Thesis (doctoral)--Universidad de Sevilla, 2001. / Title from PDF title page (viewed Jan. 31, 2007). Includes bibliographical references.

Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002. / Includes bibliographical references (leaves 67-69). Also available in electronic version. Access restricted to campus users.

Thesis (M.S.)--Kutztown University of Pennsylvania, 1999. / Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).

The purpose of this study was to develop a model that would enhance the development, dissemination, and adoption of educational multimedia materials. The grounded theory definition of open coding was used to analyze data collected from the 3-year Technology Leadership Web Library Project at the University of North Texas. Weekly meeting minutes, email communication, reports, notes, questionnaires, and surveys were examined to determine major factors involved in the process of product development and dissemination. From the analysis of this study, five major factors in product development and dissemination were identified. These factors were leadership, team dynamics, expert advisors, feedback, and consumers. The synthesis of the factors led to the development of the PROMOTE (process revolving around ongoing management of team and evaluative feedback) model. The PROMOTE model is based on the establishment of a system that includes leadership, development team, and expert advisors at its center. The system is tied together with well-established feedback loops for stages of evaluation. The PROMOTE model is iterative and uses consumer feedback to generate new products. The PROMOTE model differs from other product development and evaluation models both in the focus of the process and the nature of the evaluation feedback.

No description available.

The aim of this thesis is to certify appropriateness of using the video sequences during the Physics lessons. The school lessons are complemented by multimedia items which are not found in traditional education and that are why pupils can verify their theoretical knowledge during the work with the video sequences. The main point is the conditions that if the theoretical knowledge and competences given during the Psychics lessons are complemented by the concrete samples, pupils will easily understand and master it. It is a well chosen educational strategy which will lead to better fulfilment of the key competences in Physics.

No description available.