ABSTRACT
We shall in this chapter concentrate our attention on the analysis of audiovisual packages that can, at least to a certain degree, ‘stand on their own’ as self- instructional systems or as components of such systems. We shall therefore link our discussion and our choice of examples to the general philosophy expounded in this and the previous volume of our instructional development series. We shall also limit our discussion to the domain of audiovisual media. This will not exclude the mention of purely audio-based packages or of purely visual packages, but will not include some training simulator packages that rely on the tactile, kinaesthetic or other senses. (Some such devices have indeed been mentioned in earlier chapters on simulations and games.) Using the matrix in Figure 15.1 as a reference, we shall therefore be concentrating our discussion on examples that would classify in the lower half of the first three columns – audio, visual and audiovisual media that are largely ‘self-presenting’ rather than relying on a teacher to present them as part of the lesson. This implies that the package, whatever its other characteristics, is designed and developed on the basis of a detailed lesson plan. A classification of instructional media (Romiszowski, 1974) https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9781315067469/16b814be-157c-4e11-a98f-316322c3e4e8/content/fig15_1_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>
