wu@csli.Stanford.EDU (Alice Wu) (06/05/91)
Hi, I'm a graduate student at Stanford University doing some research for my advisor on Multimedia educational systems. In particular, I'm interested in how people designing these systems think about the technological possibilities and their relationship to educational processes. For example, some issues I'd be interested in include: o user-initiative versus planned sequences o sequential versus random exploration of materials o tradeoffs using video, graphical, audio, text presentations for different materials Has anyone here designed or implemented software for a classroom, and have some thoughts on why they designed the software using that particular interface? How about people who have observed students (any age) using that software, and have thoughts on when a particular presentation (e.g. highly interactive audio-rich game to teach spelling) is better suited and received for the purpose of teaching? Any literature to read, or people/companies you can think of that I might talk to would be greatly appreciated. If you could respond to this account (wu@csli.stanford.edu), that'd be best. Thanks much! a. wu@csli.stanford.edu (415) 497-7528
peterk@cbmger.UUCP (Peter Kittel GERMANY) (06/05/91)
In article <19660@csli.Stanford.EDU> wu@csli.Stanford.EDU (Alice Wu) writes: > >In particular, I'm interested in how people designing these systems think >about the technological possibilities and their relationship to educational >processes. For example, some issues I'd be interested in include: > > o user-initiative versus planned sequences > o sequential versus random exploration of materials Can't tell much experience for the other points, but here I want to clearly ask to make it as flexible as possible. Allow for every imaginable way to explore the material. This is equally one of the philosophies in the Amiga system: Don't force the user into one way of doing things, but let him choose between all the appropriate methods, and Amiga tries hard to provide them all. In my eyes this is quite an important thing and should be recommended also for such applications. > o tradeoffs using video, graphical, audio, text presentations > for different materials Sorry I can't be more helpfull, but you should take use of the existing possibilities. So if you want to teach about a historical speech where sound recordings exist, why not including at least the key phrases as digitized sound? -- Best regards, Dr. Peter Kittel // E-Mail to \\ Only my personal opinions... Commodore Frankfurt, Germany \X/ {uunet|pyramid|rutgers}!cbmvax!cbmger!peterk