National Geographic unplugged: classroom-centered design of interactive nature films

Designing computer-based learning environments must account for the context in which activity occurs, the tasks that students perform, and the tools that facilitate these tasks. When designing for school use, it is also crucial to consider how the software will be integrated into the organization of the classroom workplace and how teacher practices influence the adoption and success of interactive learning environments. This paper discusses our experiences in designing and deploying an interactive video tool to high school classrooms. We stress a classroom-centered design that tries to integrate usable software with interactions that occur “outside of the box” to alter traditional school learning.

[1]  Brian K. Smith,et al.  Combining General and Domain-Specific Strategic Support for Biological Inquiry , 1996, Intelligent Tutoring Systems.

[2]  The Ideology of images in educational media : hidden curriculums in the classroom , 1990 .

[3]  Rachel K. E. Bellamy,et al.  Designing educational technology: computer-mediated change , 1995 .

[4]  Computers and the Classroom. , 1978 .

[5]  J. Schofield.  Computers and classroom culture , 1995 .

[6]  Stephen P. Norris,et al.  The Philosophical Basis of Observation in Science and Science Education. , 1985 .

[7]  Ronald Baecker,et al.  A multimedia system for authoring motion pictures , 1997, MULTIMEDIA '96.

[8]  Mark Guzdial,et al.  Balancing usability and learning in an interface , 1997, CHI.

[9]  Elliot Soloway,et al.  Learning theory in practice: case studies of learner-centered design , 1996, CHI.

[10]  Roy D. Pea,et al.  Distributed Multimedia Learning Environments: Why and How? , 1992, Interact. Learn. Environ..

[11]  G. Schaller.  The Serengeti Lion: A Study of Predator-Prey Relations , 1972 .

[12]  Joshua Radinsky,et al.  The progress Portfolio: promoting reflective inquiry in complex investigation environments , 1997, CSCL.

[13]  Ora Silverstein,et al.  The Role of Imagery in Learning Biology Science through Television. , 1993 .

[14]  D. Scheel.  Watching for lions in the grass: the usefulness of scanning and its effects during hunts , 1993, Animal Behaviour.

[15]  C. Douglas Wetzel,et al.  Instructional Effectiveness of Video Media , 1994 .

[16]  B. Nardi.  Context and consciousness: activity theory and human-computer interaction , 1995 .

[17]  Roy D. Pea.  Learning through multimedia , 1991, IEEE Computer Graphics and Applications.

[18]  Jan Hawkins,et al.  Technology and the organization of schooling , 1993, CACM.

[19]  Paul J. Germann,et al.  Analysis of nine high school biology laboratory manuals: Promoting scientific inquiry , 1996 .

[20]  Brian K. Smith,et al.  What should a wildebeest say? Interactive nature films for high school classrooms , 1997, MULTIMEDIA '97.

[21]  S. L. Lima,et al.  Behavioral decisions made under the risk of predation: a review and prospectus , 1990 .

[22]  Robert G. Schwab,et al.  Collaboration and constraint: middle school teaching teams , 1992, CSCW '92.