Annotated videodisc authoring template (Marario)¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

An authoring template developed at the McKay Institute that permitted annotating an existing film (Marario) transferred to videodisc. The movie runs continuously unless the student stops it; touching the space bar stops the disc player and displays a screen of comments or questions in Spanish, which the student selects by number to receive answers or further commentary on cultural aspects, vocabulary, linguistic usage, and symbolism. On-screen banners give the student control over the information flow: backing up the scene, continuing, calling English text files, or calling a dictionary. The approach was extended to discs such as Klavier im Haus, Midway, Raiders of the Lost Ark, and Waldo Pepper for elementary math, history, and ESL.

Design Implications¶

Context¶

Requirements¶

• Permission to transfer the existing footage to videodisc; the article notes it is a comparatively simple and inexpensive process to annotate existing footage.

Constraints¶

• The article states annotating existing footage is a great way to introduce a new topic or present vocabulary in context, but is a poor place to stop.

Target Learners¶

• intermediate Spanish students
• elementary math and history students
• ESL students

Target Learning Goals¶

• noticing subtleties of meaning
• cultural and linguistic aspects of film
• vocabulary in context

Affordances¶

• Transparency Theory Learning Skill Acquisition

Claims¶

• Students using an annotated interactive videodisc of a film outperformed students who saw the same film on videotape with a lecture, in retention and recall of information [+W]

Related Elements¶

• Montevidisco conversational simulator
• Flight SOS interactive video program
• Film-based simulation paradigm for training and testing anticipation and decision making

Examples¶

• Adapt existing footage for branching simulation practice rather than only annotating it

Key Sources¶

• Gale, Larrie E.; Brown, Bruce L. (1985). A Theory of Learning and Skill-Acquisition Applied to Interactive Video: Activities at the David O. McKay Institute, Brigham Young University. In Gillespie, Junetta B., Ed. Video and Second Language Learning. Urbana, Language Learning Laboratory, University of Illinois at Urbana-Champaign. https://eric.ed.gov/?id=ED278252