While the initial brainstorming of the Scottsdale team produced many ideas, the group reached consensus that one of the most difficult concepts to teach and to learn in psychology is negative reinforcement. Their proposal was to create an environment where the user can experience negative reinforcement via simulation and video examples.
NRU was developed for CD-ROM delivery using Macromedia Director and Strata Studio Pro to create the 3D scenes. The design called for an interface without menus and buttons, that asked the visitor to explore, borrowing some cues from the popular game, Myst.
The teams flow chart clearly defined the program structure and the story boards detailed the features and interactions needed. NRU consists of three major areas- In the Lecture Hall you will receive information about negative reinforcement from the dry professor, Dr. Bernard. While the classroom may look deserted, there is definitely something you will learn here. Perhaps even experience it!
Since it may take some time to understand negative reinforcement, you can study seven examples in the Laboratory, where you can try to identify negative behaviors as well as the consequences that result. In the Testing Room, you can check if you have developed an understanding of negative reinforcement and can distinguish it from non-examples. When you are done and if you have successfully tested, you will receive your NRU Diploma.
Another key feature of NRU is the use of an electronic aid device, the "NRU Gizmo", which contains the programs help system, reference material, a note pad, and the all important route to leave. Each NRU student's electronic Gizmo can be saved to disk and used at a later session, as well as a stand-alone application outside of NRU. What's more, the Gizmo is used to track the students use and with the aid of a soon-to-be developed tool, can be analyzed by an instructor. Look for more information about NRU at:

www.mcli.dist.maricopa.edu/ authoring/studio/nru/

The Studio 1151 pilot project afforded me an opportunity to work closely with a few "hand picked" students; a joy compared to the large lecture hall format. Since we shared a common goal and were equal partners in the realization of that goal, student motivation and performance were very high. Our particular project began with the identification of several content areas in my Introduction to Psychology class that students found difficult to learn. After selecting one (negative reinforcement), the students generated three effective teaching/learning environments that could be modeled on the computer. Student input on difficult content and ways to teach it was invaluable. The end product is a computer program that teaches negative reinforcement in three ways: simulation, guided examples, and concept formation testing. The program can be used as a stand-alone computer lab exercise or an in-class teaching tool. It also can be a distance learning tool in the sense that students can take the CD home or (in the near future) access the exercise over the Internet.

Just a final note for those interested in this sort of multi-media development. This project and others have taught me the value of the team approach. Teachers cannot be expected to be both content and technical experts. Students, teachers, instructional designers, and technical experts all have contributions to make if the finished product is to be of interest to students, pedagogically sound, and cutting edge.

Three students and Cultural Anthropology instructor Liz Warren decided to develop an interactive and informational web site related to the meaning of Labyrinths. This was in support of a college project to design and create a real garden Labyrinth. The team's design called for 4 main areas of the Web of Labyrinths

A brief History of Labyrinths reviews their appearance in different cultures. Since the team is from the Southwest, they planned to concentrate on role of Labyrinths in Native American history.

A Gallery of Labyrinths will be a "library" of paths to other information available on the Internet

The documentation of the Project will include a "scrapbook" from the previous festivals held at South Mountain Community College, some architectural sketches, and a navigable QuickTime VR scene of the proposed site.


A series of interactive Activities includes a demonstration and practice for drawing the classic 7 circuit Labyrinth. A Shockwave application first shows you the steps of drawing a labyrinth, and then you can practice the same procedures in the lower window. A general drawing tool can also be used to create new kinds of labyrinths-- they can be saved and stored on the web site for others to view.


Another portion of the activities include a 3D navigational experience that can be used to explore decision making, based upon the work of Sig Lonegren. The site will include a variety of exploration paths.

As you explore the labyrinth, you will be prompted by certain questions that will guide you toward your intended goal. Upon the return trip, the questions asked will help you frame the actions needed to reach that goal. When you are done, the guide will display a summary of your exploration


You can read more about the labyrinth team at:

  http://www.mcli.dist.maricopa.edu/authoring/studio/laby/

  http://www.mcli.dist.maricopa.edu/smc/labyrinth/

The students in my mythology and anthropology classes have been building temporary labyrinths for the last couple of years. Early on we had the idea of building a permanent garden labyrinth on campus. Initially, I saw participating in Studio 1151 as a way of creating multi-media tools and a web presence for use in raising funds to develop the garden. This will be the long term result of participating in the project, but the more short term results, and maybe the more important results, are student based. Participating in the project gave three of my students the opportunity to be exposed to cutting edge computer technology and the professionals who use them. They were very excited to be in the project, to the extent that they worked on into the summer well after the class was over. Working on the project increased their commitment to the class and to the college. They were very pleased to be experts in something as esoteric as labyrinths!

From my personal point of view, the project was a way for me to get a greater exposure to web possibilities. I am excited that the project is ongoing and that my sutdents can continue to develop it in future semesters. I also think that it will be an excellent way for us to let a lot of people know what we are doing with labyrinths at the college and to raise funds for the permanent garden. The college, my students, and I have, and will continue to benefit greatly from this project. It's been an exciting collaboration.