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Realising the potential of interactive videodisc for education
journal contributionposted on 30.04.2019, 00:00 by Peter HosiePeter Hosie
A person making a casual examination of the literature about interactive videodisc (IVD) could be forgiven for concluding that a revolution in education and training has taken place, but as Bosco (1984, p.13) observed, "many of the articles and reports on interactive video which have been produced in the last few years are written from a stance of advocacy". A great number of claims made about IVD use in education are speculative. A good example of such exuberance is this comment by Jonassen (1984, p.2), "there is little doubt that microcomputer-controlled videodisc systems represent the most potentially powerful communication device in the history of instructional communication", or Young and Schlieve (1984, p.4), "Videodisc technology may well revolutionise education in both public and private institutions by the end of the decade". Such rhetoric is similar to that which accompanied the introduction of microcomputers into schools. Interactive videodisc technology has great potential for education but there are some important issues to be addressed.