As multimedia gradually becomes more and more an integrated part of video conferencing systems, the use of multimedia integrated desktop video conferencing technology (MIDVCT) will open up new educational possibilities for synchronous learning. However, the possibilities and limitations of this technology must be clearly understood so that it can be used to maximize possible pedagogical benefits and reduce possible pedagogical limitations. This paper analyses the process of integrating MIDVCT in a first-year English language course, and offers insights into theoretical underpinnings of multimedia learning from two perspectives: the generative theory of multimedia learning and the cognitive overload theory. The data discussed in this paper have been drawn from a study which took place in a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analyzed according to a qualitative approach.
In the fall of 1999, we started, the Integrated Product Development- Collaborative Engineering ( IPD-CE) project as a first pilot. We experimented with modern communication technology in order to find useful tools for facilitating the cooperative work and the contacts of all the participants. Teams have been formed with engineering students from Lehigh University in the US, the Fontys University in Eindhoven, The Netherlands and from the Otto-von-Guericke University in Magdeburg, Germany. In the fall of 2000 we continued and also cooperated with the Finnish Oulu Polytechnic. It turned out that group cohesion stayed low (students did not meet in real life), and that Internet is not mature enough yet for desktop video conferencing. Chatting and email were in these projects by far the most important communication media. We also found out that the use of a Computer Support for Cooperative Work (CSCW) server is a possibility for information interchange. The server can also be used as an electronic project archive. Points to optimise are: 1. We didn't fully match the complete assignments of the groups; 2. We allowed the groups to divide the work in such parts that those were developed and prototyped almost locally; 3. We haven't guided the fall 2000 teams strong enough along our learning curve and experiences from previous groups. 4. We didn't stick strong enough to the, by the groups developed, protocols for email and chat sessions. 5. We should facilitate video conferencing via V-span during the project to enhance the group performance and commitment.
Natalie Bookchin’s work is synonymous with the Video Vortex network and the rise of YouTube. Whereas we got to know each other’s work in the turbulent net.art late nineties years, this particular story started with a DVD I got from Natalie, containing The Trip (2008), a video collection of early YouTube fragments, which Natalie reassembled into an imaginary travel around the globe, shot during car trips on all continents. What has always defined Natalie Bookchin’s work is her ability to recreate unity out of dispersed fragments. We, as users, may feel lost and desperate, but the artist gives us hope again that we can overcome distraction and senseless multi-tasking by creating an all-together new meta narrative that is human—again. This is database cinema as you always imagined it, overcoming the isolation of the individualized voice-as-image while paying respect to the unique status that each of us has.
MULTIFILE
![Does Science-Fiction predict [or change] the future?](https://publinova-harvester-content-acc.s3.amazonaws.com/thumbnails/files/previews/pdf/20240409032611351692.adbf7edd-9619-4d0e-9a17-e0e7096adc7f-thumbnail-400x300.png)