Interactivity : designing and using interactive video

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Picciotto, Michael, Robertson, Ian, and Colley, Ray (1989). Interactivity: designing and using interactive video. Kogan Page. Great Britain.
Keywords: Interactive Video (IV), project, text overlay.

This book contains information about the use of interactive video, its 5 chapters: (What is interactive video?, Hardware, Video and Film, Courseware Design and Software) cover in detail important aspects related to the use, and development of video projects. The book is no longer available. I got it from the library.
Useful quotes:

• Interactive video is not new; in various forms it has been in existence for more than a decade. It is, however little known in training and education and there are question marks over its every aspect: hardware, software, video resources, content, appropriate use and, indeed, the very nature of the medium. P1
• Benefits from the use of video(Cf. P17 –19): authenticity, access to the inaccessible, Trigger Video, Entertainment, Dramatization, Enhanced Presentation, Potential problems with video (audience expectation, Passive viewing).

• Authenticity.- Video can show real behaviour, processes, situations and events. Surroundings can be authentic instead of simulated, real equipment can be used instead of diagrams or verbal descriptions, interaction between people can be shown instead of described. P17
• Access to the inaccessible. …It can also provide very close-up views for all viewers, where every member of a class or group would not necessarily have a clear view of a particular piece of apparatus.
• Trigger Video.- Natural events are shown and then paused at a moment of decision or controversy. This can be far more effective in stimulating discussion and responsive group dynamics than more conventional strategies.
• Entertainment.- Video and broadcast television represent by far the most popular, widespread and powerful form of mass entertainment. This factor should not be underestimated: the medium is associated in the public mind with the delivery of entertainment, and therefore a large proportion of users are likely to be favourably disposed towards it from the start.
• Dramatization.- It is possible in a short scene lasting maybe 90 seconds, to put across a very clear and interesting message in a succinct and effective way.
• Enhanced presentation.- Video material is prepared in advance with very great care and skill, and very careful attention can be paid to the selection, layout, presentation and timing of the materials.
• Potential problems with video.- a) Audience expectation. It is important not to disappoint user expectation by providing poor quality material. b) Passive viewing. Watching a television programme, can engage the interest and require involvement, but it is a passive experience.

Stages for the implementation (Cf. P21-22)

(also consider standards and compatibility)

• Stage one. Identify training requirements, specify aims, define objectives, assess resources, decide IV delivery system configuration.
• Stage two. Produce design outline, produce storyboard or script, produce design document with branching and learning sequence.
• Stage three. Agree design outline, storyboard and script, Obtain existing video and artwork, Brief production specialists.
• Stage four. Shoot video, produce or commission stills and artwork, Produce software programs, design and produce packaging, disc labels, disc sleeves.
• Stage five. Edit video material, Field correlate video material, produce master tape, check software functionality with video cassette or check disc.
• Stage six. Produce videodiscs, integrate discs and software, carry out final quality control and testing.

Stakeholders (Cf. P22-24)

• The project team, Subject expert, Teaching expert, Instructional designer, Video expert, Software specialist, Hardware technician, Graphic artist, Skills Convergence, Project manager.

Interactive video is different. It’s the only application so far devised which requires more than passive participation from the viewer –hence the name. It’s radically different from the tapes you hire from your local video library, or buy from the programme makers or their distributors. You don’t just sit there and watch it. You have to participate. P74

Technical aspects to remember (Cf. P79-96)

• Scripting programmes
• Preparing storyboard
• Preparing for shooting
• Assembling a production team.
• Preparing for location work
• Hiring a studio
• Choosing film or videotape
• Improving sound quality
• Choosing cameras
• Rehearsing the arguments
• Choosing lenses.
• Starting shooting.
• Inserting time code
• Leaving nothing to chance
• Getting organized
• Editing Film

Text Overlay. Most interactive video configuration allow text and graphics from the computer to be overlaid on to still or moving video. Text can be displayed over still frames or moving sequences, as ell as in the form of whole screens of computer generated text or segments of computer-aided learning interspersed between video sequences. P103

It is possible, however, to overlay the whole screen with a solid block of colour and this can be useful if you wish to play some audio without the associated video picture being visible. Another consideration is the size of text to be used. There is often a choice of 40 to 80 column mode. This decision will be made according to the amount of textual information to display, the overall layout of the screen, the length of subtitles required, the amount of free space to be left on the screen in the interests of clarity and how many characters are required for a particular piece of text. It is important however, to keep a pleasing screen layout without constant changing of text mode or colours. P103

Graphic overlay. The instructional design of an IV package should not be determined by technological criteria –the quality of the learning experience it provides is its whole raison d’etre and the major criterion whereby it will be judged. But it is worth considering whether it is worth spending the time programming extravagant graphic effects, which can be very costly in both computer memory and programming time. P104

For the design process consider the following issues. (Cf. P107-110)

• Considering building a template Analysis of Training needs (Hard skills, Soft skills (or squishy skills) and concepts) Target Groups, Goal setting, Programme design, programme visualization.

Alberto Ramirez Martinell