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Discrepancies between theory and practice in using learning style in primary education: a lesson for adaptive hypermedia design
World Conference on Educational Multimedia, Hypermedia and Telecommunications(EDMEDIA)2005:1
World Conference on Educational Multimedia, Hypermedia and Telecommunications(EDMEDIA)2005:1
There is currently a discrepancy in the positive attitude of teachers who use learning style in their classrooms and those in the academic community who are highly critical of learning style theories and models. This study investigates the reasons...
There's Trouble in Paradise: Problems with Educational Metadata Encountered during the MALTED Project
World Conference on Educational Multimedia, Hypermedia and Telecommunications(EDMEDIA)2001:1
World Conference on Educational Multimedia, Hypermedia and Telecommunications(EDMEDIA)2001:1
This paper investigates the usability of educational metadata
schemas with respect to the case of the MALTED (Multimedia Authoring for
Language Teachers and Educational Developers) project at University College
London (UCL). The project aims to...
They Call It Learning Style But It's So Much More
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education(ELEARN)2004:1
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education(ELEARN)2004:1
The questions of how important a learner's 'learning style' is for the learning outcome needs to be investigated for learning environments: (1) for a didactically flexible design and possibly for an adaptation to the individual learner and (2) for a ...
Computer Support for Vicarious Learning
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education(ELEARN)2002:1
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education(ELEARN)2002:1
This paper investigates how computer support for vicarious learning can be implemented by taking a principled approach to selecting and combining different media to capture educational dialogues. The main goal is to create vicarious learning...