The document discusses the features and capabilities of the Smart Board, an interactive whiteboard system. It describes the key components of the Smart Board like Digital Vision Touch (DViT) and the digital ink and pen tray. It also explains how the Smart Board incorporates principles of multimedia learning like segmenting, pretraining, signaling, coherence, contiguity, modality, personalization, and voice into its software and tools. The Smart Board is designed to make lessons and activities more interactive for students while not replacing the teacher's voice.
7. Segmenting Principle
• Learners can easily use Smart board tools.
Individuals can learn more when multimedia
messages are presented in learner-paced style.
Smartboard has incorporated their techniques
with segmenting principles into there software.
• The Smartboard integration with solution do not
allow essential overload with learners with
Smartboard in the classroom. The learner can
watch the video by processing the step by step
development.
• The next page is an example of segmenting with
Smartboard.
9. Segmenting principle
• Math tools makes it possible for students to create step by step lesson activities
that encourage involvement.
10. Pretraining Principle
• Smartboard provides the pretraining of their product and it
allows the leaner to process the techniques easily.
• If we view the smartboard video, we can see “create and
explore” this allows the learner to get pretraining for the
product.
• Smartboard builds component models for the learners to
know names, components, and to overcome the overload
problems.
12. Signaling Principle
• Smart Tech shows signaling principle to
learners. If we take a look in “Evaluate and
Solve, 3:13” video you can see the signaling
principle.
• Signaling principle shows the learner what to
attend to.
19. References
• Wiki – Multiple Media Principles
• Smart Technology
• Mayer, Richard. The Cambridge Handbook of Multimedia
Learning
• Steffe, L. P., & Olive, J. (2002) Design and use of computer
tools for interactive Mathematical Activity (TIMA). Journal of
Educational Computing Research, Vol 27(1-2), 2002,pp. 55-
76.
• Wikipedia
Hinweis der Redaktion
Students learn better when extraneous words, pictures, and sounds are excluded rather than included.
It occurs when students better understand an explanation from a multimedia lesson containing less material that from a multimedia lesson containing more material.
Spatial Contiguity:
Students learn better when corresponding words and pictures are presented near each other rather than far from each other on the page or screen.
Temporal Contiguity:
Students learn better when corresponding words and pictures are presented simultaneously rather than successively.
Students learn better from animation and narration than from animation and on-screen text.
http://www.smarttech.com/us/Solutions/Education+Solutions/Products+for+education/Software/SMART+Notebook+collaborative+learning+software/SMART+Notebook+Math+Tools+software
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