Authors who want to start producing projects quickly will find the icon map feature very valuable because it makes thumbnails of all the project screens visible and clearly delineates the paths used to connect these screens. The map feature together with the use of library folder to hold the media components facilitates the rapid prototyping of a project and permits each member of a multi-member development team to input media files. One point to keep in mind however is that if the project contains more than fifty thumbnails, the scrolling speed of the map window becomes very slow. Even though thumbnails can be hidden to increase navigation speed, they still occupy 5 KB of memory. Project editing and revision is easy because as each screen or screen component is drafted, crafted and polished it can be added to the project by simply giving it the same name as the rough draft and adding the finished version to the library after the rough draft has been deleted.

User navigation through a project authored with the Media Tool is achieved by creating hot spots on menus, text elements or symbols. Like HyperCard, the hot spots can be linked to any screen or screens that are specified by the designer in the project map. Navigation commands are activated by the user when the mouse is clicked or moved, or when screens are opened and closed. No author programming, coding or scripting is required to specify navigation paths. The project author simply chooses an object and selects what action is to occur and when from a menu of choices (see illustration).

<figure><img src="image_27.png" /></figure>
Once the project producer becomes familiar with the choices available under the menu items, tangible products can be created with a minimal investment of time in learning how to use the features of the Media Tool. Second, by limiting user input to click object responses AMT learning time can also be reduced. On the other hand, if the author wishes to use other forms of user response such as text input or to specify conditional branching based on user input, he or she has no choice but to revert to learning how to program a Macintosh. Unless the author is already an accomplished Macintosh programmer, his/her AMT learning time will quickly expand.

The response time of an AMT project to user is dependent on the complexity of the screen being assembled. This may vary from a few seconds to many seconds. Project response time can be enhanced by compiling code and preloading picture and movie files. However, running a project stored on a CD-ROM instead of a hard drive may cancel any gains in response time made by using these techniques. If the performance of the project at run time is judged to be too slow, the designer should consider dividing complex screens into two or more screens. There is a direct relationship between response time and object presentation. Hence, fewer objects on a screen at any one time will result in an increase in the speed of operation.

In conclusion, version 1.1 of the Apple Media Kit is one of the better choices of assembly tools that a multimedia author can select for simple project production. For more complex projects requiring higher levels of interactivity, Apple Media Kit assumes that the author is highly skilled in the use of media specific editors, Macintosh conventions, Macintosh programming and instructional design. It is unlikely that one author will possess all of these prerequisite skills and attributes. From an instructional designer's point of view, if a project navigation hot spot can be "programmed" by an author of average technical skill, why can't the remainder of the response options be similarly programmed from Media Tool menus?

If an author were to have the best of both worlds, the ideal authoring tool would not only have the look and feel of the Media Tool, but would also have all of the features and productivity of the Programming Environment. The built-in media editors would have the power of Adobe Premier but an ease of use associated with ClarisWorks. For authors who are not instructional designers, representative models of generic tutorials, simulations, drill and practice exercises, content presentations and testing examples would also be included in the Kit as examples for beginning authors. Granted, an ideal authoring environment with ideal capabilities may become large and consume a lot of RAM memory. Author-friendliness, technical capacity and media versatility would necessarily demand large amounts of memory and storage space. However, the product of such a system need be only as large as the media files used to create the project. A compiled, run-time utility would manage the project and track the user's progress. The characteristics of the target machines used to run the project should be the limiting factor, not the authoring system used to create projects. The Apple Media Kit is a good first
step in this direction. Hopefully, as development continues on this product, it
will continue to evolve in an author-friendly direction and eventually have all
the capabilities suggested for an ideal authoring system.

EDITOR

L.F. (Len) Proctor is Associate Professor of Curriculum Studies, University of Saskatchewan, Saskatoon, SK S7N OWO.
<figure><img src="image_28.png" /></figure>
Book Reviews

Diane P. Janes, Editor

*Hands on Internet: A Beginning Guide for PC* Users, by David Sachs and Henry Stair. Englewood Cliffs, New Jersey: PTR Prentice Hall, 1994, ISBN 0-13-056392-7 (275 pages).

*Internet: Mailing Lists*, Edward T. L. Hardie and Vivian Neou (Eds.). Englewood Cliffs, New Jersey: PTR Prentice Hall, 1994, ISBN 0-13-289661-3 (582 pages).

*Reviewed by Diane P. Janes*

To continue my self-imposed mini-series on the Internet, it seemed
appropriate to examine two new offerings by Prentice Hall.

*Hands on Internet: A Beginning Guide for PC* Users asks the question "Are you frustrated by the mass of Internet publications available which lack hands-on, how-to information?". The answer for me was yes. In my job, I am often called upon to give students enough information to send email messages to their professors, or asked by the faculty and staff to help them solve some Internet dilemma they have stumbled upon. The information provided by our campus computing department when I started exploring the Net was unreadable. (To be fair, the material has improved...or is it that I can now understand it?> Our campus librarians got into the act and produced a series of valuable handouts, again useful but missing something. Even the seminars provided by the campus library on using the Internet and specifically Memorial University's own system, did not seem to provide the basic solution to the problem.

*Hands on Internet* does try and solve the problem. I cannot say the authors were completely successful, but they do make a valiant attempt. The problem: how do you explain the infinite ways available to a user, to
get to that point when the computer asks for your username and password. In my laboratory alone, there are two different methods, depending on the computer you use. Add to that my home modem, the terminals in the main computer labs, the terminals in the library and you could and do have confused users.

**Hands on Internet** tries to solve this problem by, as they say, having the reader “learn by example” and “train by doing”. They make the reader comfortable by using common language, using bold font to emphasise jargon, and offering an explanation of the jargon within the context of the Internet. Rather than using chapters, the book is organised by what the authors call sessions. Beginning with the Introduction, the authors attempt to personalise the reader's system by asking the reader questions. Yes answers get led in one direction; No answers in another. This, one hopes would solve the problem of different systems, etc. Yet when I gave this book to several users, the more experienced user found the book beneficial. (I use experienced here, lightly. The user knew how to get into his/her system and log on.) The more novice user became confused early on, until we realised she was using a VAX/VMS account, where the book indicates it will be using a UNIX based system. It took a second look to discover this information.

After the Introduction, *Hands on Internet* uses nine sessions (all hands on and conducted while the reader is logged on to the Internet) to teach. Session One deals with logging on to the Internet, what is an account, login names and passwords, password security, making a mistake, directories, and finally "Getting out Gracefully". Session Two explores electronic mail - from what it is to uploading and downloading files. Session Three explores the news groups found on the Internet. (Careful here, Memorial University, as an example, uses a newsreader called TIN on its UNIX system TIN is not mentioned in this book, that I could find). Session Four discusses contributions to Usenet, rules, posting to groups, flames and automatic signatures. Session Five describes mailing lists. Session Six explores telnet. Session Seven describes file transfer protocol (FTP). Session Eight, called Finding Things, takes the reader through gopher, archie, WAIS, and world wide web practices. Session Nine is a quick reference to all of the previous eight sessions. The sessions are followed by 4 appendices (Where to Learn More, PC Communications and the Disk, Dial-up Internet Services, and The Internet Society) and an Index. The spine of the book is colored to allow the reader quick access to a particular session. Each session ends with a vocabulary and command summary.

*Hands on Internet* comes with a 3.5" disk that includes "...a fully functional demonstration version of [deltaComm Development, Inc.'sl communications program Telix Lite". Instructions on how to install and use this software and software from LotusWorks, Microsoft Windows and Microsoft Works are included. Discount forms from a number of commercial internet services are also included.
Once over the hurdle of logging in to the Internet on the system you are using, *Hands on Internet* becomes a valuable tool. Its language is clear, jargon explained, step-by-step procedures are used. Caution must be shown by novices so that they will check with their systems administrator, campus computing department, communications software manual or other experienced user to ensure the proper procedures for their own personal system.

The other book reviewed here, *Internet: Mailing Lists* is designed for the more experienced user of the Internet - the user who has logged on, who does use email regularly, but who hasn't really discovered, yet, that the Internet is a wealth of information and research possibilities.

*Internet: Mailing Lists* is a relatively simple book. It is part of the SRI International Internet Information Series, published by Prentice Hall. Divided into four chapters, the first three chapters take up the first 15 pages, discussing generally the Internet, BITNET and USENET, types of mailing lists, how to join a mailing list, and how to start your own list. The remainder of the book discusses over 800 mailing lists available for you to explore. The book ends with a request to readers that if they have a list they administer and would like to have it included in the next edition of this book, a template for information to be sent and an email address is included for use. The final section of the book is an index of the mailing lists. It is alphabetical but does include not only the proper name of the mailing list, but subject categories that will lead you to the appropriate mailing lists.

The book asks "What do deadheads, chess players, science fiction fans and birdwatchers have in common?". Of course the answer is the Internet and its world of special interest groups. Mailing lists can be unmoderated (anything goes), moderated (usually messages are screened before being passed on to the membership on the List, and digest formatted (messages are gathered by the moderators and grouped. Groups are sent out regularly by the moderator to the List membership). According to the editors "There are hundreds of mailing lists covering almost every topic imaginable, allowing individuals with common interests to share their thoughts and discoveries". By adding your email address to a Mailing List, the editors suggest that "...participating in a mailing list is closer to being part of a conversation than being the passive recipient of an organization's mail".

Let's look at an example from *Internet: Mailing Lists*. Have an interest in discussing the use of computers as an educational tool in higher education? Try CBEHIGH on LISTSERV@BLEKULIl.BITNET or LISTSERV@CCI.KULEUVEN.AC.BE (134.58832). Owned by several individuals and the Computer Based Education University Computing Centre, University of Leuven, Belgium, the list entry indicates who would be interested in participating in this list, who to contact if you have materials you would like stored and made available to people reading the list, how to subscribe to the list, and importantly, how to unsubscribe if you
find it is not to your needs, how and who to send a message to, and finally, that the list is unmoderated. The owners ask those sending messages to "... Make sure your messages are intended for public consumption".

If the idea of subscribing to lists as a way to broaden your Internet horizons appeals to you, then this book may be for you. A word of caution. Like all Internet books, it can become quickly out of date as the Internet grows and expands. As well there are some mailing lists that have very particular 'netiquette', that is an expected level of behavior from its members. If you are new to a mailing list, I would suggest passive monitoring (a.k.a. lurking) of the group for a while before posting. This would give you a feel for the group's "corporate culture", if you like. Also look for FAQ's (Frequently Asked Questions). FAQ's are valuable in answering the most basic of questions about the group and avoids the frustration often felt by experienced users who get asked the same questions, over and over, by new subscribers. Enjoy!

REVIEWER

Diane P. Janes, M.Ed., is a Laboratory Instructor with the Faculty of Education, Memorial University and presently serves as Book Review Editor for *CJEC*.
***Multimedia for Learning.*** Diane M. Gayeski (Ed.). New Jersey: Educational Technology Publications, 1993. ISBN 0-87778-250-4 ($29.95 USA)

Reviewed by Brian D. Kerr

Have you ever wondered what exactly is meant by the term multimedia? Are you having trouble with the latest in computer technology acronyms? When you hear people speak of "HyperCard" do you think they are referring to the next step up from "Goldcard?" Have you spent much time lying awake at night pondering the possible applications for interactive technology, or what about virtual reality?

Well, Multimedia for Learning is the book for you! Diane Gayeski and ten other authors examine new perspectives concerning the latest in instructional/learning technology - that of multimedia. This compilation of papers is an attempt to increase our sensitivity toward multimedia. The authors are not only trying to promote a greater awareness of what is actually available - they want to emphasize the possibilities of the learner becoming "a more creative participant in the educational process." According to Gayeski, multimedia technology is key in facilitating a switch from "teaching mode to a full learning culture." Theoretically this will allow the learner to be in control of not only what s/he will learn but how s/he will learn.

My initial response to the book was very positive. It is well written and is quite thorough in its coverage of the subject area in relatively basic and reader-friendly language, given the technical dimensions of the subject matter. The topics discussed range widely. For example, the first chapter written by Gayeski herself, is truly an introduction to the subject - an overview. It even provides a glossary of current terminology. Other chapters provide a guide for developing multimedia; determining what is involved; getting started; and dealing with the various hurdles one might encounter. Chapters such as these are better suited to the beginner, while others may require a little more background knowledge for full comprehension. One author even delves into the latest multimedia platforms complete with some future forecasting. In addition the book provides the reader with insight on how to evaluate multimedia platforms for curricular uses and actual examples of how multimedia technology is being used in the training environment. There are also discussions on current and future possibilities for virtual reality technology.

Although a lack of familiarity with the topic may handicap some readers, the main points of the book can still be understood. The amount of information provided in each chapter is not overwhelming, and for the most part each author is quite effective in conveying the desired enthusiasm. The broad scope of multimedia becomes apparent quite early in the book,
and the usefulness of such a tool for instruction is obvious. Clearly, multimedia can be seen as an important aid in designing future instruction and not the reverse, as has been the case in the early years.

In this reviewer's opinion, the only shortcoming of this book can be attributed to the organization of the chapters. A careful examination of the Table of Contents may be required in order to plan the sequence in which the various topics and perspectives will be addressed. As a swimming instructor might warn: "Don't attempt to get in too deep, too early!" Specifically some of the later chapters could be rearranged to follow a more logical progression. Related topics sometimes seem to be separated by unrelated topics.

In conclusion, Multimedia for Learning is certainly a must for those unfamiliar with multimedia and the latest computer hardware/software, but because of its broad coverage and up-to-datedness it will suit pioneers as well.

REVIEWER

Brian Kerr is a Graduate Student in Educational Technology at Memorial University of Nfld., St. John's, Nfld.

*Distance Education: A Practical Guide.* Barry Willis (138 p). New Jersey: Educational Technology Publications, 1993. ISBN 0-87778-255-5 ($29.95 USA).

*Reviewed by Mary F. Kennedy*

The Preface of Barry Willis' latest book on distance education emphasizes its practical nature, and its direction at two particular audiences - faculty and administrators. Distance Education: A Practical Guide is certainly not intended for educational technologists, or for those with considerable experience working in a distance education setting. This slim book is written at a very basic, extremely practical level.

That being said, *Distance Education: A Practical Guide* is well done. It uses clear and non-jargonistic language, and definitions of new or ambivalent terms are included in the text, as well as in the Glossary at the back. It is attractively laid out with an uncluttered, non-threatening appearance, achieved by the insertion of numerous sub-headings and many sections of prose in list form. It makes frequent use of subheadings in question form, which, despite mixed research findings regarding specific learning results, seem to be very appealing to readers.

*Distance Education: A Practical Guide* has eight sections or chapters. Section 1 is the introduction and overview, presenting a definition of
distance education and arguments for using distance education, with a
very brief summary of its historical roots. Section 2 gives a brief overview
of research in distance education, which focuses on the areas commonly
studied but is scant on findings. Commonly investigated areas such as
attrition rates, student motivation, achievement rates, cost-effectiveness,
and cognitive styles are summarized. The latter half of this section
emphasizes that there is no one best means in terms of distance education,
emphasizing that content presentation, or instructional design, rather
than delivery system is the key variable. Willis states "Effective distance
learning is more the result of preparation than innovation" (p. 22).

Section 3 identifies the key players in distance education and describes
very briefly their roles: the students, the faculty, the facilitators, the
support staff, and the administrators. There is one proviso worthy of note
here -Willis warns that administrators should remain involved, so that
growth in the technical infrastructure does not weaken the academic focus.

Sections 4 and 5 focus on faculty development and the instructional
development process. He takes a typical approach to inservice for faculty,
intimating that in the case of distance education, it should lead to a change
in the way the instructor sees the learner. Also noted is the need for
institutions to recognize the legitimacy of distance education teaching and
reward such efforts. This I perceive as wishful thinking, having worked in
a university setting for the past fourteen years, where despite lip service
not even face-to-face teaching is valued in terms of the reward system.
Section 5 uses a generic instructional development model to emphasize the
process of designing instruction from start to finish. One interesting
subsection is the focus on qualitative methods in evaluating instruction.

Section 6 deals in a very non-technological way with the tools and
technologies of distance education. Willis categorizes these under the
headings of voice tools (audio), video tools, data tools (computers), and
print tools, and warns throughout against selecting these tools prema-
turely. He also emphasizes the technological incompatibility of computer
hardware/software and ensuing problems.

Sections 7 and 8 are very brief, and they give the impression of not
quite knowing where to go from here. Section 7 presents, in five pages, a
summary of generalized teaching strategies. There is nothing new, or
nothing particularly applicable to distance education in the list. Section 8
looks briefly at the future of distance education and suggests we look to the
twenty-five year paper trail at the Open University and Athabasca Univer-
sity to learn from the experience of others.

I found it very difficult to review this book. I was a reader with
approximately thirty years of experience in developing instruction, with
graduate degrees in educational technology, and with considerable expe-
rience working in the distance education milieu. I tried to determine its
value to my students as I read (they are mostly experienced teachers
enrolled in a Master of Education Program in Educational Technology).
I'm sure that it is too basic to be of any value to them. I therefore must assume that the audience for this book is the novice distance educator with no background in educational technology and not much background in general education/teaching studies. Given that many who eventually work in distance education management and/or course design fit that description, I know there are readers who would find this book worthwhile.

REVIEWER

Mary F. Kennedy is Associate Professor of Educational Technology at Memorial University of Newfoundland, St. John's, Nfld. She is currently Editor of *CJEC*.
Index to Volume 23, 1994

Articles (by Title)

*A Case Study: Development of Interactive Multimedia Courseware*, David Benoit, Arto Demirjian, Steven Shaw, 23(3), 189-212.

*Authentic Activity as a Model for Appropriate Learning Activity: Implications for Emerging Instructional Technologies*, David G. Lebow, Walter W. Wager, 23(3), 231-244.

*Educational Technology Adoption and Implementation: Learning form Information System Research*, Karen Lee Jost, Scott L. Schneberger, 23(3), 213-230.

*The Effect of Electronic Evaluation Tools on Types and Magnitudes of Learning*, Suzanne Daningburg, Richard Schmid, 23(1), 3-18.

*Le Videodisque et l'apprentissage : une recension des recherches*, Murielle Dalpe, 23(1), 19-45.

*Analyses of the Instructional Motivation Needs of Adults*, Roy M. Bohlin, William D. Milheim, 23(1), 47-55,

*A Proposed Model for the Systematic Design of Instructional Pictures*, Faye Wiesenberg, David Baine, 23(1), 57-76.

*Dimensionality and its Effect on retention and Visual Scanning*, Farough Abed, 23(2), 101-111.

*Learner Assessment and Text Design Strategies for Distance Education*, Robert M. Bernard, Karin M. Lundgren, 23(2), 133-152.

*The Effectiveness of Instructional Orienting Activities in Computer-Based Instruction*, Richard F. Kenny, 23(3), 161-188.

*Planning Instruction in Schools of Nursing: A Basic Instructional Development Approach*, Christine M. Gorman, Mary F. Kennedy, 23(2), 113-130.

*Writing by Talking to the Computer: Experiences, Ideas and Questions*, Colin J. Laine, Michele Breen, 23(2), 89-100.

Articles (by Author)

Abed, Farough, *Dimensionality and Its Effect on Retention and Visual Scanning*, 23(2), 101-111.

Baine, David, (see Wiesenberg).
Benoit, David, *A Case Study: Development of Interactive Multimedia Courseware*, 23(3), 189-212.

Bernard, Robert M., *Learner Assessment and Text Design Strategies for Distance Education*, 23(2), 133-152.

Bohlin, Roy M., *Analyses of the Instructional Motivation Needs of Adults*, 23(1) 47-55.

Breen, Michele, (see Laine).

Dalpe, Murielle, *Le Videodisque et l'apprentissage : une recension des recherches*, 23(1), 19-45.

Daningburg, Suzanne, *The Effect of Electronic Evaluation Tools on Types and Magnitudes of Learning*, 23(1), 3-18.

Demijian, Arto (see) David.

Gorman, Crhistine M., *Planning Instruction in Schools of Nursing: A Basic Instructional Development Approach*, 23(2), 113-130.

Jost, Karen Lee, *Educational Technology Adoption and Implementation: Learning from Information*, 23(2), 213-228.

Kennedy, Mary (see German).

Kenny, Richard F., *The Effectiveness of Instructional Orienting Activities in Computer-Based Instruction*, 23(3), 161-188.

Laine, Colin, *Writing by Talking to the Computer: Experiences, Ideas and Questions*, 23(2), 89-100.

Lebow, David G., *Authentic Activity as a Model for Appropriate Learning Activity: Implications for Emerging Instructional Technologies*, 23(3), 231-244.

Lundgren, Karin M. (see Bernard).

Milheim, William D. (see Bohlin).

Schmid, Richard (see Daningburg).

Schneberger, Scott L. (see Jest).

Shaw, Steven (see David).

Wager, Walter W. (see Lebow).

Wiesenberg, Faye, *A Proposed Model for the Systematic Design of Instructional Pictures*, 23(1), 57-76.

## Columns (by Title)

Mediaware Review, *Creating Desktop Presentations with Astond*, L. F. (Len) Proctor, 23(1), 77-80.

Mediaware Review, *Dino Park Tycoon*, L. F. (Len) Proctor. Reviewed by Michael Thorsen, 23(2), 153-155.

Mediaware Review, *The Apple Media Kit Version 1.1*, L. F. (Len) Proctor, 23(3), 245-249.
## Book Reviews (by Title)

*Aspects of School Television in Europe*, by Manfred Meyer (ed.). Reviewed by Richard F. Lewis, 23(2), X9-160.

*Hands on Internet: A Beginning Guide for PC Users*, by David Sachs and Henry Stair. Reviewed by Diane P. Janes, 23(3) 251-254.

*Internet: Mailing Lists*, by Edward T. L. Hardie and Vivian Neou (eds.). Reviewed by Diane P. Janes, 23(3) 251-254.

*Internet: Getting Started*, edited by April Marine, Susan Kirkpatrick, Vivian Neou and Carol Ward. Reviewed by Diane P. Janes, 23(1), 84-85.

*Messages, Meanings and Culture: Approaches to Communication Criticism*, by Malcolm A. Sillars. Reviewed by Richard F. Lewis, 23(1), 81-83.

*Multimedia for Learning*, by Diane M. Gayeski (ed.). Reviewed by Brian D. Kerr, 23(3), 255-258.

*Visual Communicating*, by Ralph E. Wileman. Reviewed by K. Bruce Lane, 23(2), 157-158.
**Information for Authors**

CJEC welcomes papers on all aspects of educational communication and technology. Topics include, but are not limited to: media and computer applications in education, learning resource centers, communication and instructional theory, instructional design, simulation, gaming and other aspects of the use of technology in the learning process. These may take the form of reviews of literature, descriptions of approaches or procedures, descriptions of new applications, theoretical discussions and reports of research,

**Manuscript Categories**

Manuscripts may fall into one of two classes: General, dealing with a topic or issue at a general level (although reference to specific instances or examples may be included), and Profiles, dealing with or describing only a specific instance of an approach, technique, program, project, etc. A Profile may be thought of as a descriptive case study.

Most manuscripts dealing with a topic in general should include reference to supportive literature, while manuscripts submitted to the Profile category may or may not. The Editor reserves the right to change the designation of a manuscript or to make a designation, if none has been made previously by the author. Authors interested in determining the suitability of materials should consult past issues of CJEC or contact the Editor.

All manuscripts received by the Editor (either general or profile) will be judged for suitability, contribution, accuracy, etc. by a panel of anonymous reviewers designated at the time of submission. Normally, the review process requires about eight weeks. There are no deadlines for the submission of manuscripts,

**Manuscript Preparation**

Manuscripts should be typed on 8 1/2 x 1 l-inch ordinary white paper, All materials must be double-spaced, including quotations and references. Include a title page on which appears the title of the manuscript, the full name of the author(s) along with position and institutional affiliation, mailing address and telephone number of the contact author. An abstract of 75-150 words should be placed on a separate sheet following the title page. While the title should appear at the top of the first manuscript page, no reference to the author(s) should appear there or any other place in the manuscript. Elements of style, including headings, tables, figures and references should be prepared according to the Publication Manual of the American Psychological Association, 3rd Edition, 1983. Figures must be camera-ready,

**Submission of Manuscripts**

Send four copies of the manuscript to the Editor along with a letter stating that the manuscript is original material that has not been published and is not currently being considered for publication elsewhere. If the manuscript contains copyright materials, the author should note this in the cover letter and indicate when letters of permission will be forwarded to the Editor. Manuscripts and editorial correspondence should be sent to: Mary F. Kennedy, Canadian Journal of Educational Communication, Faculty of Education, Memorial University of Newfoundland, St. John's, Newfoundland, A1B