e integration
it is close to
ats interact.
1 at the time
f multimedia
'S in a digital
irect access
! changes in
video. '
formation is
' be studied.
, animation,
ly when the
jl of a set of
cterised as
the teaching
to organise
fectively be
portunity to
rmation into
ks between
r non-linear
ire 1).
vast amount
learning. The
information.
he user can
| application,
lates must
rowsing
Hypermedia
application is
). Each unit
progressive
degree of
difficulty (Figure 3). When the user logs into the system, he
may choose the module with which he wants to work. Before
exiting the program, the computer saves the user's status
(Luther 1994).
v
STUDENT |<
LOGIN
T
Y
NAVIGATION TOOL
4 Allows access to units
m already taught
Fi Does not allow access
E to units not already taught
i A A
SUBJECTS
| REVISION
v
ACCESS
TO GLOSSARY
Y
Figure 2: Structure of a CBT application
Within a subunit two different learning processes may be
distinguished: the presentation of information and the testing of
the degree of assimilation. In the first stage a certain topic is
presented using multimedia features. In the second stage, the
user has to answer questions put by the system. If the
answers are correct, the subunit is marked as completed, and
the user may continue. If the answers are wrong, the system
gives the opportunity to the user to review the subunit again
and be reexamined. Other more sophisticated systems
respond differently in wrong answers. Finally, the system
summarises the wrong answers and evaluates the user's effort
and degree of knowledge (Luther 1994).
This structure, which demands from the user to fill in the
questionnaire, ensures that the user will not be diverted from
the specific educational interest.
47
v
EVALUATE
ANSWER
on
P “ ™ ; a
y tnt eA ING
rt N.
«WRONG » ^ «CORRECT»
~~ N tae NC : Dr
Figure 3: Structure of an Educational Unit
Such a learning program may be developed either with the use
of standard programming languages (e.g. C, Pascal, Prolog),
or with an application generator or with an authoring software
(Hôhle 1994). The use of such tools, makes the development
of learning applications easier and faster. It is common place
that "life is too short to program in Assembly".
An extensive investigation of the market has been carried out
in order to assess the potential and determine the most
suitable of the available packages, which would be used. The
following three, with examples as at the beginning of 1994,
categories of software packages have been examined:
(a) Multimedia-capable presentation software packages
(e.g. CorelSHOW, Charisma, Freelance Graphics,
Harvard Graphics, Graphics Works etc.)
(b) Dedicated media integration software packages (e.g.
ACTION 2.5, ASTOUND 1.5, Q/MEDIA, MEDIA
BLITZ, HSC Interactive, COMPEL etc.)
(c) Professional multimedia development software or
Authoring packages (e.g. Authorware Professional,
Icon Author, Multimedia Toolbook, Hypercard etc.).
International Archives of Photogrammetry and Remote Sensing. Vol. XXXI, Part B6. Vienna 1996