Multimedia

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Multimedia

• EDC 544
• Fall 2000

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Definition of Multimedia

• Multimedia is defined as an interactive
  computer-mediated presentation that includes at
  least two of the following elements text, sound,
  still graphic images, motion graphics, and
  animation (Tannenbaum, 1998, p. 4).
• For definitions of multimedia terms, see The
  Multimedia Alphabet Soup

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Origins of Multimedia

• Communicative Elements
• Storytelling, Theater, and Dance
• Basic forms of human communication
• Ways in which people have learned to present a
  story or a message to an audience
• Combining Music and Drama
• Songs as communication
• Used as both a direct and symbolic means of
  communication in songs and in background music to
  increase the effectiveness of the communication

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Origins of Multimedia - cont

• Pictorial Representations of Reality and
  Imagination
• Images, Special Effects, and Symbolism
• Powerful means of communication and the basic
  medium for a multimedia presentation.
• Still and motion pictures are used for their
  content for both direct communication and, with
  special effects, to enhance some aspect of the
  message.
• Combining pictures and music can be powerful,
  however, indirect.

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Key Point

• There is a need for a symbiotic blending of the
  various media into a comprehensive whole
  production.
• If the individual elements do not complement each
  other but rather tend to compete,m the effect
  will be to diminish rather than to enhance the
  communication.
• (Tannenbaum, 1998, p. 35)

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Seeing and Visual Communication
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Visual Communication

• A number of methods for helping to understand the
  various processes of comprehension of images.
• Including works in the form of text incorporated
  into other visual content or of text alone
  presented in some visually compelling fashion to
  achieve a particular effect. Tannenbaum,
  1998, p. 69

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Media Literacy

• An understanding of the way producers of images
  manipulate images for effect.
• There are four aspects of visual literacy viewed
  as essential in understanding todays
  media-oriented society.

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Visual Literacy Prerequisites

• Visual literacy is ones familiarity with the
  visual conventions of light, color, and shifts in
  perspectives.
• Acquired through cumulative exposure to visual
  media.

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Consequences of Visual Literacy

• Cognitive skills are used in the interpretation
  of visual media and are applicable to other
  intellectual tasks as well.

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Awareness of Visual Manipulation

• The process of making a viewer more aware of how
  meaning is created visually, and therefore, less
  likely to be misled by visual manipulation.

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Aesthetic Appreciation

• Awareness of the ways in which visual media give
  rise to meaning and elicit viewers responses can
  also be seen as providing a basis for informed
  aesthetic appreciation.

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Image Perspectives

• Personal
• A gut reaction to the work based on subjective
  opinions
• Historical
• A determination of the importance of the work
  based on the mediums time line.
• Technical
• The relationship between light, the recording
  medium used to produce the work, and the
  presentation of the work.

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• Ethical
• The moral and ethical responsibilities that the
  producer, the subject, and the viewer have to the
  work.
• Cultural
• An analysis of the symbols used in the work that
  convey meaning within a particular society at a
  particular time.
• Critical
• The issues that transcend a particular image and
  shape a reasoned reaction. Tannenbaum, 1998,
  p. 72

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Still Images

• Concrete
• Abstract

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Components of Form

• Dots
• Lines

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Basic Shapes

• Parallelogram
• Circle
• Triangle

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Illusions of Depth

• The following factors, used singly or in
  combination, give viewers of images a sense of
  depth
• Space
• Size
• Color
• Lighting
• Textural gradients
• Interposition
• Time
• Perspective

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Images in Motion

• Real Movement
• Apparent Movement
• Graphic Movement
• Implied Movement

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Typefaces

• Serif
• Sans serif

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Listening and Auditory Communication
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Categories of Sound

• Music
• Speech
• Other sounds

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Sound Production

• Generation
• Propogation
• Reception

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Listening and Auditory Communication

• Reception of Sound
• Perception fo Pitch
• Measuremetn of Sound
• Perception of Sound

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Conceptual Framework of Constancy in Perception

• Prototype or template solution
• feature or attribute solution
• higher-order variable solution
• innate systems approach

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Hardware that Enables Multimedia
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Input/Output Devices

• A multimedia computer system is only as good as
  its input and output (I/O) devices, because the
  essential element of the multimedia is
  interactivity with the human user. (Tannenbaum
  , 1998, p. 127)

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Output Devices

• Monitors tor text and graphics, both still and
  motion,
• Speakers and MIDI interfaces for sound,
• Specialized helmets and immersive displays for
  virtual reality

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Input Devices

• Keyboards and optical character recognition (OCR)
  for text,
• Digital cameras, scanners, and CD-ROMs, which may
  be supplanted by DVDs within a few years, for
  graphics,
• MIDI keyboards, CD-ROMs, and microphones for
  sound,
• Video cameras, CD-ROMs, and frame grabbers for
  video,
• Mice, track balls, joy sticks, virtual reality
  gloves and wands, and so on, for spatial data,
• Modem and network interfaces for networked data.

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Types of Images

• A real image is a portion of what is physically
  present in nature - either an image that has
  already been recorded on some medium such as
  paper or film, or a part of physical reality
  such as someones face or a room full of people
  or furniture.

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Integrating Multimedia into Curriculum
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Multimedia Design Process

• Written as a tutorial for faculty, this web site
  gives a very good explanation of the design
  process and its four major components of
• Definition, Architecture, Design, and
  Implementation
• The Design Cycle What to Expect When Expecting
  Multimedia

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Integrating Technology into Instruction

• For the full text of this article click above.
• For a walk through the steps outlined in the
  article, continue through this presentation.
• If you would like to see a bit more information,
  embedded links have been provided for that
  purpose.

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Step One

• Planning
• Objective To define the current knowledge base
  and to develop the foundation for the
  organization of learning
• Tools Inspiration Concept Mapping Software
• More on planning

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More on Planning

• The planning stage is the first stage, and is
  often the most critical. This is the point where
  the instructor has to provide a hook that will
  create interest in the learner to continue with
  the process over the months to come. The theme
  may be to develop a structure to colonize Mars
  with inhabitants of Earth. Often, the instructor
  can set the hook by posing an open-ended question
  that frames the context of the subject matter to
  be studied.

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Step Two

• Research
• Objective To allow the learner to explore the
  content area and to deepen their knowledge base
• Tools Browsers for the Internet (Netscape,
  Internet Explorer for Windows or Mac), e-mail
• More on Research
• A Bit More on Research
• Final Words on Research

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More on Research

• The research stage follows the planning stage so
  that learners can explore the knowledge base and
  deepen it through independent or cooperative
  research activities. This includes searching on
  the Internet for useful sources of information,
  but also for sharing these resources in
  discussion formats. The skills of the library
  media specialist are critical to this phase, as
  strategies for information acquisition and
  evaluation are vital to research.

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A Bit More on Research

• As the primary tools of the Internet, browsers
  (such as Netscape and Internet Explorer) and
  e-mail can be very useful at this point for
  research. With the browsers, many features can be
  shown and taught as a precursor to each
  individual research session, such as making
  bookmarks, clearing the cache, and setting the
  colors for fonts and links. The use of e-mail is
  vital in todays research and is a nice
  complement to using Web sites for information,
  since it personalizes the exchange of information
  gathering.

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Final Words on Research

• This may lead the learner back to the planning
  stage to deepen and broaden the knowledge base,
  since the research will allow for greater content
  to be added to the concept maps and
  research-driving questions. Often when learners
  have little practical understanding of a subject
  area, their research will only drive them to
  understand how little they actually know about
  the topic. It may also reinforce the fact that
  they know a lot about the area of study. At this
  point, the instructor can facilitate sharing
  using concept maps and information gathered from
  Web sites and e-mail. The learners can share this
  information and drive to a deeper collective
  understanding.

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Step Three

• Development
• Objective To provide the learner with the
  opportunity to construct their knowledge
  following the curriculum materials and scope and
  sequence of the instruction
• Tools Inspiration, word processors
• More on Development
• A Final Word on Development

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Step Four

• Refinement
• Objective To further the development and to lead
  the learner to the implementation phase
• Tools Inspiration, word processors, WYSIWYG
  editors, HTML instruction

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Step Five

• Implementation
• Objective To demonstrate the learning that has
  taken place through the phases
• Tools Inspiration, word processors, WYSIWYG
  editors, HTML instruction, FTP, Fetch

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More on Development

• Now the learner is ready to drive toward putting
  their ideas into a format that can lead to a
  demonstration of the learning. Inspiration will
  be a valuable tool to revisit in this stage, as
  learners can map their ideas, rearrange them, and
  create an outline from the concept map that can
  be used to write up their plan.
• The word-processing software can be introduced at
  this time, yet this may be the one tool with
  which learners have the most experience. Now, the
  technology tools are framed in another context
  for learning and can be integrated for the
  development phase. Copying the Internet address
  (URLs) in the browser and pasting into the
  document is one example of this type of
  integration.

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A Final Word on Development

• Also, information from the Internet can be
  synthesized into a document that can become the
  research base for the final product. Of course,
  plagiarism should be discussed and avoided, and
  this is best accomplished by requiring a unique
  student task that will frame the research.
• To foster critical thinking is to put forth
  unique situations for students to study and to
  reinforce their ideas with citations of factual
  information found in research. It should foster
  analysis, evaluation, and synthesis of
  information, all higher-order thinking skills.

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Various Types of Multimedia to Consider

• The following are links are from Web Week and
  provide information regarding
• Design Considerations
• Adobes Photoshop
• Macromedias Shockwave
• Real Audio
• From Alberta Canada
• Power Point A Simple Tutorial

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Power Point on the Web

• See the following for tips and tutorials
  regarding Power Point

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How to Select Links for Multimedia Integration

• What purpose does the link you are interested
  serve? This article explores the concepts of
  links as means of knowledge acquisition,
  affective connections, concept attainment, or
  evoking critical thinking
• Link Like You Mean It! Selecting Web Sites to
  Support Intentional Learning Outcomes (March, T.,
  2000, MultiMedia Schools)

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Multimedia Tutorials

• There is a plethora of tutorials for learning
  various aspects of design and development. The
  examples included here are extensive in their
  scope and take multiple sessions to complete.

• Adam's Multimedia Tutorial
• Animation Tutorial
• MP3 Package
• Intro to Flash 4 Tutorial and Advanced Flash 4
  Tutorial
• Mulder's Stylesheets Tutorial
• Thau's JavaScript Tutorial and Thau's Advanced
  JavaScript