多媒體在教學設計中的形式、迷思和趨勢探討

Prevalent Formats, Philosophical Issues and Trends in Interactive Multimedia Learning Systems

傳播科技日新月異，改變了今人生活的面貌，尤其是互動式多媒體更扮演了革命性的角色。在教學才面，其與多銀幕與多影像互有界定模糊之虞。目前在台灣一般多媒體是泛指以下六種型態一、多影像幻燈放映二、單一錄影機放映三、多部錄影機放映四、綜合性放映五、電腦多媒體六、整合媒體放映。電腦互動多媒體已蔚為教媒主流，而客觀論者與建構論者又仁智互見各自擁有不同理念與做法。其環境可分類為處方、民主與控制三種，在教學設計方面就有練習與控制的分別。回饋可以預見及糾正錯誤。為多媒體主要特色之一，使其雙向溝通之機能更加完備。合作學習更彌補了電腦學習的孤立性，使群育在教學目標中不致遺珠，加強了互賴性、互動性和責任心。互動多媒體在學習上的限制和迷思都可經由週密的教學設計來預防或彌補。在21世紀教育與傳播的講台和舞台上多媒體仍將是視覺的焦點。既然不能以昨日之媒體來教育明天的學生，那麼對於多媒體的關注，應當是每一人教育工作的責任。

For more then 10 years multimedia have been widely used for educational and commercial purposes. A successful multimedia learning program is able to efficiently and effectively provide learners with massive information, produce astonishing audio-visual effects, and make the information transformation very impressive. This article discusses prevalent formats, philosophical directions and recent trends toward designing interactive multimedia learning environments. These formats include slide Multi-Image, Video, Multivideo, Extravaganza, Computer, include slide Multi-Media, and Integrated Media Projects. Philosophical issues include objectivist and constructivist orientations, prescriptive, Democratic and Cybernetic Environments.Learner practice and control in multimedia, feedback and cooperative Learning strategies, supports learning by providing information to learners about their performance and a high degree of equality and mutuality. The maturation of research in multimedia Learning offers exciting opportunities to instructional designers. Many of the limitations may be minimized by careful instructional systems design.