system. The software also remained the same over the trial period, and many
users expressed some concerns with the interface. In retrospect, based on the
feedback obtained in the focus group sessions, if subtle yet visible improvements
to the VOD system had been made, it is likely that users would have perceived
VOD as an evolving technology and hence may have expressed a more positive
evaluation of it.

As a pedagogical tool and even in other applications, VOD holds some wide-
ranging potential. The possibility for users to interact with a video document
server opens a window of possibilities which could be filled by appropriate user-
end software. Such systems could be used in industry for in-house training
software. Travel agencies could use VOD systems to promote destinations.
Included in phase 2 of Stentor's trial is a project, developed in collaboration with
Mentor Networks Corp., which will provide continuing education to physicians
in hospitals. It is nevertheless clear from the results of this study that users view
VOD primarily as another means of transmitting information and entertain-
ment services and not as a replacement for traditional media and entertainment
practices. The main challenge for the developers of such a system will therefore
be to find applications for VOD where the demand originates from a considerable
segment of the population and to develop partnerships to market those applica-
tions into commercial services.

Already in Canada, there are a number of technological ventures whose main
objective consists in designing systems where multimedia educational material
would be accessible to all Canadians. Certainly one of the most talked about
issues surrounding the Information Highway is to what measure we will enable
Canadians to be effective users of the various contents available. There is no
question that the pace at which new technologies are being proposed to various
groups of users contributes significantly to endowing multimedia developments
with a sort of magical, all-powerful aura. Notwithstanding their fundamental
virtues, what this and other experiments on pedagogical multimedia innovations
reveal, is the importance of designing systems that have readily observable
advantages over existing alternatives that sustain the test of time. It is possible
that the promise of empowerment that seem so dear to the promoters of the
Information Highway may be more applicable to people who use technologies for
business-related purposes. However, it may not be as apparent for those who use
those same technologies to further their learning.

REFERENCES

Buckingham, D. (Ed.). (1990). *Watching media learning: Making sense of media education*. London, UK: The Falmer Press.

Chapdelaine, B. (1993, February 28). Telecommunications: l'industrie canadienne suit de pres les experiences americaines. *La Presse*, p A7.

Chen, M. (1984). Computers in the lives of our children: Looking back on a generation of television research. In R.E. Rice & Associates (Eds.) The New Media: Communication, Research and Technology. pp. 269-286. Beverly Hills, CA: Sage.
Fissel, M. C. (1993). Student assessment of an electronic learning system. *Mid Western Educational Researcher*. 6(3), 36.

Gagne, R., Briggs, L. J., & Wager, W. (1992). Principles of Instructional Design. (4th ed.). Toronto, ON: Hartcourt, Brace, Jovanovich.

Heeter, C. (1989). Implications of new interactive technologies for conceptualizing communication. In J. Bryant & J.L. Salvaggio (Eds.), *Media use in the information age: Emerging patterns of adoption and consumer use*. (pp. 217-235). Hillsdale, NJ: Lawrence Erlbaum Associates.

Industry Canada. (1994a). *Canada's information highway: Services, access and affordability*. Ottawa, ON: New Media Branch and Information Technologies Industry Branch.

Industry Canada. (199413). *Canada's information highway: Building Canada's information and communication infrastructure*. Providing New Dimensions for Learning, Creativity and Entrepreneurship. Progress Report of the Information Highway Advisory Council. Ottawa, ON: Industry Canada.

Information Infrastructure Task Force, (1993). *The national information infrastructure: Agenda for action*. Washington, D.C, U.S.A.

Jun, S. H. (1986). *Public uses of interactive cable television*. Unpublished doctoral dissertation, University of Southern California, Los Angeles, CA.

Pretty picture. (1993, May 3). *Computer Letter*, 1-9.

Screen of dreams. (1993, May 10). *Computer Letter*, 1-7.

Stentor, (1994). *The Beacon initiative*. Guiding Canada's information highway. Ottawa. Canada

Sweeters, W. (1994). Multimedia electronic tools for learning. *Educational Technology*. 34 (x), 47-52.

Switzer, R. V. Jr. & J. S. Switzer (1993). Strategic design of an interactive video learninglab (IVL). *Journal of Educational Technology Systems*, 21(4), 313-320.

NOTES

1. The use of the term Infobahn to describe the Information Highway is becoming more and more common in literature devoted to the information age. It refers to Germanautobahns or highways, where no speedlimit exists, and implies that the Information Highway should be kept free of regulations that infringe on the free flow of information. The term also suggests an idea of globalization, i.e. the free circulation of information all over the world, a central feature of the Information Highway metaphor.

2. The descriptor “prime” is being used here to differentiate this group from the other Mass Media course, referred to in this text as the “comparison” group, which only sporadically experimented with Video on Demand. A more adequate term for the “prime group” would be “experimental” but we do not feel that the comparison group was submitted to sufficiently rigorous conditions to warrant a true scientific comparison between the two groups.
3 Although the percentage is 88 in all three cases, it is not always the same eighty-eight percent that possesses those technologies.

AUTHORS

Pierre C. Belanger is Assistant Professor, Department of Communication, University of Ottawa, Ottawa, ON KIN 6N5.

Sebastien Clement is a Research Associate, University of Ottawa, Ottawa, ON KIN 6N5.
Mediaware Review

Authorware Models for Instructional Design

L. F. (Len) Proctor, Editor

Allen, Michael W. (1994) *Authorware Models for Instructional Design for Macintosh*. Englewood Cliffs: Prentice Hall.

Available from:

Prentice Hall Canada Inc.
1870 Birchmount Road,
Scarborough, Ontario M1P 2J7
(416) 293-3621 Fax: 199-2529
Price Range: $60.00

System Requirements:

- Macintosh IIci or later

- 8 MB of RAM memory

- At least 40 MB hard disk drive (although larger drives are recommended)

- System 7.1 or later

- QuickTime, version 1.6.1 or later

- CD-ROM drive

Software Description

*Authorware Models for Instructional Design*, is a package of software templates (models) for use with Authorware. Authorware is one of several products available from Macromedia that can be used as a multimedia presentation tool. The models available in this package are shells that contain the logic required to perform a specific task such as setting up a menu on the computer's screen. Each of the models can be combined with other models reused or edited without changing their original specifications. Because several files in this package are large, all files are distributed on a CD-ROM.

Basic Functions

To use this software, users must have the Authorware Academic program resident on their computer's hard drive and a drive that can read a CD-ROM.
Three types of files are available on the CD. The first file type is a demo file (19,610K). It is used to provide an overview and working example of how the models may be used to create lecture support presentations. Second, the example files which have been used to make the demo may be opened and examined to see how each of the models has been used to create the packaged demo file. Quite a few graphics, sound and video files are used to illustrate the example files. As a consequence these files are often large. However, if user hard disk space is at a premium, the example and demo files can be run directly from the CD-ROM. The third set of files on the CD are the models or template files. Once the models have been loaded (copied) into Authorware they can be pasted into any new or existing Authorware file. Users can then replace the dummy text, graphics, audio and video files without changing the logic of the original model unless they intend to do so.

## Documentation

The documentation provided with the models is well written, brief and to-the-point. The main function of the documentation is to provide an explanation of the logic behind each model, instructions on how the user may enter their own content into the model and suggestions on how the model may be customized or modified to suit a user's individual purposes. Models available in this package can be used to assist a presenter in navigating through slide sets, asking questions, labeling graphics, generating dynamic models of mathematical calculations, displaying QuickTime movies and controlling the display of analog video from a videodisc source. A small section of the documentation is devoted to describing the elements of good screen layout and design.

## Critique and Recommendations

While the focus of the software is on creating lecture-support materials, it is sprinkled with advice on creating interactive instruction. For example, about one-third of the documentation is devoted to explaining navigation (page turning) models. Page turning models are fine to use for stand-up slide show type presentations. Yet, in the section on guidelines of developing interactive presentations, Allen offers the suggestion that authors should avoid electronic page-turning. From a design standpoint, there is a gray area here in which the design for one instructional purpose may not be compatible with the second but the tools for achieving either are the same. Allen does not extend his advice on presentation strategies to the level of "tell them what you are going to tell them, tell them and tell them what you told them". Design decision of this type are left to the discretion of the presenter. Allen takes the approach that, once the presenter has decided on a presentation strategy, the models offered in the software should facilitate the sequencing, storage and presentation of the images selected to illustrate appropriate points in the lecture.

The selection of Authorware as an interactive multimedia presentation tool has both advantages and disadvantages. On the advantage side, text, graphics and sound files are easily assembled and cross-platform translators facilitate
moving from a Mac to DOS environment. One important disadvantage of selecting Authorware as a presentation tool is the serious lack of novice user training resources. To date, there is no "Big Dummies Guide to Creating Interactive Presentations with Authorware". When compared to the plethora of examples, tutorials and utilities available for the production of HyperCard stacks, Authorware comes up very short. Authorware Models for Instructional Design, is one publication that begins to redress this dearth of training material. Except for Authorware's own in-house training seminars there are only two or three third party publications that will help a new user learn to use the syntax associated with Authorware's built-in functions and variables.

Packages like Authorware Models for Instructional Design are valuable because a significant portion of the power of Authorware is resident the user's ability to employ one or more of the several dozen built in system functions and variables. Trying to capitalize on Authorware's interactive capabilities without template resources, is like trying to write HyperTalk scripts without any background in computer programming. While a presenter may be quite familiar with Authorware's media assembly capabilities, having templates available permits the presenter to begin to tap the power of this tool without having to become an expert programmer. Generic models prepared by expert programmers may not do everything the presenter wants, but they will definitely cut down on presentation production and debugging time. While not a perfect solution, a well developed library of standardized routines should be able to handle most of the display tasks associated with slide show types of presentations.

This software package is also valuable because it provides good examples of how to program a presentation in Authorware. To do this, Allen starts with a simple model and then shows the presenter how to enhance it in order to achieve more complex display tasks. By studying the models and learning how they work within the context of the tasks they perform on the screen novice authors should be able to reduce the level of frustration they commonly feel when starting to use a new programming tool. Originally, Course of Action was developed to address productivity and user friendly deficiencies found in Tutor Control Data's authoring language for PLATO. When Allen developed Course of Action, which eventually became Authorware, he succeeded in making the display of text and graphics on the screen much more author friendly. On the other side of the equation, while he may have tried hard, he did not do a lot to increase author productivity. Authorware Models for Instructional Design begins to address productivity issues. Hopefully, this software package is the first in a long line of many more productivity enhancing packages to come.

## EDITOR

L. F. (Len) Proctor is Associate Professor, Department of curriculum Studies
College of Education, University of Saskatchewan, Saskatoon, SK S7N 0W0.
Book Reviews

Diane P. Janes, Editor

*Planning, Producing, and Using Instructional Technologies* (7th Edition), by Jerrold E. Kemp and Don C. Smellie. New York: Harper Collins College Publishers, 1994. ISBN 0-06-500604-6, 406 pages, $47.60 (CDN).

Reviewed by John Godfreyson

Teachers and students of instructional technology will find this text is a comprehensive overview and explanation of the field. The text is in its seventh edition and the evolution has resulted in the incorporation of a discussion of learning theory as well as a brief examination of the more current computer interactive technologies.

Part One provides an overview of the role of instructional design in the learning process and the various learning theories which can be used to provide a basis for understanding the effects of good instructional design. The findings of a number of research studies are cited in a list manner to illustrate the benefits and characteristics of effective media use.

The second part of the text examines the nature of the planning to be used in incorporating instructional media in the context of learning/teaching situations. The attributes of various media are examined and guidelines are -given for the selection of media to fit specific situations. There is a short discussion of the design process, including the principle of storyboarding.

Part Three deals with fundamental production skills used in photography, graphics and sound recording. Much of this section would be useful to those wishing detailed basic technical information but would be of less use to instructors seeking information on using basic media in the instructional context. The section on graphics is well done and incorporates basic design guidelines as well as the use of computer graphics.

Part Four continues to deal with the instructional design process as it applies to the creation of printed materials, overhead projection transparenties, audio recordings, slides/multi-image presentations, video recordings/ videodiscs and computers/interactive/reactive learning technologies. The
printed materials section provides a framework for effective design. The video recording section includes a description of the basics of desktop video. The principles of computer-based instruction, flowcharting and the use of authoring systems are featured in the final chapter of this section.

The final part of this book begins with some guidelines for locating, evaluating and selecting instructional materials. This is followed by generic descriptions of the use of various types of media equipment. Checklists are provided which can be used in checking for proficiency. Integrating technologies with instruction is explained in the final chapter and short overviews containing hints for effective use of the various media are included.

Each chapter is followed by a set of review questions which help the reader test for understanding for each topic.

Unfortunately, little information is provided regarding the role and management of computer networks in schools. Nor is there any mention of the role of telecommunications in education and the increasing use of the Internet as a learning medium. It seems unfortunate that a recently published text which does a good job of being comprehensive in its approach has missed including this rapidly growing area. Students in instructional technology will require skills in both of these areas. Perhaps a separate text is required to do justice to these topics.

A few of the technologies illustrated are somewhat dated, including the photos and illustrations, and not likely to be considered important to either designers or users of instructional technology.

With the exception of the comments in the previous two paragraphs, the book is a good overall basic text for the study of instructional technology. It would fit well either as an introductory text for the training of media technicians or as a text for use in teacher training.

## REVIEWER

John Godfreyson, M.Ed.(Victoria), is currently Principal of an elementary school. He has taught at all levels of the public education system. He has served as a Director of Instruction in charge of curriculum resources and has taught courses in instructional technology for the University of Victoria and Malaspina College/University. He has also served on the executive of provincial and national media associations, including AMTEC.
*Computer-Based Integrated Learning Systems* by Gerald D. Bailey (Ed.).
Englewood Cliffs, New Jersey: Educational Technology Publications 1993, ISBN 0-87778-256-3, 171 pages, $32.95 (US)

Reviewed by Blair W. Kettle

This book consists of 15 articles written by a combination of academics, school administrators, teachers, and consultants. Interestingly, it is mentioned nowhere in the book that the same set of articles was published in 1992 as a special issue of Educational Technology magazine (Vol. 32., No. 9).

If you have never heard of an Integrated Learning System, it is a computer-based instructional system that is designed to deliver a substantial portion (up to 25% or more) of the instruction required by the average student, in any given subject, in any given grade. These Systems are also characterized by their ability to provide teachers, parents and students with reports of student progress, and by a very high price tag.

In Chapter One the Editor provides the rationale for both the book and the organization of its chapters. He argues that despite the substantial sums of money being spent on Integrated Learning Systems (ILSs) each year by United States school districts, there has been very little "balanced, critical coverage to this major new education industry" (p. 3). His objective with this book is to help to remedy that problem.

In support of the Editor, there has been very little academic periodical literature devoted to the subject of ILS. The Educational Resources Information Center (ERIC) has catalogued less than 90 articles on the subject since it first appeared in that database in 1987. The problem (which Professor Bailey acknowledges) may be that most researchers and professionals who write on the subject of computer-assisted instruction don't perceive it as being such a radically new development to warrant more attention than it has thus far been given.

The chapters in this book are organized around eight metaphorical road map signs which are intended to (1) define, (2) provide historical background on, (3) show research evidence which supports, (4) list the planning requirements for, (5) state vendors and, (6) practitioners beliefs about, (7) examine the educational merits and shortcomings of, and (8) plot the future for ILS in American education. While Professor Bailey may not win a prize for cartography, the articles essentially do account for his road map signs.

Does the book provide balanced and critical coverage of ILS? The short answer is no. However, school administrators and teachers whose schools or school districts already own, or are committed to buying, an Integrated Learning System would probably find some benefit from reading it. In a nutshell, the book is an educational administrator's guide to purchasing and implementing Integrated Learning Systems.

If you are already an evangelist for ILS, or if you have an inclination to be one, or even if you sell ILS, this book will be a welcome addition to your
library. Except for Chapter 12, "Integrated Learning Systems and Their Alternatives: Problems and Cautions", by Cleborne Maddux and Jerry Willis, the rest of the articles tend toward the infectiously optimistic and positive. While Maddux and Willis deflate the balloon a little with comments like "the answer to the question of effectiveness of ILSs in general, or specific ILSs, is unknown due to the poor quality of research on the subject" (p. 127), the chorus in the chapters on either side their chapter keeps the book positively buoyant.

Professor Bailey begins this book with the belief that ILS ought to be dignified with a level of attention similar to "other electronic teaching/learning formats [such as] distance learning, hypermedia, multimedia, electronic cooperative learning, etc". (p. 3). If you combine this belief with a willing publisher, then a reason for such a book exists. However, readers who are surprised to learn that distance learning is an electronic teaching/learning format competing for attention with the likes of hypermedia and multimedia, and that "computer-assisted instruction (CAI) came and went with other educational fads of the 1960s and 1970s" (p. 6), may want to read the paperback version in their libraries before they invest in the hardcover.

REVIEWER

Blair W. Kettle is a consulting Educational Technologist based in St. John's, Newfoundland.
**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 11-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 3X8.