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Radically different views of learning co-exist and prevent acceptance of interactive multimedia. To simplify, some students and teachers view learning (therefore teaching and instructional design) primarily as acquisition of information and skills from an authority. For others learning is an interpretive process whereby one seeks and uses information as raw material from which one may abstract meaning and which one may criticize or reject or commit oneself to. What if researchers or instructional developers operate at one end of the continuum and students at the other? Much research into educational technology based on information transfer despite evidence that 40% of …
