1. Capabilities of Multimedia/Hypermedia
(1) Integrating Several Types of Media/Message
(2) Interacting Between Media and Learner
(3) Non-structured Information from the learner's Point of View
(4) Expanding Information Concerned
2. Significance of Multimedia/Hypermedia in Education
(1) Convenience and Utilization of Accumulation of Information
(2) A Better Medium for Divergent Thinking
(3) Realization of Adaptive individualized-learning
(4) A New Alternative Approach to Solve the Teaching-Learning Process
Since the Multimedia/Hypermedia looks like "non- structured" from
individual learner's point of view, he "interacts" with media/message as
he may think or in such a manner discussed in education as one of the
critical issues, ATI or TTTI.
At the same time, the Multimedia/Hypermedia will promote "divergent
learning" which is one of the key/fundamental factors of problem-solving
and creative thinking, and also it will realize the "adaptive individualized-
learning", which is characterized by the facts that each learner proceeds
his learning by "extending" information with his own learning style based
on his interest and its concerned and by "organizing" information represented
by "customization" or collecting and editing information in his own way, to
"accumulate a series of data proceeded" in the computer.
3. Components of Multimedia/Hypermedia
(1) TEXT (Hypertext)
(2) VISUALS (Hypervisuals)
(3) GRAPHICS (Hypergraphics)
(4) SOUND
with NODE-LINK fashion with BUTTONs utilizing Variety of SYMBOL SYSTEMs and
INFORMATION
4. APPROACH TO LEARNING
(1) Re-organization of Knowledge-scheme
(2) Learning based on Cognitive Psychology
Adaptive Learning, ATI (TTTI)
(3) Promotion of Divergent Thinking
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Development of Digital Technology and Computers in Education
1960s Computing/Numercalprocessing
1970s Wordprocessing/Characterprocessing
1980s Imageprocessing
1990s Media Control
Renewal/Updated: Monday, 12-May-97 21:44:22