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Autor/inn/en | Cattaneo, Alberto A. P.; van der Meij, Hans; Aprea, Carmela; Sauli, Florinda; Zahn, Carmen |
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Titel | A Model for Designing Hypervideo-Based Instructional Scenarios |
Quelle | In: Interactive Learning Environments, 27 (2019) 4, S.508-529 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1049-4820 |
DOI | 10.1080/10494820.2018.1486860 |
Schlagwörter | Instructional Design; Vignettes; Hypermedia; Interactive Video; Educational Strategies; Technology Integration; Notetaking; Tests; Computer Interfaces; Instructional Effectiveness; Computer Software; Cooperation; Vocational Education; Role Playing; Authentic Learning; Learner Controlled Instruction; Cognitive Style |
Abstract | In this article, we provide a conceptual model for the design of instructional scenarios integrating hypervideo as an instructional tool. The model provides a structural aid for making design decisions about using hypervideo in instruction. We start by introducing the theoretical rationale for hypervideo as a tool, exploiting three different interactivity functions. We then examine the cognitive and socio-cognitive theories that can inform the design and usage of hypervideo. Next, we present the instantiation of these functions and theories in a software interface, after which we present the model, which is based on the following two layers of design decisions: the first pertains to the interactivity features and the second is connected with the instructional strategy. Three main design steps are presented in the form of guidelines, corresponding to a preparation phase, a production phase, and a use phase. Finally, a set of cases exhibiting exemplary implementations of a hypervideo-based instructional scenario are described. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |