Explores the potential for using Intelligent Educational Systems (IES) for anchoring instruction in macro contexts in science education. Topics include anchored instruction; situated cognition; problem solving; cognitivism; interactive video environments; and examples of combining IES and anchored instruction. (LRW)

Discusses the educational potential of interactive videodisc technology in terms of: (1) training applications; (2) evaluation of effectiveness; (3) advantages of interactivity; (4) design considerations; (5) courseware development and cost considerations; and (6) teacher acceptability. Fifty-two references are provided. (MES)

Presents a set of guidelines for the display features and content of information that should be given to the learner in a computer-generated error message. Examples of common errors and suggested message displays are given. (8 references) (CLB)

The various criteria upon which interactive video courseware can be judged are outlined. The criteria relate to the critical areas of program usage, content, interactivity, production, presentation, design, and programming. The mnemonic HICUPPP is introduced to describe seven key areas that categorize criteria which can be used to evaluate…

A study found that learners with reflective-observing learning styles (n=16) tend to learn better with linear video, and those with active experimenting learning styles (n=42) tend to achieve greater learning with computer-assisted interactive video instruction. (JOW)

New technological aids such as interactive video, computer conferencing, and videotape can affect such aspects of teaching style as teacher independence and flexibility. A personal model for using technology involves recognizing one's teaching style, knowing the medium's characteristics, understanding the institutional context, and determining…

Discusses the definition of multimedia and describes various storage platforms currently in use as well as future possibilities. Highlights include interactive video; digital-based storage platforms; CD-ROM; digital video interactive (DVI); compact disc-interactive (CD-I); Commodore dynamic total vision (CDTV); CD-ROM extended architecture (CD-ROM…

Describes how a videodisc of Alfred Hitchcock's film "North by Northwest" was repurposed by adding digitized and computer-generated sound, text, and graphics, to show users the capabilities of interactive multimedia. Recommendations are offered both for working in a design team and for the design of interactive materials. (LRW)

Discusses aspects of the syntax and semantics of film, and presents a scenario for the use of film by intelligent computer assisted instruction (ICAI) systems. An outline of a representation language for educational films on videodisc is presented, and an appendix provides conceptual graphs that explain notations used in examples. (Author/LRW)

Discusses how interactive video can be used as a training tool for process operators. Highlights include instructional features of interactive video, random access and branching capabilities, examples of training for operators of automated processes, simulation and interactive video, designing interactive video programs, and suggestions for…

Focuses on the current enchantment of educators and students with audiovisual materials and emphasizes that this genre is destined to have a permanent place in modern education. The article points out the good qualities of this genre: variety, utility, and pleasure. (Author/CK)

New optical information storage technologies such as the interactive video disc make possible change in how students will learn in classrooms of the future. Similar historical developments whose influences were wide ranging are discussed. Ongoing studies of interactive video applications at Massachusetts Institute of Technology are described. (JL)

Discusses the videodisc market, its popularity in health care training, internally generated videodisc software, interactive computer-based training, interrupted video, advantages of interactive video, do-it-yourself video training, individualized interaction, video's impact on traditional education, and video's future. (CT)

Suggests that a combination of technologies is needed to meet the needs of adult basic education students. Describes the attributes of video-based, computer-based, and interactive technologies that lend themselves to the individuation necessary. (SK)

The effectiveness of advanced learning technologies is discussed and the concept of Just-in-Time Learning Systems with the potential of multimedia for interactive learning is advocated. Five key elements of a multimedia learning system are presented, including the use of digitized video. (LB)