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The Interpretive Zone between Software Designers and a Science Educator: Grounding Instructional Multimedia Design in Learning Theory
ARTICLE

Journal of Research on Computing in Education Volume 33, Number 1, ISSN 0888-6504

Abstract

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)

Citation

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. Retrieved February 22, 2020 from .

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