ERIC Number: ED349963
Record Type: RIE
Publication Date: 1992-Jun
Two Multimedia Design Research Projects: Palenque and The Museum Visitor's Project. Technical Report No. 23.
Wilson, Kathleen S.
This paper briefly describes two interactive multimedia research and development projects, the Palenque Project (1985-1991) at Bank Street College, and the Museum Education Consortium's Interactive Video Project (1988-1991) at the Museum of Modern Art in New York City. It is noted that the designs of both prototypes share experimentation with a pedagogical bias toward discovery-based learning, feature exploratory experiences in multidimensional environments, and contain a variety of similar user interface characteristics which promote information access and manipulation. Each of the projects is described separately. Palenque is a digital video interactive (DVI) project based on a self-directed exploration of an ancient Maya site and on the perusal of a multimedia database called the Palenque Museum, which was originally designed to provide a discovery-based experience for 8- to 14-year-old children and their families at home. The Museum Consortium's project is an interactive multimedia prototype that was developed as a discovery-based learning experience for testing with adult museum visitors who have a limited knowledge of art history or art. Design features common to the two projects are then discussed, and a brief summary of the design issues that need to be addressed in their development concludes the paper. (ALF)
Descriptors: Access to Information, Adult Education, Art Appreciation, Computer Assisted Instruction, Computer Software Development, Discovery Learning, Elementary Secondary Education, History, Instructional Design, Interactive Video, Material Development, Multimedia Instruction, Museums, Research and Development
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Center for Technology in Education, New York, NY.
Grant or Contract Numbers: N/A
Note: This paper was originally published in the Proceedings of the Society for Applied Learning Technologies (SALT) Conference (Washington, DC, August 1991). For a related paper, see IR 015 695.