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Collection: Video and Captioning

purple arrow (1137 bytes) Interactive Video, Hypermedia & Deaf Students

REFERENCES: King, C.M. & Larkins, E.J. (1994). Implementation issues of using hypermedia/interactive video in special education. In J. Willis, B. Robins & D.A. Willis (Eds.), Technology and Teacher Education Annual, 1994 (pp. 464-466). Charlottesville, VA: Association for the Advancement of Computing in Education.

King, C.M., Dalmas, V.H., Kendall, L.H., Miller-Selvage, G., Welsh-Charrier, C.C. & Noretsky, M.R. (1994). Interactive video, hypermedia, and deaf students: Literacy applications. In J. Willis, B. Robins & D.A. Willis (Eds.), Technology and Teacher Education Annual, 1994 (pp. 467-470). Charlottesville, VA: Association for the Advancement of Computing in Education.

Noretsky, M.R., Barrie, J.H., Hornck, A.D., Stifter, R.A., Whiteley, W.A. & King, C.M. (1994). Interactive video, hypermedia, and deaf students: Social studies/science applications. In J. Willis, B. Robins & D.A. Willis (Eds.), Technology and Teacher Education Annual, 1994 (pp. 597-601). Charlottesville, VA: Association for the Advancement of Computing in Education.

King, C.M. & Short, D.D. (July 1994). Using digital captions to improve literacy in multimedia environments. Paper presented at the National Educational Computing Conference, Boston, MA.

PRODUCTS: Compel, Toolbook, Bookshelf, Multimedia Encyclopedia

CONTEXT: Project ALIVE!: Acquiring Literacy through Interactive Video Education is a federally funded project designed to assess the implementation and the impact of interactive video on the reading and writing of deaf high school and intermediate-level students. The project is largely motivated by the lack of accessible interactive materials for deaf and hard-of-hearing students. The basic goal of the project is to provide teachers and students with tools for enriching instruction through visual means. The papers referred to above provides classroom examples of (a) visually supported instructional strategies, (b) uses of graphic organizers, (c) uses of hypermedia resources, and (d) student uses of hypermedia and interactive video. Also discussed is the project's implementation plan, which follows the START model: Support, Time, Access, Resources, and Training.

DESCRIPTION: Teachers at several schools and programs for deaf students have a complement of equipment in their classrooms, including: PC-compatible 486 computer with CD-ROM drive, sound board and video overlay board; videodisc player with video digitizing board and optical scanner; 32-inch television and VGA-to-NTSC converter for projection purposes. Software includes Asymetrix's Compel and Toolbook, and Microsoft's Windows, Word, Bookshelf and Software Toolworks Multimedia Encyclopedia.

The authors describe their reasons for deciding on high-end equipment for developing and demonstrating the potential of hypermedia for deaf students and their teachers. They contend that despite their higher costs at the beginning, high-end equipment must be tested now, in order for schools to be ready to take full advantage of these technologies when costs decrease.

In Project ALIVE!, video clips of movies are a jumping off point to more in-depth information and other resources. For example, for an instructional unit on the Russian Revolution, one teacher used the movie Dr. Zhivago. He and the project staff created hyperlinks between video clips and an outline, textual screens, charts and pictures.

Teachers in literature classes have used such movies as The Great Gatsby, Lord of the Flies and The Last of the Mohicans. They added graphical screens for instruction of story structure, character development and movie-book comparisons. For example, one teacher identified highlights from the movie The Great Gatsby and created an instructional screen. The students watched the video clips and created descriptive labels for each one. Other instructional screens helped students develop better story prediction skills, compare characters through semantic webs and graphic organizers, and learn colloquial vocabulary from appropriate contexts in the movie.

The teachers' ability to create professional-looking graphic organizers and semantic webs that link to video, graphics and text has been especially motivating. The authors report that these graphic organizers "became a favorite means for teachers and their students to show relationships among concepts." In addition, links to significant resources, such as encyclopedias and other curriculum-based CD-ROMs, have added value to the system.

Finally, students have enjoyed using the hypermedia provided by the system. They work in cooperative groups or individually, creating and organizing information and creating their own multimedia presentations for class projects.

FOR MORE INFORMATION:

Dr. Cynthia M. King, Gallaudet University, Educational Foundations and Research, 800 Florida Avenue, NE, Washington, D.C. 20002-3695
cmking@gallua.gallaudet.edu [note: the transposition of "au" & "ua" is correct]

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This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts.  NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013.  Permission is granted to copy and disseminate this information.  If you do so, please cite NCIP.   Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government.  This site was last updated in September 1998. 

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