Subject: [IFETS-DISCUSSION:1379] IFETS DISCUSSION
From: adamson (adamson@mail.sp.myu.ac.jp)
Date: Fri 16 Mar 2001 - 03:22:34 MET
From: "adamson" <adamson@mail.sp.myu.ac.jp> Subject: [IFETS-DISCUSSION:1379] IFETS DISCUSSION Date: Fri, 16 Mar 2001 11:22:34 +0900
John Laurie's prediscussion paper asked what language we might use to
discuss the context in which on-line education is conducted. The following
are some preliminary thoughts on what distinctions might be necessary to
work with this context.
The following three questions apply to everything that follows:
Is the element program generated or student generated?
Is element visual, auditory, or both?
Is element digital (language) or analog (pictures, music, etc)?
Some possible distinctions for visual elements:
number of windows
number of frames within a windows
colored or black and white?
number of colors (number of bits are used for color information)
location (where on screen)
distance to other relevant elements
two dimensional or three dimensional(actually two and a half)
brightness
contrast
clarity (blurred or focused)
movement (slides or movie)
speed
size
correlation (linkage between elements)
graphics or video
Some possible distinction for auditory elements:
stereo or mono
volume
tone
timbre
location of sound
distance from sound source
duration
continuous or discontinuous
speed
clarity (clear or muffled)
It might also be necessary to discuss input devices, in which case the
following distinctions might be helpful:
location
texture
weight
duration
shape
activation method
body part used for activation (finger, arm, foot, mouth [voice])
The above are not meant to be complete and exhaustive. However, I would
think that something like this will be needed if we are to have sort of
investigation of the context in which on-line education presented.
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