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In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and (d) inquiry learning. The approaches all advocate learners' active attitude toward the learning material but show differences in the specific learning processes they intend to foster. Learning results were measured on different types of knowledge: conceptual, intuitive, procedural, and situational. The outcomes show that the two approaches asking learners to generate (parts of) the subject matter (either by self-explanations or by conducting experiments) led to better performance on all types of knowledge. However, results also show that emphasis on generating subject matter by the learner resulted in less efficient learning. (Contains 12 tables and 2 figures.)

Information about several topics discussed at a conference at the University of Hamburg, Germany on the works of sociologists Michel Foucault and Norbert Elias is presented. Topics include the conflicts and convergences of Eliasian and Foucauldian theories. The conference featured several sociologist professors including Sam Binkley, Paddy Dolan and Stefanie Ernst.