The Interpretive Zone between Software Designers and a Science Educator: Grounding Instructional Multimedia Design in Learning Theory
Journal of Research on Computing in Education Volume 33, Number 1, ISSN 0888-6504
Provides insight into the interpretative process between instructional designers' practice and a science educator's requirements. Suggests that grounding multimedia design in constructivist philosophy is problematic for two main reasons: interpretation and shared understanding of terms, and limits with respect to the technology. Reports a collaborative venture, guided by constructivist philosophy, between researchers and designers in producing a CD-ROM for 14- and 15-year-old students. (Contains 18 references.) (AEF)
Rodrigues, S. (2000). The Interpretive Zone between Software Designers and a Science Educator: Grounding Instructional Multimedia Design in Learning Theory. Journal of Research on Computing in Education, 33(1), 1-15.
Cited ByView References & Citations Map
Patricia Deubel, Educational Consultant,Ohio, United States
Journal of Educational Multimedia and Hypermedia Vol. 12, No. 1 (2003) pp. 63–90
Andy Hede, University of the Sunshine Coast, Australia
Journal of Educational Multimedia and Hypermedia Vol. 11, No. 2 (2002) pp. 177–191
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