Project Justice Bao is an endeavor to develop a multimedia instructional CD-ROM that utilizes computer technology to motivate students in learning the Chinese language. This article presents some... More

    pp. 251-266

  5. Animated Pedagogical Agents: An Opportunity to be Grasped?

    Geraldine Clarebout & Jan Elen, University of Leuven, Belgium; W. Lewis Johnson & Erin Shaw, University of Southern California, United States

    In open learning environments students are confronted with complex tasks. Learners have control over the environment and decide themselves over the use of support tools. However, research indicates... More

    pp. 267-286