An interactive videodisc program at the California School for the Deaf, Riverside, has been used to motivate language and reading experiences and increase communication skills. Improvement in hardware and software design over the course of the project period is noted and described. An authoring system has been developed which allows teaching…

This article presents an empirical context for evaluating the instructional appropriateness of interactive video design and challenges the perspective that places technical capabilities and limitations foremost in prescribing teaching systems. Technology and learners must interact in ways that benefit and optimize the capabilities of both. (MT)

A compilation is presented of videodisc materials ready for use in language teaching and learning. (GLR)

Discusses computer-generated design, considers the theory of dynamic symmetry, and addresses the question of abstraction and simulation. Computer-generated abstraction is compared with traditional abstract paintings on canvas, and the use of video discs to create new images and expand the visual language of the artist designer is described. (three…

This guide presents step-by-step instructions for authoring interactive video lessons with the Apple IIe system. Software and hardware requirements are listed, and a glossary of terms and commands is included. Three sample pages demonstrating the data input process are appended. (GL)

Describes a number of different frames of reference through which educators can look at the opportunity presented by compact-disc interactive (CD-I) technology, and proposes general guidelines to help them begin thinking about a more creative role as prospective authors of CD-I materials. (MES)

Creation of a superior interactive videodisc training program requires integration of four essential design elements: instructional, audiovisual, computer programming, and geographic design. They are equally important to the medium's success as a training tool. (JOW)

This annual directory includes names, addresses, and telephone numbers of major firms involved in the optical information field. Four major product groupings are represented: (1) interactive video; (2) WORM and erasable optical disks; (3) CD-ROM technologies; and (4) optical memory cards. An overview of the past year's developments in this field…

Describes a general framework for the evaluation of sets of links for user navigation between images in pictorial data banks and gives an example of the construction of a connection graph in a large image bank. A study of user navigation behavior in this set of links is described and the results are discussed. (18 references) (LAE)

Basic and integrated science process skills form the basis for inquiry-based, hands-on learning. This study explores conditions that are essential for students to master the process skill of prediction. The following question is asked: Is there a significant difference between kindergarten students' prediction ability using hands-on objects…

Interactive videodisc technology offers tremendous potential for enriching instruction. Although more and more videodisc technology is appearing in schools, the technology is not being utilized fully. To provide assistance for teachers, a study was conducted at the University of Florida which evaluated commercial science videodiscs and developed…

Noting that interactive video instruction (IVI) should not and cannot replace classroom instruction, this paper offers an introduction to interactive video instruction as an innovative technology that can be used to expand pedagogical opportunities in public speaking instruction. The paper: (1) defines the distinctive features of IVI; (2) assesses…

This discussion of the laser videodisk begins by noting that it is an extremely high density visual storage medium that can supply instructors with vast visual warehouses to supplement instruction, whether through conventional group presentations or via individualized computer assisted instruction. Major features of the medium are then described…

Eighteen deaf students were taught language concepts through an interactive videodisc system, while 16 deaf controls learned the same concepts in their classroom setting. Pre/posttest data indicated the experimental group made slightly more progress than the control group. In addition, experimental subjects expressed enthusiasm about the videotape…

Three instructional settings for interactive laserdisc are (1) individual, allowing self-pacing and flexible scheduling; (2) group, allowing interaction, simpler scheduling, and cost effectiveness; and (3) cooperative learning, which builds rapport, halves costs of individual training, and enables learning through discussion. (SK)