Abstract

The online learning environment has developed over the past ten years, so that we now have the technological framework and conceptual understanding through which to develop instructionally supportive multimedia, so as to aid in the learner’s conceptual indulgence of and cognitive framework of understanding. Multimedia encompasses all forms of interactive media, such as audio, video, multimedia interactive and kinesthetic components, and virtual learning and gaming environments. This type of architectural multimedia support within online learning environments supports the reinvention of modalities of meaning within the learning environment, as supported by Vygotsky’s conceptual framework of understanding theory (http://www.marxists.org/archive/vygotsky/works/comment/lois1.htm), as well as Bloom’s Taxonomy (Bloom, 1984; http://www.coun.uvic.ca/learn/program/hndouts/bloom.html) that is primarily focused upon higher order thinking skills. The primary focus of online learning environments is towards supporting semiotic components of societal communications and meaning-making, but also upon the advancing shift from the Information Age towards the Conceptual Age (Pink, 2005) within the Knowledge Economy.