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ERIC Number: ED337149
Record Type: RIE
Publication Date: 1991-Jun
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Looking at Multimedia: Design Issues in Several Discovery-Oriented Programs. Technical Report No. 13.
Wilson, Kathleen; Tally, William
Based on reviews of 10 examples of multimedia design, this paper presents an introductory framework for reflecting on the issues involved in the design of interactive multimedia instructional programs for discovery learning. High school students, junior and senior high school teachers, and Center for Technology in Education (CTE) staff reviewed the programs in the CTE multimedia lab, using and discussing them from the standpoint of consumers as well as design critics. This paper provides a synthesis of their different perspectives on the programs' characteristic features in the form of questions designed to help educators to better understand and evaluate these and other new multimedia materials. Discussions of the design issues are organized according to what appear to be the basic design components of most discovery-oriented multimedia programs and the major design considerations in each category: (1) a database of information, with a particular content (depth vs. breadth, media formats, realism, point of view, and connection to curricula) and a particular database structure (nature of the raw materials, browsing vs. direct searching and sorting, use of contextual metaphors and organizers, and structured activities); (2) a computer software user interface for accessing the information (contextualizing overview, locational information, visual/spatial access, multiple options, and system responsiveness and consistency); and (3) interactive tools for manipulating the information (personalizing; searching, sorting, and browsing tools; linking and tracing; editing and authoring; and producing, composing, and programming). (10 references) (DB)
Publication Type: Guides - Non-Classroom; Opinion Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Center for Technology in Education, New York, NY.
Identifiers: N/A
Note: For related reports, see IR 015 197-198.