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doi: 10.2190/K4G9-RUXA-7PQF-XE0Rpmid: N/A
Data-Design Laboratories System 110 is stand-alone, interactive-video training device. Experience in developing material for both the videodisc and videotape versions of System 110 has strongly indicated that each medium has independent interactive applications. Videotape is an excellent means of pacing and reinforcing instruction in “motion picture” presentations. Videodisc is very effective when the video segments are less interdependent or when still frames are to be employed.
doi: 10.2190/1GWQ-3VB9-RC40-71M8pmid: N/A
A major factor in the useability and cost-effectiveness of interactive videodisc systems is the facilities for development and revision of materials which will be used for disc mastering. Two major types of facilities are discussed and compared. A film-based premastery system has the advantage of lower initial system costs. However, a video-based system has advantages of quality, time and recurring cost savings. Projections about the future evolutions of video technology are also made as related to potential for development systems.
doi: 10.2190/MMAQ-5JYT-6126-Q6H7pmid: N/A
Educators prepared to use new electro-mechanical technology are on the threshold of a revolution in education through the use of packages that are interactive, multimedia) and designed to provide the learning experience at a time, pace and place of individual convenience. Sample script pages illustrate how programs can be written to integrate audiovisual communication with the systems approach automated by data processors. A flow chart illustrates the complex branching capabilities of new equipment. The particular concerns involved in programming the QuadraSync and computer-managed videodisc players are described including the videodisc capabilities to keep in mind for educational design. Microcomputers are compared with large computers. Preliminary evaluation is reported. By making the most efficient and effective use of student time these systems offer unlimited opportunities for significant improvement in educational communication.
doi: 10.2190/MGX5-U74G-5EL8-UQDMpmid: N/A
The Media Development Project for the Hearing Impaired at the University of Nebraska-Lincoln is currently investigating possible uses of an interactive videodisc player to provide instructional materials for the deaf. The paper describes some general characteristics of the deaf learner and discusses the videodisc as a means for marketing computer-based visual instructional materials, hardware functions and possible design approaches using a variety of instructional techniques. It further describes one experimental production, for an interactive videodisc, based on the needs for materials generated in the MDPHI project to develop basic reading skills for the hearing impaired.
Branson, Robert K.; Foster, Richard W.
doi: 10.2190/9G8U-380U-TGW9-PJ5Qpmid: N/A
Applications of random access videodiscs to a variety of potential education and training markets will be successful or not, depending on how these markets are approached. While the devices offer a possible quantum leap in capabilities, applications of these features will be difficult. Most education and training institutions are not required to accomplish planned outcomes, thus making favorable cost-effectiveness trade-off analyses virtually impossible. No apparent mechanism exists for user groups to communicate requirements to hardware suppliers, thus creating the opportunity for highly diverse approaches to fragment the potential market. Features requirements are presented in the context of potential applications and four classes of possible systems are described. The implications of these features for courseware design are discussed. Finally, an appeal is made for the formation of a user's group to collect the user requirements, verify them, and communicate these to hardware manufacturers.
Holmgren, J. E.; Dyer, F. N.; Hilligoss, R. E.; Heller, F. H.
doi: 10.2190/GH7W-XJ7K-72VC-69B3pmid: N/A
Three sets of audiovisual lessons from the Army Training Extension Course (TEC) Program were presented to samples of enlisted soldiers on either a prototype videodisc player or the film and audio cassette player currently used for TEC lessons. The training effectiveness of the lessons was determined by administering validated hands-on performance tests to the trained soldiers and also to a baseline group that had not viewed the TEC lessons. Initial results show that, for all three sets of lessons, both groups of trained soldiers performed significantly better than those in the baseline group. The difference between the two trained groups is not statistically significant for two of the three lesson sets; for the third set, there is a significant difference of ten percent in mean performance test score in favor of the film and audio cassette player.
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