ABSTRACT
Traditionally, US university-based cartographic design studios such as the one that the author direct have served researchers primarily by preparing graphics for publication in journals and books. Instructional multimedia can, in principle, provide the interactive environment needed to foster the visualization experience. After setting the context for this case study the author describe the strategies that his software development team and the author have adopted to compensate for inadequate expertise and motivation and to foster the visualization experience in computer-assisted geographic education. In contrast to the behaviorist drill and practice modules described in the preceding section, the four New Media Labs modules designed from a constructivist perspective accommodate several strategies for evoking the visualization experience in students. Rather, they are intended to support the open-ended exploration of evidence characteristic of the visualization experience. Administrators recognize that increasing populations of adult learners are not well served by the traditional resident model of instructional delivery.
