Fu, Rao (2005) Multiple (cultures, media and intelligences) for Chinese E-learning. Diploma thesis, Dublin, National College of Ireland.
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The learning style, knowledge base, nature, social scope, physical and psychological, hobbies, preferences, interests, learning techniques and energy of children is obviously different from adults. Different learning theories, development techniques, objectives and considerations should cater for their special needs. The multiple intelligences theory is likely one of answers that worth trying and multimedia is more than likely the inevitable candidate to verify, confirm, implement and correct the theories. Finally the multiple cultures and their communication, convergence, understanding, consideration, simulation and immersion are the ultimate carriers and cores of the whole project and the civilisation promotion.
This project tentatively uses current Chinese learning websites as comparative samples to measure and analyse my own project development. The intertwined parallel progressive lines of standard procedures of web and project cycling workflow and the lessons development with emphasis on psychological, cultural and technological considerations are the main concerns. If feasible, the quantitative, qualitative and case study research methods will be experimented.
The preliminary findings are the multiple intelligence, multiple cultures and multimedia theories are relatively useful, efficient and feasible methods for Chinese E-learning website development for children; gaming, color effects utilisation, animation, history learning and news broadcasting are some representatives of the multi-theories potentiality and implementation.
|Item Type:||Thesis (Diploma)|
|Subjects:||L Education > LC Special aspects / Types of education > E-Learning
P Language and Literature > PI Oriental languages and literatures > Chinese Language
|Divisions:||School of Computing > Graduate Diploma in Computing in eLearning|
|Depositing User:||SINEAD CORCORAN|
|Date Deposited:||24 Aug 2010 12:52|
|Last Modified:||26 Nov 2014 11:07|
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