Multimedia Educational Pills (MEPs) for Corporate Training: Methodology and Cases

Giordani, Paolo; Cipriani, Elisa; Fabiano, Sara; Moroni, Chiara; Ravazzani, Silvia; Renzo, M. R. Di; Mormino, Sara

doi:10.1109/icalt.2012.141

Cited by 3 publications

(11 citation statements)

References 4 publications

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“…The other amounts of ER used in publications have values closer to each other, being 16.67% with four ER [Pande & Chandrasekharan, 2014;Plass et al, 2003;Neuwirth & Kaufer, 1989], 16.67% with five ER [Husted et al, 2014;Vainio et al, 2005;Vieira et al, 2017], 11.11% of the publications used three ER [Carlson et al, 1990;Davis et al, 2017] and, with 5.56% each, publications that used six [Tomlinson et al, 2020] or seven [Giordani et al, 2012] ER. When analyzing this data, it can be observed that there was a preference for a smaller number of ER involved in the multi-representational system.…”

Section: Number Of External Representationsmentioning

confidence: 92%

“…So, the articles used external representations that might be classified in one or more categories. Half of the publications [Hansen & Richland, 2020;Giordani et al, 2012;Plass et al, 2003;Coste et al, 2011;Begolli et al, 2018;Bodemer & Faust, 2006;Blanchard et al, 2020;Neuwirth & Kaufer, 1989;Vainio et al, 2005], did use ER, applying a combination of verbal-textual and visual-graphical representation. Some ER contained in these categories and used by the selected studies are text, descriptive audio, oral propositions, images, videos, photos, tables, and animations.…”

Section: Combination Of External Representationsmentioning

confidence: 99%

“…In this case, there were ER groups, with and without information redundancy, that made up each group. It was not possible to identify the form of distribution of information in 11.11% of the studies [Giordani et al, 2012;Vieira et al, 2017]. Although most articles redundantly present information, this form is only suggested when the information, in isolation, is unintelligible; otherwise, it is recommended to omit the redundancy.…”

Section: Distribution Of Information Between External Representationsmentioning

confidence: 99%

“…In 11.11% of the articles [Pande & Chandrasekharan, 2014;Begolli et al, 2018] the ER was presented sequentially, with the alternation being performed by the system itself, while in 16.67% of the articles [Husted et al, 2014;Huff et al, 2010;Schank & Hamel, 2004], this switching was performed by the user. Users were able to access the ER freely (in no defined order) in 16.67% of the studies [Giordani et al, 2012;Plass et al, 2003;Neuwirth & Kaufer, 1989]. A combination of sequencing possibilities was used in 16.67% [Hansen & Richland, 2020;Bodemer & Faust, 2006;Vainio et al, 2005].…”

Section: Presentation's Sequencing Of the External Representationsmentioning

confidence: 99%

“…The use of computers (notebook, PC, among others) was the predominant feature in the exhibition. Above all, 11 publications [Pande & Chandrasekharan, 2014;Husted et al, 2014;Plass et al, 2003;Coste et al, 2011;Bodemer & Faust, 2006;Carlson et al, 1990;Huff et al, 2010;Fan et al, 2016;Blanchard et al, 2020;Davis et al, 2017;Neuwirth & Kaufer, 1989] showed use of software on a desktop platform, while 6 publications [Hansen & Richland, 2020;Giordani et al, 2012;Tomlinson et al, 2020;Schank & Hamel, 2004;Vainio et al, 2005;Vieira et al, 2017] made use of software on a web platform.…”

Section: Technology Used In the Exhibitionmentioning

confidence: 99%

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Multiple external representations for executive functions: a systematic mapping study

Santiago

Oliveira²,

Pimentel³

2022

Anais Do XXXIII Simpósio Brasileiro De Informática Na Educação (SBIE 2022)

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The use of multiple external representations (MER) in the empowerment of executive functions (EF) was identified and characterized through a systematic mapping. EF are part of the human learning triad, contributing to the development of complex executive skills. Learners may have difficulty developing EF, and can benefit from MER. Data from 18 articles were extracted. Most MER systems used two external representations, verbal-textual and visual-graphical, through desktop applications. In relation to EF, the most considered component was working memory. We identified the need for further research that considers the effects of MERs on cognitive flexibility and inhibition, and the impact of mobile devices to the exhibition of MERs.

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Section: Number Of External Representationsmentioning

confidence: 92%

Section: Combination Of External Representationsmentioning

confidence: 99%

Section: Distribution Of Information Between External Representationsmentioning

confidence: 99%

Section: Presentation's Sequencing Of the External Representationsmentioning

confidence: 99%

Section: Technology Used In the Exhibitionmentioning

confidence: 99%

See 3 more Smart Citations

Multiple external representations for executive functions: a systematic mapping study

Santiago

Oliveira²,

Pimentel³

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Anais Do XXXIII Simpósio Brasileiro De Informática Na Educação (SBIE 2022)

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New Digital Challenges for Learning: Training on and by Means of Web 2.0 with Digital Natives Support

Ravazzani

Mormino

Amicucci

2013

2013 IEEE 13th International Conference on Advanced Learning Technologies

Self Cite

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This paper deals with the spreading challenges linked to web 2.0 and intergenerational differences in companies, which lead to changes also in learning and training methods. In particular, reverse coaching applied to web 2.0 and new technologies, involving digital natives, is presented -through a case study-as a valuable methodology to recognize hidden talent, improve leadership and behavioral skills, and enhance intergenerational learning processes.

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The Accessible Multimedia Educational Pills (Mep): A Format to Promote Inclusion in Corporate Digital Learning

2022

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)

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This paper describes a multimedia content delivery system for e-learning through an accessible, omni-channel, multimedia framework. In particular, the paper describes technical solutions and methods that make asynchronous training course accessible and inclusive without ever compromising its effectiveness and level of engagement. The format presented in this paper that is Multimedia Educational Pills aims at making online courses more pleasant and engaging for everyone, including people with disabilities. The accessibility aspects presented include features regarding both the framework and the contents of the learning pills.

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Multimedia Educational Pills (MEPs) for Corporate Training: Methodology and Cases

Cited by 3 publications

References 4 publications

Multiple external representations for executive functions: a systematic mapping study

Multiple external representations for executive functions: a systematic mapping study

New Digital Challenges for Learning: Training on and by Means of Web 2.0 with Digital Natives Support

The Accessible Multimedia Educational Pills (Mep): A Format to Promote Inclusion in Corporate Digital Learning

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