As of August 1999 I am a full-time instructor at Cabrillo College in the Office Systems Department. You can also visit my faculty site there. Prior to this I have been an adjunct computer science instructor at Cabrillo College, and an interactive instructional design consultant for high technology corporations. Underlying these is a deep curiosity about how people learn, and how technology affects the structure and quality of our lives. Being at least sometimes a student of anthropology I am fascinated with how digital technology is being embraced within cultures and subcultures both here in the United States and in other countries. I have presented and lectured on the topics of interactive multimedia in Japan, Thailand, Singapore, and Albania .
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Adjunct Faculty: Cabrillo College, Aptos, CA, Computer Science Dept.. 1992-present
Instructional Designer/Project Manager: TCT Technical Training, Sunnyvale, CA. Project Management, scriptwriting, and course design for 18 interactive videodisc courses. Eleven videodiscs on AT&T PBX/computer equipment, and seven discs marketed as "Introduction to Data Communications Networks." 1984-1986
Grantwriter: Santa Cruz City Schools. Successful grant for Bilingual Program. Summer 1974
Director: Social Sciences Learning Resource Center, Santa Cruz High School. 1973-74
"Managing Interactive Video Projects: Productivity vs. Experimentation," Instruction Delivery Systems, July/August 1989
"Applying for College Using Interactive Video," Proceedings of the 11th Conference on Interactive Video in Education and Training, Society for Applied Learning Technology, 1990
B.A. Comparative Culture, UC Irvine, Cum Laude, 1972
Other studies at Universidad de Guadalajara, Jalisco, Mexico; University of Stirling, Scotland
Other courses in Computer-Based Training, UC Extension; Novell Advanced Network Management, De Anza College: Introduction to Creating Web Documents With HTML, San Jose State University Continuing Education
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Bilingual English-Spanish
Outstanding Alumnus Award, SJSU Instructional Technology Program, 1992
Member:
International Society for Performance and Instruction (ISPI)
International Interactive Communications Society (IICS)
Association for Educational Communications and Technology (AECT)
Apple Programmers and Developers Association (APDA)
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INTERACTIVE VIDEODISC/MULTIMEDIA PROJECTS
AT&T Information Systems, Denver, Colorado
1984-1986
Employed at TCT Technical Training, Sunnyvale, CA, as project manager and scriptwriter for eleven Level III interactive videodisc courses focusing on the installation, testing and maintenance of AT&T digital PBX workstation peripherals. Hardware: WICAT minicomputer with a 2 touch-screen interface. Software: WISE authoring language.
TCT Technical Training, Sunnyvale, CA
1985-86
Employed as project manager and scriptwriter for the 7-disc series: "Introduction to Data Communications Networks." Major purchasers of the series include IBM, Pacific Bell, Northwest Telecom, and more than 200 other companies. Other roles included writing course study guides, paper-based tests, and promotional materials as well as marketing and product demonstration. Also performed design consultation for a CBT course on Fiber Optics, originally developed for Pacific Bell, and proposal development for other CBT projects.
1988-89
On a contract basis, wrote Modules 8 and 9 on Binary Synchronous Communications for the Level III series: "Introduction to Data Communications Networks."
1989-90
On a contract basis, scriptwriting and consulting for five Level III videodiscs on T1 Digital Networks.
Apple Computer, Inc., Cupertino, CA
1988
Designed and wrote Level III scripts for Hypercard-based, interactive video modules for the course "Macintosh Fundamentals and Beyond." The modules focused on Project Management Software and Presentation Software.
1989-90
Designed "HyperCoach," an interactive multimedia performance support tool for Apple new employees which integrates information management, professional development advisement, and course registration functions. Uses HyperCard and AppleLink.
1993
Developed instructor and participant guides for training modules on technical/customer support topics. Modules included use of performance-support systems based on HyperCard front ends to VAX databases and other electronic reference materials.
Applied Materials, Inc., Santa Clara, CA
1988
As a subcontractor to Sedillo and Co., provided interactive video consulting and script critique for a Level III course on Clean Room Procedures for semiconductor fabrication.
De Anza College, Cupertino, CA
1987-90
"Orientation to De Anza College." Working with the Counseling Department, and De Anza Film/TV staff, designed, wrote and produced a Level III Orientation to De Anza College course. This required course has been successfully used by hundreds of De Anza students.
1988-90
"Application for Admission to De Anza College." As prime contractor and designer, produced a Level III Application for Admissions Program. Applicants will be able to complete their application for admission by interacting with an IBM Infowindow station. Extensive Help functions are available using text, graphics, video and sound. Applicant data is uploaded nightly to the District VAX mainframe.
Both of the above are based on the IBM Infowindow hardware platform, and were developed with the Authology authoring system.
1987
"Concept Paper: Interactive Video at De Anza College." Wrote a study for De Anza College Student Services on the potential uses of Interactive Video. Interviewed a wide variety of De Anza College Staff.
IBM, San Jose, CA
1992
As a subcontractor to AVTEX Research Corporation, Campbell, CA, wrote a script and visual treatment for a multimedia tradeshow demo on the IBM Information Warehouse, a multi-platform database manager and decision-support system.
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COMPUTER BASED TRAINING PROJECTS
3Com Corporation, Santa Clara, CA
1993-94
Provided instructional design and project management for the development of an independent-study course on Internet Protocol (IP) Routing. Six CBT modules simulated the user interface to 3Com NETBuilder Bridge/Routers. The authoring system was Quest.
Amdahl Corporation, Santa Clara, CA
1986
As a subcontractor to CEIT Systems, Inc., provided CBT design and team building consultation for Amdahl, focusing on the use of Authology, an authoring system developed by CEIT Systems. Helped establish storyboard review procedures, authoring/programming procedures, and quality control guidelines.
CEIT Systems, Inc., San Jose, CA
1987
Designed and wrote computer and paper-based tutorials for CEIT's "Authology Self-Paced Training Course," which is aimed at purchasers of the Authology authoring system.
COURSE DEVELOPMENT
3Com Corporation, Santa Clara, CA
1994
Researched and developed an independent-study course titled "LAN Architectures and Standards." This course is an introduction to Ethernet, FDDI, Token-ring, LAN installation, and other LAN technologies. It is paper-based with review questions and a computer-based certification test.
1995
Developed an independent-study course to certify resellers on the operation and configuration of 3Com LANplex switching hubs.
Developed an instructor-led course on the LANplex 2500 switching hub as part of the 3Com Hands-On Program, including developing lab exercises and preparing an instructional laboratory network to be used worldwide.
Developed course materials for an instructor-led version of the LANplex 2000 and 6000 families of switching hubs, including preparation of laboratory procedures and configuring an instructional lab network.
1996
Developed an instructor-led course on ISDN technology and 3Com ISDN products, titled ISDN Connectivity. Edited and repackaged this material as part of the 3Com Remote Access Gold Seal program for 3Com resellers. A large part of the project involved setting up a test lab and documenting instructional lab procedures, including developing application notes for dial-in remote access using Windows 95 client software.
1997
Developed an instructor-led course on the 3Com Cable Modem system, including software testing and setup of an instructional lab using radio frequency, ATM, and Ethernet technologies.
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VIDEO AND OTHER MEDIA PROJECTS
Applied Materials, Santa Clara, CA
1986-87
As a subcontractor to Darryl Sink and Associates, designed and wrote a 4-module, self-paced training package for the preventive maintenance of an Applied Materials silicon wafer etching machine. Media included an instructor's guide, student workbook, videotape, and practice on the real equipment.
GM Photographic, Technical Liaison Office, Fremont, CA
1987
Wrote 7 linear video scripts focusing on the adaptation of Japanese auto assembly and management techniques in use at the New United Motors plant in Fremont, California.
General Motors Photographic, Detroit
1988
Designed and wrote the second day's materials for a two-day Quality Network Leadership Seminar. This seminar was presented to literally every plant and staff in GM. Media included Presenters and Participants Guides, lecture notes, slides, workbooks, and table-centered participatory exercises.
TCT Technical Training, Sunnyvale CA
1990-92
On a contract basis, instructional design, technical research, and scriptwriting for the following videotape and workbook courses:
LAN-WAN Internetworking (1990)
Implementing and Expanding PC LANs (1991)
Systems Network Architecture (SNA) Today (1991-92)
Basic Computing (1992)
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TECHNICAL DOCUMENTATION
Toshiba America, MRI, Inc., South San Francisco, CA
1993
As a contract technical writer I documented the installation and service procedures on one of Toshiba's magnetic resonance imagery devices. Software used: FrameMaker, PageMaker, Photoshop, Ofoto.
Logisticon, Inc., Santa Clara, CA
1988
Wrote and edited several chapters of a user's manual for the Logisticon "Dispatcher" computerized warehouse and dispatching system.
IBM/ROLM Corporation, Santa Clara, CA
1986-87
Researched and wrote a troubleshooting manual for ROLM digital telephones and peripherals.
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CURRICULUM DEVELOPMENT
Apple Computer, Inc.
1989
As a subcontractor to Expressworks International, Inc., San Jose, and in coordination with staff from Apple Training Support, developed the New Hire Development Program curriculum plan document and catalog. Now called "Accelerate," this program is a plan for professional development for new Apple sales and sales support staff.
Department of Defense Manpower Data Center, Monterey, CA
1992
Development of test items for the Armed Services Vocational Aptitude Battery on the topics of electronics and shop technology.
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PRESENTATIONS/SEMINARS
"Designing Interactive Video Courseware"
GTE Computer Based Training User's Group, Reston, Virginia, October 1985
"Introduction to the Design of Interactive Video"
National Society for Performance and Instruction, Silicon Valley Chapter, October 1986
"Instructional Design and Interactive Video"
Panel Member, International Interactive Communications Society, SF Bay Area Chapter, January 1989
"Applying for College Using Interactive Video"
Presentation to the Society for Applied Learning Technology Conference, Washington D.C., August 1989
"Interactive Multimedia in the U.S.A."
Two short seminars to CBT professionals from major Japanese corporations. Also arranged host sites for the group at major U.S. corporations using CBT and interactive multimedia. March 1990
"Interactive Video and Multimedia Trends"
Singapore Polytechnic University, Singapore. October 1990
Chulalongkorn University, Bangkok, Thailand. December 1990
"The Four Levels of Instructional Design in Business Organizations"
Presentation to Bay Area Association for Educational Communications and
Technology (AECT), September, 1992
"Interactive Multimedia and Computing Trends in the USA"
Presentation to Engineering Faculty, Tirana Polytechnic University, Tirana,
Albania, January 1995
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Computer-Related
"Hold That Paradigm," CBT Directions, October 1988
"Managing Interactive Video Projects: Productivity vs. Experimentation," Instruction Delivery Systems, July/August 1989
"Applying for College Using Interactive Video," Proceedings of the 11th Conference on Interactive Video in Education and Training, SALT, 1990
Other Topics
"Victorian Addition," Fine Homebuilding, April/May 1983
"Remodel Plumbing," Fine Homebuilding, Oct/Nov 1983
"Powder-Actuated Tools," Fine Homebuilding, Summer 1984
"Plumbing and Heating," chapter in Sunset Home Remodeling Illustrated, Lane Publishing Co., Menlo Park, 1987 Return to top of Steve Larson's Home Page
Getting started with interactive video can be a confusing challenge. There are so many media choices, and so many approaches to training it is easy to feel overwhelmed and bogged down. As an interactive video developer and consultant I urge instructional design groups to build upon familiar models, or paradigms, of communication. This approach does some very good things. First, it can give a coherent design perspective to the design team. Second, a unified approach will usually result in a less-confused learner. Third, because you will be designing from both a culturally and personally familiar point of view, your efforts will be more effective and efficient. Let's take a look at the paradigms I've found the most compelling and common among interactive video designers. Each encapsulates an idealized form of communication.
The Movie - Linear Presentation
Classic examples of linear presentations are lectures, slide shows, educational TV, and Gone With the Wind.
When translated into courseware, the Movie paradigm tends to produce well-developed logical sequences of visual information that transition smoothly to questions, menus, and other forms of interaction. Typically an idea or concept is fully presented before the learner is engaged by questions or tests. Linear Presentation puts a premium on coherent context and sequence; drama is often an important technique.
Programmed Instruction
Although Programmed Instruction harbors significant disagreements about the best way to develop CBT, this paradigm tends to produce courseware that is carefully sequenced in small increments of information, with frequent questions and immediate reinforcement to lead the learner to the completion of specific, measurable objectives. Although the program often provides several paths to reach an objective, the program selects the path, not the learner.
The Data Base
In this paradigm, access to information is seen as the key to learning. It is often called a learner-driven style.
Courseware developed from the Data Base paradigm tends to offer a navigational structure instead of questions and remediation. Learners determine their own sequence and objectives. Information is packaged in small, discretely accessible units, but provided in great depth and diversity. Technologies like CD-ROM and HyperCard are spurring interest in the Data Base model.
The Conversation
The ideal model here is that of human interaction -- a one-on-one conversation with an interested expert. "Conversational" courseware tends to have a friendly tone, usually relying on motion video and sound. It allows the learner to follow individual interests in the choice of media and path, "guided" by the expertise of the program.
The Conversation paradigm is strongly influenced by the as-yet-unfulfilled promise of Artificial Intelligence systems.
The Simulation
As the name implies, the goal here is to faithfully simulate the operation of a real piece of equipment or a real-life situation.
Examples of equipment simulation include troubleshooting computer hardware and other devices. Human simulations include diagnosing illness, conflict negotiation, and litigation.
The Video Game
Courseware designed around the Video Game paradigm tends to be flashy, fun, and highly interactive. Although mastery objectives and final score can be important, equally important may be the playing itself. This is especially true for psychomotor objectives. Skills and information are singlemindedly focused on furthering the game.
The Phantom Helper
In human form, the ideal is the unobtrusive mentor who can always take a look at your problems and give you the right advice. Some examples of the Phantom Helper paradigm are "Hint" options within CBT tutorials and "Help" features accompanying software packages like spreadsheets and word processors.
One Paradigm or Several?
Often a single paradigm will clearly dominate a well-designed course. Other times you might need to draw from more than one model. A sophisticated yet common approach is to divide the course into paradigm-specific modules. For example, Programmed Instruction might dominate a tutorial segment, while the Data Base model would underly a reference section, and the Simulation paradigm might rule a practice session.
Though you may still find yourself arguing with others (or even with yourself) about which paradigm is best, a paradigm-related discussion will help you define the options and get down to work.
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ABSTRACT
The "Interactive Application for Admission" program at De Anza College in Cupertino, California is an attempt to make the admissions process pleasant and efficient for both students and staff. The Level III Infowindow-based program uses touch-screen technology and accesses a pre-existing De Anza videodisc for audio and video prompts and context-sensitive Help functions. Formative evaluation and pilot testing indicate high levels of acceptance by applicants, reduced processing delays, and the promise of increased staff efficiency. Economies of design and production are of interest for this program, which was largely funded with a grant from the Chancellor's Office of the California Community Colleges. Also important is how this program coordinates with other student service innovations at De Anza College. Applicant data is automatically analyzed and the applicant guided to the most appropriate steps en route to registration. The De Anza "Interactive Application for Admission" is a successful example of Interactively-Assisted Services (IAS), an important and developing niche for interactive technologies.
Introduction
Imagine yourself in line at De Anza College. You want to apply for admission, because you've heard of the excellent classes. But the line is long, the warm California sun is shining, your surfboard is in the car....
Or maybe you're on lunch break from Apple Computer, Hewlett Packard, Tandem, or one of the other large or small Silicon Valley companies. You don't have much time, and you expect efficiency and quick feedback from the organizations you work and learn in. You look at your watch, you think of your staff meeting, you look at the line in front of you. Well, you can always apply next quarter .
These scenarios are from the front line in the war of educational relevance at the community college. Because to get a college education, you've got to get inside; and to get in, first you've got to apply.
Advantages to the Applicant
The "Interactive Application for Admission" program is designed to make the prospective student's first contact with De Anza College pleasant, efficient, and helpful -- an experience which reinforces the value of going to college. By sitting at one of the IBM Infowindow workstations, and by entering information by touching the screen or typing on the keyboard, the applicant can complete the entire application in about 20-30 minutes. If he or she is confused by a question, there is help immediately available: text and graphics supplied from the computer, and audio and video from the videodisc. When the applicant is done, the program analyzes his or her educational background and needs and recommends the next steps toward registering for classes. Each applicant receives a printed summary of these "to do" items along with a summary of the application. In some cases the next steps can be taken care of right at the same terminal, for example by completing an interactive "Orientation to De Anza College," or by taking computerized placement tests. And when the applicants arrive at the next stopping point, De Anza staff are ready for them, having the correct information available on-line, and able to speed the new students on their way.
Advantages to De Anza College
And on the De Anza side, the process looks better, too. By directing the students accurately, staff time answering questions is reduced. Likewise, time keying in data is dramatically reduced. And because the data from each applicant goes into the District mainframe's student information database every night, the costs and delays of data entry of paper applications are avoided. (Current turnaround for manual data entry from paper applications is several weeks.) What is more, the data supplied by the interactive application is more complete and accurate because each entry is validated right at the PC. This means less followup and recontacting students.
Hardware Configuration:
IBM Infowindow display
PS/2 Model 30 computer (20 megabyte hard disc)
Pioneer LD-V 6010 videodisc player
Hewlett Packard Laser printer (can be networked to several Infowindow stations)
Hardware delivery capacity:
3 stations currently (August 1989)
8 on order, in place Fall 1989
20 in 1990-91
Software
Authoring: Authology by CEIT Systems, Inc.
Mainframe Database: Student Information System, by Information Associates
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