Introduction

If we take care of the origins of the term, this it appeared with the denomination of elements multimedia to make reference to the capacities of presentation of the personal computer when it ambien drug with images of natural color and digital sound.

The abbreviation of the term to multimedia generated certain confusion initial since it talked about simple means that it meant that was multiple. This has shown popularly when being spoken of instruction systems multimedia when they talked about to the use of average manifolds in a education-learning situation. Leaving these confusions back, between the avalanche of present definitions it exceeds what we can understand by multimedia we are going away to be with the definition of professor Bartholomew (1994: 41):

Next we are addiction ambien ambien drug try to synthesize the particular facilities that the use of programs multimedia can ambien drug to education. In this sense Willians and Brown ambien drug they identify a series of dimensions regarding the intrucción with IVD, that by its functional similarity we can also apply to education with multimedia.

The control of the student on the program

In ambien sale Education Attended by Ordenador (EAO), the control of the student talks about to the presence in the program of education of options ambien sale allow the students to make decisions and to assume some or even the total responsibility with respect to its formation. The control of the student usually is described like the ability to choose the rate, the sequence or content during a instruccional lesson. This allows the students to choose the rapidity, order or thematic who more adjust to their ambien sale needs and/or styles of learning. The control of the student has been considered like a positive and distinguishing addiction ambien of the EAO since it allows an individualisation of education through use of the interactive nature of the computers. Also evidences exist that cause that the opportunity is considered like motivante when offering to the student to design its own process of learning.

This capacity also has been used to explain the results of the application of the programs multimedia in education. A basic assumption in many of the investigations exceeds I SAW is that at least some users of this technology can determine better what they want and need to know and the best way to secure the understanding of the content. In theory. the individualized instruction is more able to adapt to several styles of learning (Kinzie and Berdel, 1990). Several theoreticians have indicated their reserves based empirically or on theoretical assumptions with respect to the pedagogical benefits of the control of the student in the instruction. These reserves are based on the belief that the students can be the best judges of the instruction that ambien drug ambien drug of whichever instruction do not need, when and to what taking care of in a given instruccional segment (Cinnamon-coloured, Baker, Taylor, Belland, and Dwyer, 1986:67).

The empirical results offer discrepant data: by a side some investigations have demonstrated the positive effects on the immediate and long term ambien drug of the control in the rate of learning ambien drug by the student (Milheim, 1990) like by the program (Tennyson and others, 1985). Also, with respect to the effects on the time ambien sale accomplishment of the task, indications exist to think that ambien sale it decreases when control to the student is provided to him especially on its rate of learning (Milheim, 1990) when the student has previous knowledge of the material.

Product addiction ambien this multitude of investigations centered in the control of the student in addiction ambien of the control of the program, has addiction ambien developed constructo psychological (control style) that ambien sale addiction ambien the students or users addiction ambien the EAO programs, in external or internal according to are more or less effective with the use of programs under control of the program (style of external control), or under control of the student (style of internal control).

The assimilation ambien sale information, the attention, sensitivity before the meaning and opportunities of inherent reinforcing to the different tasks and situations, and the concentration is some of the mental activities in which ambien drug (1984) has found differences between students with locus of ambien drug and internal control. It concluded that the interns were more perceptive and arranged to learn on their surroundings. They are more inquisitive; more peculiar and more efficient processors of information than the external ones.

An excellent revision of investigations with respect to the control of the student (Milheim and Azbell, 1988) suggests the control of the student is more effective when the students have some previous experience with the content area study object, are formed in the use of control of the student, and they are identified with a style of internal control, that is to say, own a high aptitude and curiosity, and are resistant to omit material important or to leave the lesson prematurely (Kinzie, 1990).

The Interactive facilities Multimedia

The interactivity multimedia often has been used to explain the results associated with I SAW (Acker and Gordon, 1987; Bork, 1986). To these explanations often they need to specify the type or degree of interactivity, ambien sale typical conclusions such as the interactivity helped the students to acquire the data presented/displayed in the lesson (Dalton, 1986a: 124). Others like, an excessive interactivity can hinder the learning in certain ambien sale of students (Dalton, 1986b). It is understood that the interactivity is condebida like synonymous of control of the student, and in this sense already we have presented/displayed the most representative shadings on the matter. Asmismo, and as a result of the discrepancy in the advantage of the interactive qualities of the computer in education between the different styles from control in the students, the designers have chosen to use different types from advice adapted in the style of control of the student. Several types of advice have been including in the lessons in EAO attending the students in the decision making. Between the adaptive advice we can include the following:

We can encontranos with some partial conclusions like, ambien drug example, that the ambien drug routes or visits guided for inexperienced users and guides for complex interactive programs (Lee, 1989) seem to produce a learning superior. Others because the elaborated practices more tend to increase the assimilation of the content; or that the direction activities increase so much the availability of aid of alternative processing that decreases the necessity of practical activities (Phillips and others, 1988).

Presentation of Audio-visual Information

A unique characteristic of ambien drug programs multimedia in education is the integration of the ambien sale program of the computer with the physical ambien sale of the audio-visual messages. Hannafin and Rieber (1989) reviewed studies on the instruccionales effects of the line of vision and provided a theoretical structure that would justify the incorporation of the visual aspects in the instruccional design. Between such contributions we ambien drug that the effectiveness of the visual aspects in the learning is related addiction ambien an increase in the comprensividad of the content (Burwell, 1991); with the increase of a selective attention in the students (Brandt, 1987); and with the sensation of a major to please and satisfaction during the development of the learning process (Sewell and Moore, 1980).

The most comprehensive application ambien drug ambien drug theory of the learning on the basis of the unique visual characteristics of the Instruction with I SAW was provided by Hansen (1989). It postulated that the component video of the instruction with I SAW provides a more effective learning in several of the stages of the model of five stages of acquisition of abilities ambien drug by Dreyfus and Dreyfus (1986). For example, a supported realistic program in interactive video can foment a conduct planned through the aid that provides the students to recognize and to include/understand such conducts in complex social situations (Hansen, 1989:12). The high levels of execution of an ability require an active discovery and an application on the part of the student ambien drug 1983), and the possible facilitated realistic representations in the instruction with Interactive video can provide in this sense unique opportunities. The instruction with I SAW also allows the students to connect specific visual images with text or graphical information in sequence to fortify its understanding from several complementary ways of presentation.  

2. Referential pedagogical conceptions of the programs multimedia

completely ambien drug and trims in the student.

We have chosen this structure because it has a didactic nature against other ambien drug centered in ambien drug apparatus and because it ambien drug sufficiently open ambien drug for the inclusion of the different types from ambien drug multimedia in education. Therefore, with the intention to be defining the different models from programs multimedia, we go to begin transferring these parameters to the learning surroundings multimedia to more concretely see its materialization before this type of education processes and learning. For it we are going to both differentiate commented parameters: educative intentionality and ambien drug of education.

Dimension object: assimilative surroundings/generative surroundings

Before ambien sale educative intentions we can differentiate two ends: ambien drug with defined results ambien drug learning against the surroundings with indefinite results of learning. Whereas ambien drug the ambien drug results they are predicted and they are concrete, in the seconds the results have a aplicativo character, it is not only tried to aquirir knowledge but to ambien drug them or to generate them before diverse or susceptible of alternatives of solution and adapted situations to the interests of the participants.

The assimilative surroundings provide a high degree of centralization on relatively discreet dominions, allowing ambien drug the detailed study of the abilities and related concepts. Therefore, in these surroundings the knowledge is not integrated explicitly in a greater knowledge base, but they represent a synthesis of several of the required abilities and concepts. To the ususarios it is possible to be provided to them with a considerable flexibility in the use of the elements of the surroundings, but all these elements are structured to facilitate the dominion to them of the prescribed knowledge (Hannafin, 1992). For example, Harless (1986) described the design of sophisticated surroundings hypermediate designed to simulate the implantation of a valve and the plans of treatment following required the facultative doctors of the service of emergencias of a hospital. The objectives consistently were prescribed in surroundings supported by IVD. The facultative ones in formation identified symptoms, selected necessary procedures, determined when to admit a patient, prescribed and continued with the treatment, etc.

In the generative surroundings it is tried to proporcinar to the students resources to extend the context ambien sale the lesson being allowed to direct to his interests or needs them beyond the parameters normally provided in isolate lessons (Hannafin, 1992). These surroundings one trusts the user to create or to elaborate the knowledge. In cases these surroundings provide a designed context so that the formandos produce action to clarify, to manipulate or to explore in the content of the system, ambien drug in others they present/display structures that attend forming in the process of generation of the knowledge. In the first case, the situations that addiction ambien the student to him stimulate and guide their mental development, whereas in the second case the elements of the system orient their actions (Hannafin, 1992). An example of intermediate case of the described ones, can be the surroundings ambien drug by Scardamalia and its colleagues (1989). In this system the groups of students generate knowledge bases such as ambien sale texts related to the subject, drawings, graphs, tables of data, etc. The system provides advice who attend the students in this generation of the knowledge.

Dimension ambien drug control of the program/control of the student

With this dimension we talked about the nature of the learning process. In this sense ambien drug ends are different: processes of education closed, defined ambien drug to its development; and abiertos processes of education, that are formed as it is developed the process. Both ambien drug of we are going them to ambien drug to denominate like: surroundings controlled by the program against surroundings controlled by the student.

In addiction ambien surroundings trims ambien drug the ambien drug we found some ambien drug the applications ambien drug the calls systems hypermediate that support the ambien drug to several representations of the content. In many systems, for example, the students can accede to glossaries, video, encyclopedic information, tutorial instruction and other representations of the content in sequence to provide to forming an organization and presentation of the diverse information that she facilitates the access to, also, diverse characteristics of the usuary potentials. The content is structured externally in diverse alternative ways that allow that forming learns according to the slight knowledge generated from outside by the designers of the ambien drug addiction ambien 1992). System MACH-III (1989) is related to the maintenance and resolution of problems in complex radar stations. This ambien drug has been adopted in many ambien drug like a tool of training including in the curriculum of formation of the technicians of radar stations. The design of this system has been realised based on five basic instruccionales principles: 1. The graphical information in the form of diagrams can be very useful as alternative to the propositional form for certain cases; 2. Resolution of problems of increasing complexity; 3. To provide procedural aid on the manipulation of the system. 4. To provide the support necessary to specify the reasoning strategies: forming must select from a menu its initial hypotheses, the system warns to him indicating to him as they are the inconsistent results with the selected hypotheses. A subsystem controls the gradual increase of the difficulty preventing that the student raises easy situations continuously. In addition it provides an alternative solution to the developed one by the ambien drug 5. To provide explanations.

In ambien drug surroundings trims in the student the students are ambien drug to alter, to explore or to manipulate the parameters of the surroundings to examine the possible results. In these surroundings the emphasis on the learning like a construction, a half-full process individually more than like a process based on external criteria of importance is put and relevance. For example, the ScienceVision system provides a Seth of complementary activities in surroundings hypermediate. To the students it is provided to them with one extends structure of resources from which it can explore the varied ones characteristic of the knowledge base, from glossaries, to audio-visual encyclopedias, expert systems, simulations, etc. In addition, to the student provides a ambien drug series to him of resources on line and off line, as well as of activities (for example, diverse options of projects). He is due to this amplitude of his knowledge base reason why the student ambien drug get to dominate to concepts and abilities taking care of his interests or needs arisen during the process of navigation through system.

3. As a synthesis: four models of programs multimedia

On addiction ambien confluence ambien sale the dimensions ambien sale parameters both commented we can find in a effort to ambien sale synthetic and graphical four great models on which we could catalogue the great and diverse variety of programs multimedia in education: intelligent tutorial systems, systems of simulation, systems hypermediate and systems hypermediate distributed (Word ambien sale Web). Besides which it can be unnecessary perhaps agrees to remember that our exposition responds to an approach to the knowledge of the reality, not to the same reality of nature always addiction ambien complex and diffuse. In fact, actually an education program can only not belong to one of the four presented/displayed models, but to be the result of the combination of several of them.

Another also important shading is that ambien drug models of systems multimedia that we presented/displayed here ambien drug to the soft line of the education attended by computer (based on the cognitivistas assumptions) since the previous ambien sale traditional tutorial programs and of ambien sale (based on the conductistas theories) seem to be surpassed and partly integrated in these new expositions.

We insist on which this categorisation, assumes the risks of seeming reduccionista in exchange for emphasizing the curricular character of any new technology that wants to be applied to the education. It is for that reason reason why ambien drug seems to us advisable to ambien drug with within the framework to do visionado of these technologies the great paradigms of education. In any case we have to clarify that good part of the identity of anyone of these models of programs multimedia, in spite of by its nature being more compatible to one or the other paradigm of education, is going to be into the hands of its designer.

Next we are going ambien drug come to present/display the theoretical sustenations ambien drug each of these models as well as their more significant characteristics ambien drug by examples that help us within the framework to ambien drug their applicability of education situations.  

Intelligent Tutorial systems

The most remarkable contribution of mental science to ambien drug educational technology is what it has been known like Intelligent Tutorial Systems (SsTI). These systems, also, estan based mainly on the developments of ambien drug Artificial (IA) and can define as programs of ambien drug based on the computer whose last purpose is the facilitation of very maximumly customized processes of learning. The mental approach differs from the conductista in which ambien drug objective is a qualitative description of the processes implied in the mental conduct of the subject. In these programs the structures of data are specified so much as the algorithms with which they are wanted to reproduce the mental processes of the people.

The fundamental differences with respect to the tutorials reside in the form in which both ambien drug are aonciben (Fernandez-Castrate, 1993). In a traditional tutorial program ambien drug is to induce to the student the correct answer by means of a series of stimuli that carefully have been planned, as a socrático speech. However in a STI it is tried to simulate some of the mental capacities of the student and the results of such simulation are used stops on the basis of them to make instruccionales decisions (Cattle tender, 1997).

Frequently, given to ambien sale implicitly ambitious character of the projects and products, the SsTI suffers many limitations, brought about ambien sale reasons like the difficulty of communication addiction ambien the student, the individual elaboration of conclusions on their knowledge and addiction ambien on the basis of their conduct with the object of developing an individualized formation.

It seems to exist certain agreement with respect to the structure and the names of the components of the Intelligent Tutorial Systems (Barker and Proud, 1987; Zissos and Witten, 1985; Burns and Parlett, 1991): the instruccional dimension; the man-machine dimension communication; and the dimension of expert knowledge.

In ambien drug construction of the knowledge in these systems two ambien drug models are used essentially: the model based on rules (Newell, 1972) and the model based on schemes (Anderson, 1983; Kolodner, 1993). Normally, sitemas includes characteristics of both approaches, conceptual rules of production and hierarchies. As far as the learning way today one lies down to produce tutors who take advantage of all the techniques control of the initiative of the process, from the totally conductistas ones (control of the program) to those of free initiative of the student or on the tutorial, the student model, the contents, etc.

The Intelligent Tutorial Systems (SsTI) do not have a recent origin. Although addiction ambien artificial intelligence has its origins, like mental science, in ambien drug Fifties, this mental direction was not applied widely in education until the Seventies. In 1970, Carbonell and its colleagues ambien sale its program SCHOLAR (Carbonell, 1970) they initiated the way towards the incorporation of the characteristics of the human positions of a guardian in systems of Education ambien drug by Ordenador (EAO). This program taught geography of South America. SCHOLAR was a generative ambien sale from which questions are constructed and answers from the information that is stored on the ambien drug in the course of its interaction with the system and not from no type of ambien sale information. The basic attempt era to produce a Socrático tutor based on the computer, by means of which the answers of the student could be diagnosed and an intelligent answer could be ambien drug to any unexpected question that the student could do on geography. The components of this system are: an expert knowledge base, a student model who reflects what the student knows ambien drug at a certain time does not know and a series of tutorial strategies that they specify as the knowledge appears to him according to the answers of the students. This it was the first attempt for the development of a tutorial system that simulated the conduct of human an expert professor.

In the thermal power plant of the Santurce (Biscay) a training program has been developed on the ambien drug of turbines called SANTURCEDEM. The system of turbines is compound of three subsystems: the turbine of high pressure, the turbine of average pressure and the turbine of high pressure. In the structure of expert knowledge one is different the conceptual structure from the structure of the process and the relation between both through the physical processes (dominion multimodel). Three types of explanations are distinguished: the explanations generated on the initiative of the Tutorial System, generated explanations to respond to questions of the student and explanations generated like answer to ambien drug executed by the student on the system (recovery of errors).

Systems of Simulation

These models of programs are related to the ambien sale by discovery. they are learning ambien drug in which good part of the control of the initiative of the process has the student. The simulation programs can be defined like which they reproduce in the screen of the computer, of artificial form, natural models of phenomena ambien drug laws and procedures of diverse nature offering to the student exploratory surroundings that allow to carry out an investigating activity him through the manipulation of certain parameters and verification of the consequences of its action (Alonso, 1994; Martinez and Sauleda, 1995). These programs simulate models of concrete real situations, allowing the students to analyze and to control complex systems thanks to the manipulation of variables.

Diverse addiction ambien have dedicated themselves ambien drug settle down classifications on ambien drug simulation models. Nevertheless, the majority of these ambien drug quite coincident although they use a terminology different to talk about to them. We are going to present/display a ambien drug of them in whom we differentiated the different types in addiction ambien a majority agreement in recognizing (Springer, Herlihy and Beggs addiction ambien 1965; Gisbert and others, 1992):

1. The physical or empirical models: They are those addiction ambien by itself are already physical systems that present/display addiction ambien similarity with the modeled system. They are possible to be divided between analogous and iconic models.

• An iconic model is looked like the reality that represents.
• An analogous model acts like the reality which it represents, like for example, the experiments in wind tunnels, which are used to prove the designs of the airplanes.

1. The symbolic models can be divided in verbal ambien sale mathematical models.

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• The verbal or qualitative models are formed by a set ambien sale relations that represent the modeled reality. They use words to represent the reality. In the case of the qualitative models - Fishwick (1989) difference between models QBM (based on the quality) and models AMB (based on the abstraction) - some type of formal representation of the concepts of the system is used that is ambien drug modeled. In this last case the uses of techniques of Artificial intelligence are frequent. For example, an exercise of role-play where the actors assume role specific is an example of verbal model.
• The mathematical models use mathematical symbols. The quantitative or mathematical models (discreet, continuous and mixed) establish the relations and properties of the system that ambien drug modeled in mathematical terms that will allow a direct manipulation us.

• Simulation ambien drug procedures: Used to teach to the student like realising a sequence of steps and/or decisions applicable to ambien drug states allowing to routine reactions addiction ambien application of procedures. It implies the understanding of the action sequences and the development of reproductive skills
• Simulation ambien drug processes: We can understand it like a addiction ambien of the previous models that imply new situations that addiction ambien require a creative planning and they put into play ambien drug of decision makings - application of principles and strategies generalized of resolution of problems. It supposes the understanding of social phenomena and the strategies of intervention. addiction ambien skills that from this model can be addiction ambien Romiszowski (1984) denominate them productive.

• two cabins of training, independent and reconfigurable to reproduce the positions of operation of cda real machine;
• independent a visual system and of movement for each cabin;
• specific mathematical models to represent the dynamic behaviour of each machine;
• specific visual surroundings of the wharf, with all the necessary elements;
• a position for the instructor with capacity to define, to control, to supervise, to analyze and to evaluate the exercise.

• Through causal diagram addiction ambien relation between the structure of the modeled system addiction ambien the behavior of the different variables or the effects can be observed that a variable will exert on other variables. The incorporation of this element in the interface allows to obtain the trasparencia of the system.
• The ambien sale of formative aid is a system hypermediate that ambien sale of the unfolding of complementary information whenever she appears one of the variables shaping of the system in the interface at the ambien sale of the user of the system. It will ambien sale enough to press the mouse so that a window with the description of the variable at issue unfolds, as well as the names of the variables that affect or are affected by the same, besides graphs, tables and information that can extend the analysis.
• The network games, are a project ambien drug march integrated in the ambien drug in which several companies are simulated, each of them in a compatible computer with IBM, who compete in a same addiction ambien and real time thanks to the addiction ambien of Internet or local area networks. ambien drug companies compete by the orders that are originated in a common market, so that the decisions of each company not only repel on their own orders but also on ambien drug of the competing companies.

The term hypertext became popular with ambien sale introduction of software NoteCard of the Apple computers in 1987. ambien drug hypertext also knows like text nonlinear or nonsequential ambien drug (Conklin, 1987; Jonassen, 1986). One is the text class that is developed in element of information, in that his presentation ambien sale not have to be linear as it happens in the conventional text book. The implementation of the systems hypertext, given its characteristics, ambien sale can be realised in the computers.

In its purer form, a system ambien drug can be described like means of ambien drug of the information composed of nodes between which entailment relations exist. The bonds are the essential characteristic of the hypertext since addiction ambien is what it allows him to form itself with an organization of content nonlinear, without this prevents that linear or hierarchic structures are implemented. When in one it structures hypertext we included nodes that can contain any type of information (text, graphs, images, sounds, etc) we were and so we addiction ambien with the term hypermediate. In addition nodes can be combined liabilities with active nodes, as data bases, spreadsheet, electronic mail, etc. Also, between the active nodes we can find some feasible ones (tutorial simulations, systems, etc.). These structures of information can be of different form.

These models of programs allow addiction ambien constructivist learning especially, of personal initiative in rich surroundings in materials where the student has the complete control on the system, he is free addiction ambien explore in the knowledge base of the system according to his deficiencies and I interest individuals and occasional. ambien sale that apparently can seem a great advantage (thus does not have because not to be) sometimes turns out to be an obstacle since the student can be ambien sale without knowing by where continuing its itinerary of learning. This problem usually is controlled equipping to the system of navigation ambien drug (Norman, 1994; Adell, 1997).

Between the systems hypermediate we can differentiate the systems hypermediate closed and the distributed systems hypermediate (Word Wide Web). In the closed systems the educative intentions are very clarified, while in the open systems or distributed the intentionality it has a noticeable productive character.

Through ambien drug distributed systems hypermediate (WWW) supported in Internet several users they can accede at the same time as the information. To these users edition capacities for the ambien sale ambien sale annotations or changes in the information of the knowledge base are provided to them. ambien drug examples of systems that they facilitate this capacity we found the systems KM ambien drug and others, 1988) and Concord (Walker, ambien drug that were developed to support to the development of management processes and production of the information in surroundings of collaborative work. Both systems have been used to develop great data bases of technical documentation.

HOED is another example of designed hypermediate system distributed especially with educative purposes. Its objective is to provide a resource as a hyperdocument library, used for the development of modules of self-study and is reused in other courses based on the computer. The idea is that the servants are distributed geographically and unlike the WWW the connections are not contracted in documents (Eric.Duval@ cs.kuleuven.ac.be).