As IT structures gradually extend, we should consider the efficacy of using multimedia in learning processes. In particular, we might reflect on the concept of the virtual workshop. The question of whether virtual instruction corresponds to real learning becomes significant above all when technology makes available increasingly sophisticated tools. The same question becomes even more important when instruction and learning are based on “learning by doing”. The growth in the quantity and quality of both IT and multimedia methods and technologies fuel questions not on how to create such tools, but on how to make them effective in the teaching context. Software design tools can be simulated just as environments for using complex machinery can be simulated. The crucial question is how does this skill learning become the learning of expertise? In this scenario it is interesting to look at the concept of ontology and web semantics for the construction of virtual workshops. In particular, use of languages like OWL, RDF, XML, SMIL and SVG, which not only make it possible to create interactive environments for learning by doing, but also enable the generation of conceptual maps [1] that allow the highlighting of the structure of knowledge and hands-on in workshops. Consequently, not only learning but also knowledge can be simulated and this can be shared and enjoyed consistently with semantic criteria.
Multimedia: virtual instruction, real learning
POLETTI, Giorgio
2006
Abstract
As IT structures gradually extend, we should consider the efficacy of using multimedia in learning processes. In particular, we might reflect on the concept of the virtual workshop. The question of whether virtual instruction corresponds to real learning becomes significant above all when technology makes available increasingly sophisticated tools. The same question becomes even more important when instruction and learning are based on “learning by doing”. The growth in the quantity and quality of both IT and multimedia methods and technologies fuel questions not on how to create such tools, but on how to make them effective in the teaching context. Software design tools can be simulated just as environments for using complex machinery can be simulated. The crucial question is how does this skill learning become the learning of expertise? In this scenario it is interesting to look at the concept of ontology and web semantics for the construction of virtual workshops. In particular, use of languages like OWL, RDF, XML, SMIL and SVG, which not only make it possible to create interactive environments for learning by doing, but also enable the generation of conceptual maps [1] that allow the highlighting of the structure of knowledge and hands-on in workshops. Consequently, not only learning but also knowledge can be simulated and this can be shared and enjoyed consistently with semantic criteria.I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
