One of the main shortcomings of multimedia in open learning environments is the use of monitors. The monitor as currently supplied with the personal computer originates from the world of television and video. Television equipment is extremely suitable for the transmission of one-way messages and also for the presentation of film, video and speakers ('talking heads'). It is also suitable for giving instruction and showing other educational programmes. But the monitor is built as a one-way message medium. Pictures and images are presented but disappear as soon as other pictures are presented. Thus, a certain measure of short and long memory is required as well as the interpretation of the data and so it remains a linear medium. The organisation of the monitor display is a constant worry in open learning and working environments, because in practice it is continually changing. This article analyses these shortcomings and describes some solutions according to the concepts and theories of Min, Koopal, Gritter, Struyker Boudier, Coleman, Miltenburg and Van Schaick Zillesen, developed over the last decade.
|Number of pages||7|
|Journal||British journal of educational technology|
|Publication status||Published - 1994|