Sunday, November 8, 2009

Multimedia Design - important readings

References at end of article: Patricia Deubel, Ph.D. March, 2003

http://www.ct4me.net/multimedia_design.htm



Atkins, M.J. (1993). Theories of learning and multimedia applications: An overview. Research Papers in Education, 8(2), 251-271.



Ausubel, D. (1960). The use of advanced organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267-272.



Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.



Burton, J.K., Moore, D.M., & Magliano, S.G. (1996). Behaviorism and instructional technology. In D.H. Jonassen (Ed.), Handbook for research for educational communications and technology (pp. 46-73). New York: Simon & Schuster Macmillan. ISBN: 0028646630



Clark, J.M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-170.



Cognition and Technology Group at Vanderbilt (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70.



Dick, W. (1996). The Dick and Carey model: Will it survive the decade? Educational Technology Research and Development, 44(3), 55-63.



Dick, W. (1997). Better instruction design theory: Process improvement or reengineering? Educational Technology, 37(5), 47-50.



Dick, W., Carey, L., & Carey, J. (2001). The systematic design of instruction (5th ed.). New York: Addison, Wesley and Longman.



Duffy, T.M., & Cunningham, D.J. (1996). Constructivism: Implications for the design and delivery of instruction. In D.H. Jonassen (Ed.), Handbook for research for educational communications and technology (pp. 170-198). New York: Simon & Schuster Macmillan.



English, R.E., & Reigeluth, C.M. (1996). Formative research on sequencing instruction with the elaboration theory. Educational Technology Research and Development, 44(1), 23-42.



Gagné, B., Briggs, L., & Wager, W. (1992). Principles of instructional design (4th ed.). New York: Harcourt Brace Jovanovich.



Hannafin, M., Hannafin, K., Hooper, S., Rieber, L., & Kini, A. (1996). Research and research with emerging technologies. In D.H. Jonassen (Ed.), Handbook for research for educational communications and technology (pp. 378-402). New York: Simon & Schuster Macmillan.



Hannafin, M.J., Hill, J., & Land, S. (1997). Student-centered learning and interactive multimedia: Status, issues, and implications. Contemporary Education, 68(2), 94-99.



Hannafin, M.J., & Hooper, S. (1989). An integrated framework for CBI screen design and layout. Computers in Human Behavior, 5(3), 155-165.



Herrington, J., & Standen, P. (2000). Moving from an instructivist to a constructivist multimedia learning environment. Journal of Educational Multimedia and Hypermedia, 9(3), 195-205.



Hoffman, S. (1997). Elaboration theory and hypermedia: Is there a link? Educational Technology, 37(1), 57-64.



Jackson, S., Krajcik, J., & Soloway, E. (1998). The design of guided learner-adaptable scaffolding in interactive learning environments. [Online]. Available: http://www.si.umich.edu/UMDL/CHI98paper.pdf [Note URL updated Jan. 26, 2009.]



Jackson, S., Stratford, S., Krajcik, J., & Soloway, E. (1995). Model-It: A case study of learner-centered software design for supporting model building. In Proceedings of the Working Conference on Technology Applications in the Science Classroom. 1995. Columbus, OH: The National Center for Science Teaching and Learning. [Note citation updated Jan. 26, 2009.]



Jonassen, D.H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), 5-14.



Jones, M., Farquhar, J., & Surry, D. (1995). Using metacognitive theories to design user interfaces for computer-based learning. Educational Technology, 35(4), 12-22.



Keller, J.M., & Song, S.H. (2001). Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation. Educational Technology Research and Development, 49(2), 5-22.



Kenworthy, N. (1993). When Johnny can't read: Multimedia design strategies to accommodate poor readers. Journal of Instruction Delivery Systems, 7(1), 27-30.



Kurkjian, C. (1999). Electronic environments supporting literacy learning: A conversation with David Rose. The New England Reading Association Journal, 35(3), 18-25.



Litchfield, B. (1993). Design factors in multimedia environments: Research findings and implications for instructional design. Paper. Annual Meeting of the American Educational Research Association. Atlanta, GA, April 12-16: American Education Research Association. (ERIC Document Reproduction Service No. ED 363268).



Mayer, R.E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.



Mayer, R.E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312-320.



McFarland, R.D. (1995). Ten design points for the human interface to instructional multimedia. T.H. E. Journal, 22(7), 67-69.



Merrill, M.D. (1999). Instructional transaction theory: Instructional design based on knowledge objects. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.



Merrill, M.D., & ID2 Research Group (1996). Instructional transaction theory: Instructional design based on knowledge objects. Educational Technology, 36(3), 30-37.



Milheim, W.D., & Martin, B.L. (1991). Theoretical bases for the use of learner control: Three different perspectives. Journal of Computer-Based Instruction, 18(3), 99-105.



Orr, K.L., Golas, K.D., & Yao, K. (1994, Winter). Storyboard development for interactive multimedia training. Journal of Interactive Instruction Development, 18-29.



Park, I., & Hannafin, M.J. (1993). Empirically-based guidelines for the design of interactive multimedia. Educational Technology Research and Development, 41(3), 63-85.



Pisha, B., & Coyne, P. (2001). Smart from the start: The promise of universal design for learning. Remedial and Special Education, 22(4), 197-203.



Rodriques, 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.



Shuell, T. (1986). Cognitive conceptions of learning. Review of Educational Research, 56(4), 411-436.



Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1991). Cognitive flexibility, constructivism and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology, 31(5), 24-33.



Stemler, L.K. (1997). Educational characteristics of multimedia: A literature review. Journal of Educational Multimedia and Hypermedia, 6(3,4), 339-359.



Szabo, M., & Kanuka, H. (1999). Effects of violating screen design principles of balance, unity, and focus on recall learning, study time, and completion rates. Journal of Educational Multimedia and Hypermedia, 8(1), 23-42.



Tergan, S. (1997). Multiple views, contexts, and symbol systems in learning with hypertext/hypermedia: A critical review of research. Educational Technology, 37(4), 5-18.



Thibodeau, P. (1997). Design standards for visual elements and interactivity for courseware. T.H.E. Journal, 24(7), 84-86.



Vilamil-Casanova, J., & Molina, L. (1996). An interactive guide to multimedia. IN: Que Education and Training (pp. 124-129). ISBN: 1575760665.



Wild, M., & Quinn, C. (1998, January). Implications of educational theory for the design of instructional multimedia. British Journal of Educational Technology, 29, 73-82.



Willis, J. (1995). A recursive, reflective instructional design model based on constructivist-interpretivist theory. Educational Technology, 30(6), 5-23.



Willis, J. (2000). The maturing of constructivist instructional design: Some basic principles that can guide practice. Educational Technology, 40(1), 5-16.



Willis, J., & Wright, K.E. (2000). A general set of procedures for constructivist instructional design: The new R2D2 model. Educational Technology, 40(2), 5-20.



Winn, W., & Snyder, D. (1996). Cognitive perspectives in psychology. In D.H. Jonassen (Ed.), Handbook for research for educational communications and technology (pp. 112-142). New York: Simon & Schuster Macmillan.