Heppell presents what he describes as a "developmental taxonomy of modes of interaction that integrated media should support." (1993a p242), which consists of three stages through which multimedia use can progress:

• 1. Narrative - initiate, watch and listen
• 2. Interactive - browse, explore, navigate and choose
• 3. Participative - as 'interactive', plus originate and present

Heppell (1993b) links these three modes of computers use to his 4 stage model of the evolution of the use of computer in educational institutions.

The taxonomy is presented as a progression, and Heppell explicitly overlays value judgements over the framework, in that he sees participative uses of computers as being what we should be aiming for.

This is a very useful taxonomy, which is clearly focused on the interaction between the users (learners) and the software.

The main drawback of this framework is the degree to which you can make clear connections between what actually happens in the learning context (the content and processes of learning) and each of the categories within the framework. It seems likely that as you move from narrative to participative that the associated content and process of learning will change, but what these changes will look like, or indeed whether they will always look 'the same' is very unclear.

Whilst the fact that the categories are presented as a 'progression' could be seen as imposing a paricular view of 'good practice' this overlaying of value judgements is not inherent within the framework itself. Even if you do not accept Heppell's view that participative uses of new technology are 'the best' you could still apply the framework in a wide range of contexts in order to help you identify how the technology was being used.

It would be interesting to hear your views on and/or experiences of using Heppell's Multimedia use model (or on my reporting of it) - why not email me (PeterT@meD8.info)?

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This page is maintained by Peter Twining (PeterT@meD8.info)
Last updated 7th January 2002