Web-linked Digital Video Dish provide highquality interactive multimedia presentations and virtual laboratories with web-access for timely materials and collaboration. We present techniques for presentation, interaction, and assessment. Experimental modules using these techniques have been developed using multimedia systems as content. New assessment methods allow materials to be dynamically rnodij?ed to satis& diferent learner backgrounds and objectives. A new software tool has been developed for gathering user statistics to best adapt the curriculum as well as evaluate the overall learning efficiency across diverse learner populations. The project is being disseminated at

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The CD-MANIC project is developing a multimedia courseware system that combines the use of CDs for bandwidth-intensive content with periodic Internet connections for updates, logging, assessment and access to Internet resources. Class materials distributed by CD include a semester's worth of lectures (recorded during an earlier offering of the class) in the form of high quality audio/video synchronized with the display of class notes, overheads, and other in-class material. The CD-MANIC interface provides interactive controls for navigating course material, a multiple-view index over this material, a search facility, and (in some cases) access to an electronic copy of the complete course textbook. CD-MANIC also includes a logging facility that tracks students' interactions locally and then uploads logged student activity to a central site for analysis. In this paper we present logged student activity for approximately 50 students who used CD-MANIC for a full semester in a variety of settings, including off-campus students who used CD-MANIC as their sole means of obtaining classroom lecture material, and on-campus students who used CD-MANIC as an adjunct to another instructor's teaching of the course. We provide a brief overview of CD-MANIC and the logging facility and then report on gathered data. We discuss our findings on the extent to which students viewed material in long-term, continuous play modes versus shortterm, highly-interactive modes; the manner in which students navigate through course materials; and student use of the various components (audio/video, slides, index, and electronic book) available. We describe how results are being used to evaluate the existing version of CD-MANIC and develop future versions which more closely meet different student's needs.

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