Castles and Creatures: A Bilingual IVD Program∗

Abstract

This paper addresses the design and development of an interactive video lesson developed as an independent study project in the doctoral programme at the University of Central Florida, Orlando, Florida, for students in grades six through nine in Central Florida schools. The program consists of a $49.00 repurposed videodisc, authored with HyperCard?. (HyperCard is a trademark of Apple Computer Inc.) The basic premise is that the production of an interactive videodisc is possible and effective without a large production budget.

     

A comparison of student performance following instruction by interactive videodisc versus conventional laboratory

This experimental study compared an interactive computer/videodisc learning approach to the conventional laboratory approach for learning biology concepts and science process skills. Students at a large midwestern university were randomly assigned to instruction on respiration and biogeography by interactive videodisc or a traditional laboratory investigation teaching the same concepts. The videodisc delivery system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser disc player and a color TV monitor. Results show no statistically significant differences between the two approaches for student grades on laboratory quizzes, laboratory reports, and the laboratory final exam. However, the interactive videodisc group required approximately one-half the classroom time used by the conventional laboratory group. The two approaches appear equivalent when evaluated by traditional learning outcomes, but the interactive videodisc strategy was significantly more time efficient than a traditional laboratory approach.     

An Analysis of an Interactive Videodisc System for Teaching Language Skills to Deaf Students

An interactive videodisc system designed to teach language concepts to deaf students was evaluated in a classroom trial. An experimental group of 18 students spent 60 twenty‐minute sessions over a five‐month period learning language concepts by interacting with the system while a control group of 16 students learned the same concepts in their regular classroom setting. Both groups made significant progress from pre‐ to post‐test on two criterion‐referenced testsdeveloped by project staff. Experimental students were enthusiastic about the videodisc, felt that their language skills had improved, and were anxious to continue working with the system.     

A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory

This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc “were not real” and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the “wet” laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.     

Interactive video: a cost-effective model for mathematics and science classrooms

There is a growing UK interest in the potential of interactive video (IV) for use in schools. This paper considers an application of IV in mathematics classrooms in the United States. Lessons were observed in a number of schools in Oregon, and the reactions of teachers and students to the videodisc presentations are recorded. It was found that participants responded extremely positively to the materials, which were based on a direct instruction model of teaching linked to a mastery learning approach. Despite the apparent effectiveness of these materials, it is argued that their transfer to UK schools would be problematic given current developments in mathematics education. The advantages of a standalone videodisc player for whole-class use are discussed, and it is argued that this might be appropriate in the short term if IV technology is to be accepted in the UK school system.     

Students as ‘Producers’: using videodisc technology to create stories

The use of videodisc technology to teach a variety of subject matter across many disciplines is an area of interest to many educators. This paper discusses an interactive videodisc program that was implemented in a classroom setting with fifth and sixth grade children. The program, called Producer, was introduced to children and then used as part of a six‐week summer enrichment classroom. A discussion of how children interacted with the Producer program to create stories is discussed based on videotapes of the teaching sessions. The implications of using videodisc technology to teach children are reviewed.     

The efficiency and effectiveness of an interactive videodisc system to teach sign language vocabulary

Forty students enrolled in the course 74.153, Introduction to Sign Language, at Bloomsburg University of Pennsylvania participated in a study using an interactive videodisc system to teach sign language vocabulary. The experimental group (n = 20) learned signs via an interactive videodisc system while the control group (n = 20) learned the same signs through a traditional classroom approach. Results indicated no significant differences between the groups in their ability to recognize signs. In addition, the experimental group took one-third less time to learn as many signs as the control group.     

Learning activities and interactive videodisc: an exploratory study

This article reports the findings of a small-scale study on pupil use of interactive videodisc. The types of learning activity in which the groups of pupils engaged are identified and the proportion of time spent on each is shown. Patterns in the data are analysed by ability of the pupil group and by the number of sessions in which the videodisc had been used. The discussion focuses on two interesting results: the high proportion of time spent on reading, watching and listening; and the greater statistical differences within groups than between groups of pupils.     

Tensionalities in the collaborative instructional design process

This paper is a retrospective restorying of an instructional design project in which members of a large urban school board collaborated with faculty members of a large university to design and produce an interactive videodisc. This story has been told from a number of perspectives, but is reframed in this paper as a process of culture building in which the design family is the basis of meaning and action. Conversation-based design is suggested as the tool and the content of the family culture. In particular, conversation is a cultural artifact revealing stories of tensionalities in the design process that frame the theoretical constructs in this collaborative model.     

New mode of universal access and Global Memory Net

INTRODUCTION During 1998~2002, I was privileged to serve as a member of the US President’s Information Technol- ogy Advisory Committee (PITAC), and all members were deeply involved in the drafting of several PITAC Reports to the President. The one related to digital libraries was the 2001 Report of the PITAC Digital Library Panel, entitled Digital Libraries: Universal Access to Human Knowledge (PITAC, 2001). It offers an ambitious vision: “All citizens anywhere anytime c…     

Interactive Video: a genuine or imagined potential

A combination of high production and hardware costs, limited programme demands and cheap and easy videotape alternatives are likely to restrict severely the progress of interactive videodisc in schools and possibly elsewhere. These reservations are discussed.     

Modular video with children aged 3 to 11

Previous research by the authors indicated that the videorecorder was not being used effectively in schools with young children. This was partly owing to a lack of suitable video material. Pilot work established that videotapes in a modular form, rather than linear programmes, not only would act as a resource when required by teachers and children but also would encourage more flexible use of video. This would include small group viewing and frequent use of the stop/start, pause, rewind and fast forward controls to encourage interaction. This style is usually nowadays associated with the videodisc although its origin is with the videorecorder. In the quest for technological 'progress', too much emphasis has been put on the videodisc at the expense of the videorecorder. To offset this deficiency, this research and development project, in co-operation with teachers, was established to investigate which material best suits the needs of primary and nursery schools, and to produce a series of modular video tapes.     

Efficient use of interactive video with large groups

This paper reports on the ways in which interactive video based courseware is being used with classes studying for vocational qualifications in a UK higher education establishment. A large percentage of videodisc based material assumes a single user model. This makes it resource intensive and can dilute the learning points. At Thames Valley University (TVU) the author uses two alternative models successfully to harness the benefits of interactive video. The first is the 'science-lab'model, with multiple workstations but only single courseware copies. The second is a single workstation tutor-led model. The use of these models has implications for courseware designers as well as course tutors.     

Preschool Teacher Uses of Video Technologies

This project was undertaken for the purpose of identifying media design and presentation features that facilitate the acceptance and use of video materials by preschool teachers who teach children with special needs. Information about teachers' awareness of, their preferences for and their uses of video materials and equipment was gathered from interviews, questionnaires and classroom observations. Teachers previewed a sampling of Sesame Street video segments and indicated the segments they thought were useful. The following design features figured prominently in the teachers' selections: segment length, production format, musical lyrics, curriculum relevance, content emphasis, interactivity, perceived interest to children, meaningfulness and simplicity of explanations. The results of a prototype videodisc tryout indicate that the teachers had no difficulty integrating video segments into their teaching routines.     

Self-paced learning with video for undergraduates: a multimedia Keller Plan

The Keller Plan for self-paced learning has been shown to be effective in enhancing learning, especially in basic science and mathematics, but it is little used nowadays. The author reports on its use with extensive electronic backup (25 half-hour videotapes, an interactive videodisc and computer delivered tutorials). He found that in this way improved examination marks can still be obtained while the amount of tutorial support can be reduced to an economic level.     

Schools for tomorrow

If we are to have a much better educational system, we need to have a vision of what such a system should be, and we need to have a strategy for attaining such a system. The present chapter considers a vision of a future educational system. This system is heavily based on the use of highly interactive learning technologies. This includes the computer and associated instruments such as the interactive videodisc and the CD-ROM, creating a true multimedia learning environment that is individualized to the needs of each student, and that provides a unique interactive learning environment for each student.We do not currently have experience to move directly towards such a system, so this chapter proposes a large scale experiment which will develop the necessary information, and provide the basis for securing the substantial funding needed for the new educational system.     

The Videodisc in Classroom Teaching

Abstract

This article consists of a report on a research project set up in the Federal Republic of Germany to look into the potential applications of new systems and technologies in the field of education. The various functions and possible uses of videodiscs are considered in some detail before conclusions are outlined concerning the current position of the integration of the videodisc into the education system.     

Videodisc: should broadcasters be interested?

The optical videodisc was developed as a domestic and educational video source, but Maryland Interactive Technologies is investigating several unexpected but promising applications in broadcast television practice and is designing a pilot videodisc to put those applications to the test