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Framework for Metacognitive Mapping to Design Metadata for Intelligent Hypermedia Presentations
Article

, California State University, United States

Journal of Educational Multimedia and Hypermedia Volume 10, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This article presents a conceptual model and content frame-work to aid in the linkage of cognitive variables, to the meta-cognitive attributes of those variables, and related metadata for the design of the presentation media. Instructional de-signers seeking to provide mediated instruction to target spe-cific learning strategies, in specific target markets, or for spe-cific individuals, may use the framework to help align the design elements comprising the instructional presentation, with the metacognitive learning styles of the target popula-tion, with the cognitive variables governing the subject mat-ter presentation. The framework was designed to aid in the addition of automated intelligence to presentations and the variables, attributes and elements were selected and orga-nized for this purpose. The research foundation integrates traditional cognitive science and learning theory with current thinking in these areas from the artificial intelligence per-spective.

Citation

Maule, R.W. (2001). Framework for Metacognitive Mapping to Design Metadata for Intelligent Hypermedia Presentations. Journal of Educational Multimedia and Hypermedia, 10(1), 27-45. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2019 from .

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