MULTIMEDIA

SHIRLEY LANNEE VENTURA

CASTRO HERRERA 1rst. Edition, 2011

MULTIMEDIA

AND

TECHNOLOGY

Fist Edition, 2011 [MULTIMEDIA AND TECHNOLOGY]

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Shirley Lannee Ventura Castro Herrera First Edition 2011 Guatemala E-mail: [email protected] www.wix.com/slvch2/bach www.shirleycastro.yolasite.com wwww.shirleycastroherrera.blogspot.com Tel. 41719650

mailto:[email protected]

http://www.wix.com/slvch2/bach

http://www.shirleycastro.yolasite.com/


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My name is Shirley Lannee Ventura Castro Herrera, I am studying the last semester of Licenciatura en Inglés con Énfasis en Tecnología Educativa in Mariano Gálvez University. I am the English Coordinator of Escuela Experimental Ocupacional “Villa de los Niños”. Through the career we have learnt a lot about technology and multimedia, our professor is Licda. Silvia Sowa who has been always teaching us and making us apply everything we are learning. This book is an example of the current applications we use during the course.


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INDEX

PAGE

1. INTRODUCTION 5

2. OBJECTIVES 6

3. MULTIMEDIA PROJECTS 7

4. SOME MULTIMEDIA PROJECT TYPES

(for schools, for industry, magazines,

reports, newspaper, commercials, etc.) 19

5. CRITICS CIRCLE PROJECT 23

6. TECHNOLOGY AND MULTIMEDIA 30

7. 7 PRINCIPLES OF GOOD PRACTICE

IN TECHNOLOGY 31

8. VISUAL CUES AND IMPORTANCE OF

HIGH QUALITY DESIGN 34

9. SOME IMPORTANT PROGRAMS

THAT SUPPORT TEACHING

WITH MULTIMEDIA 38

10. ORGANIZING INFORMATION 40

11. CONCLUSION 44

12. BIBLIOGRAPHY 45

13. E-GRAPHY 46


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INTRODUCTION

This book contains an abstract of different and important topics of

the multimedia 2 course, multimedia uses a variety of media form,

for example : text, audio, video, animation, images, etc, It has come

to improve the teaching and learning process in order to develop on

students skills using other teaching methods.

Actually multimedia is one current way of presenting content through

computers, it offers a variety of different, dynamic, and interesting

tools, applications and teaching methods which are being adapted to

the society in different facets of life.

Here you´ll find a considerable amount of topics related with

multimedia like: some of the multimedia projects we can develop

with our students, types of projects, programs used in multimedia,

etc.

We hope it will be useful for students and also for teacher and help

you empower your knowledge.


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OBJECTIVES

To enrich our knowledge as students of the fourth semester of

Licenciatura en Inglés con Enfasis en Tecnología Educativa.

To create a useful online guide tool about multimedia.

To put in practice and use one of the multimedia tools.

To investigate and fulfill some questions related with the topic.


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USING MULTIMEDIA FOR EFFECTIVE

EDUCATION

Organizing and interacting with media helps students create

multimedia project to achieve academic goals.

a. MULTIMEDIA PROJECTS

It helps students achieve selected academic goal, some of the goals

include improving higher-order thinking skills, enhancing

interpersonal group skills, learning content by constructing and

organizing representations of knowledge, and incidentally learning

how to make effective use of media and computers.

The five useful media are:

GRAPHICS

TEXT

IMAGES

AUDIO

VIDEO


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Creating a multimedia project can give students the opportunity to

learn significantly more than they could learn by creating a report

that contains text and images or even by creating a videotape that

contains all five media. In either a report or a videotape, creators

must organize information linearly, that is, in a single sequence from

beginning to end. In a multimedia project, however, creators use

links to arrange information in more meaningful organizations.

All media involve links:

Hypertext links join different pieces of text

Hypertext the combination of links and text is

called hypertext

Hypermedia links join other media; in addition to text the

combination is called hypermedia.

b. THE ROLE OF COMPUTERS IN MULTIMEDIA

Using a multimedia authoring system program, students can create

media, buttons, and links quickly and easily, a user can create and

select any desired buttons to see events in any desired order after it

they can determine what part of the project the user will see next,

selecting another button tells the computer to show the timeline

screen again.

Multimedia uses computers to help students perform activities that

were previously impossible.


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c. TYPICAL MULTIMEDIA

A multimedia project consists of a collection of computers screens

containing some or all of text, graphics, images, audio, and video,

along with buttons that the user can select with a mouse. It will take

the users to different screens.

d. EVOLUTION OF MULTIMEDIA

The essence of multimedia, however, is interactivity rather than just

multiple media.

At first, multimedia meant a class seeing and hearing a

presentation that required an audio tape player and either a

film-strip projector or a slide projector

Later, multimedia came to mean a larger audience seeing and

hearing a mor complex presentation that required several

audio tape players, slide projectors, andmovie projectors, all

under the control of a special purpose computer.

A Typical Menu Text text text text

Text text text text

Text text text text

End

End

End

Video

window

End


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e. THEORY

ADVANTAGES

It enables student to represent information using several

different media.

It enables students to employ hypermedia links to organize

information in many meaningful ways.

It involves a sufficiently wide variety of activities and skills that

all members of a group can work on effectively over an

extended interval

We take as given that students learn better

If they construct knowledge actively rather than merely

receiving information passively

If they learn to work in groups as well as to work alone; and

If they learn by using multiple sensory modalities in addition to

using the most important modality, namely writing and reading

text.

Other advantages

They involve substantial work, open-ended assignments,

theme based activities, and knowledge and experiences that

the students draw from a wide variety of sources.

The projects tend to be interdisciplinary activities that involve

teamwork and profound application of concepts.

It´s the way for students to achieve high self-esteem, to

increase their ability to function as self-directed learners, to


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learn to think effectively, and to practice problem-solving and

decision-making.

f. MEDIA

We shall refer to the media by the following five media:

Text Letters, numbers, and special symbols

Graphics lines, circles, boxes and other shapes filled with

shades of gray or colors

Images still pictures with shades of gray or colors

Audio voices, natural sounds, music and sound

effects

Video pictures that appear one after another

sufficiently rapidly to give the illusion of continuous motion,

without jerking or flickering.

g. MEDIA AND PROJECTS

Media requires successively more demanding techniques,

hardware, and software.

Text is generally the most effective medium for

expressing concrete facts such as who was

involved and what transpired.


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Graphics, such as timeline and a, are deal for diagrams that show how events relate to one another, such as temporally and spatially.

Image adds impact to many events.

Audio, students speak into a microphone and the

computer converts their voices to digital form.

Hypermedia links allow students or other users of

the project to see and hear critics` opinions in any

order and to read and think about the summary

whenever they desire.


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h. SELECTING PROJECTS

The main purpose of student-created multimedia projects is to

master subject matter and achieve other academic goals, readers

should think about how variations of this book`s projects, and

completely different projects.

i. GOALS

The main reason for teachers to challenge students to create

multimedia projects is to help students learn subject material and to

develop their ability to analyze and draw conclusions about the

subject material.


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Higher-order thinking skills

Applying complex concepts

Understanding and designing navigation and tours through information

Presenting information appropriately and effectively

Selecting media and using them effectively

Using media to exhibit sense of the times, drama, and impact

Group and interpersonal skills

Working successfully in a group`

Improving interpersonal relationships

Planning useful interim milestones

Working with members of other groups in the class

Interacting with people outside the classroom

Content or discipline

Learning significant facts and concepts in a given discipline

Learning interdisciplinary topics

Understanding and using vocabulary, symbolism, and interpretation

Technical skills

Learning project planning and execution skills

Using an authoring system´s tools

Using hypermedia links to organize information

Using, text, graphics, images, audio, and video more effectively


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j. MOTIVATION

Creating multimedia projects motivates students to work in a quality

manner harder and longer than in many other activities because the

resulting projects are more attractive and more interesting than

most.

k. PITFALLS AND BYPASES

Teachers should require student o create text as part of any

multimedia project.. Introducing hypertext is one way to give text its

own novelty.

Effective assessment is essential in order to raise working on

multimedia projects above the status of occasional entertaining

diversions.

l. RELATION TO WRITING AS PROCESS

This process includes relevant aspects of writing as process, in

which students brainstorm, consider their audience, prewrite, write,

edit while assisted by feedback from others, rewrite and refine, and

publish.


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m. ORGANIZING INFORMATION

Organizing information by using hypermedia links allows students to

explore several different ways in which pieces of information relate

to one another, one way to obtain this skill is to organize information

for others to use.

n. LEARNING MULTIMEDIA SKILLS

Creating multimedia projects helps prepare students to use media

effectively when communication with individuals, with moderate size

groups, and even with mass audience.

o. AUTHENTIC LEARNING

Creating multimedia projects gives students the opportunity to learn

and practice the skills involved in working jointly toward a common

end

p. PRACTICE

A most practical way to approach this experience is to observe

cases where multimedia already exists and consider other cases

that might use multimedia in the near future.

q. IDEAS OF HOW TO OBSERVE EXISTING MULTIMEDIA

Visit a local school or college that is already using multimedia.

Ask what they are doing with the technology and what results

they are achieving.

Ask how the teachers and students learn to use multimedia,

what equipment they have, and what additional equipment

they would like to get.


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Talk to people in the school of education, computer center,

and library.

If a local elementary school, high school, or college has no

multimedia, visitor telephone to ask if they plan to use

multimedia in the future.

Visit a college or municipal library

Visit a computer store or office supply store

Visit a video-game room in a mall and try some of the games.

See what functions the kiosk allows users t perform, such as

getting information or placing orders.

t. SOME WAYS OF HOW TO OBSERVE POTENTIAL

MULTIMEDIA

Observe information that is not multimedia.

Consider how adding more media or adding interactivity could

make this information .more useful or more attractive.

Read a newspaper.

Watch several television shows.

Consider whether you might enjoy interacting with a program

by selecting one of several different ending or by deciding

when to replace live action by an instant replay of past actions.

u. OTHER PRACTICE

Take a field trip to a bookstore.

Find the multimedia boo section, and browse through the

books.

Go to a newsstand and pick up some of the latest magazines.


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Consider whether the books’ level of detail and explanation

are suitable for accomplishing our objective.

Request some multimedia software and hardware catalogs by

calling mail-order houses 800 numbers.

v. TAKE AN EQUIPMENT AND SKILLS INVENTORY

Video camera or camcorder

Still camera

Digital still camera

Audio cassette recorder

Video cassette recorder

Laser disc player

Music system with compact disc-digital audio

Computer with a word processor

Multimedia computer with audio card and CD-ROM drive

Artists ´equipment, such as for oil or watercolor painting

A box of photographs or slides


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SOME MULTIMEDI PROJECT TYPES (for

schools, for industry, magazines, reports,

newspaper, commercials, etc.)

Multimedia projects can be created using many commonly used

types of software, including:

Word processing software (Word)

Presentation graphics software (PowerPoint)

Web page authoring software (Dreamweaver, Netscape

Composer, FrontPage)

Students can use multimedia to construct various types of

classroom projects. Types of student multimedia projects include:

Electronic portfolios

Multimedia slideshows

Slideshows for reviews and drills

Tutorials

Research presentations

Virtual tours

Interactive storybooks

Class yearbooks

Electronic Portfolios

Electronic portfolios are collections or displays of student work that

are systematically compiled to demonstrate skill level, growth over

time, or understanding of a particular concept or discipline.


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Multimedia Slideshows

Students can create slideshows consisting of text, graphic images,

audio clips, and/or video clips for projects about almost any subject.

Slideshow Reviews and Drills

Slideshow reviews and drills can be created by students to help

them practice and study many types of learning content such as

spelling words, vocabulary words, math facts, and possible test

questions.

Tutorials

Students can create multimedia tutorials that provide step-by-step

directions to guide users through the components of a subject.

Research Presentations

Multimedia research presentations can be created by students to

present findings for research projects.

Virtual Tours

Students can create virtual tours of local places of interest and field

trips locations using presentation graphics or web page authoring

software.

Interactive Storybooks

Students can write their own stories, format them, and add

illustrations using word processing, presentation graphics or web

page authoring.


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Class Yearbooks

Students can compile class yearbooks containing information about

class activities, photographic, audio clips, music clips, and video

clips from throughout the year.

CREATIVE INDUSTRIES

Creative industries use multimedia for a variety of purposes ranging

from fine arts, to entertainment, to commercial art, to journalism, to

media and software services provided for any of the industries listed

below.

COMMERCIAL

Exciting presentations are used to grab and keep attention in

advertising.

ENTERTAINMENT AND FINE ARTSIN ADDITION

Multimedia games are a popular pastime and are software programs

available either as CD-ROMs or online. Some video games also use

multimedia features. Multimedia applications that allow users to

actively participate instead of just sitting by as passive recipients of

information are called Interactive Multimedia.

EDUCATION

In Education, multimedia is used to produce computer-based

training courses and reference books like encyclopedia and

almanacs


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JOURNALISM NEWSPAPER

News reporting is not limited to traditional media outlets. Freelance

journalists can make use of different new media to produce

multimedia pieces for their news stories.


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RITICS CIRCLE

GROUPS CREATE THEIR CRITICS’ CIRCLE

To start Critic’s’ Circle, you first select a movie and divide the class

into groups of five students each. Each group begins by holding a

roundtable discussion of the movie in which everyone gets a chance

to be heard. The group then makes a collective decision on which

three members will be critics. Three group proceeds to create its

own multimedia project by modifying its own copy of the Critics’

Circle template provided by the teacher.

The three critics use the template to record their opinions about the

movie, they open the template and see a “Welcome”, with icon

buttons for the three critic ad their microphones. Of course, their

icons are arranged around a critics’ circle. Each critic in turn records

his opinion by selecting one of the microphone icons.

These icons are not merely pictures on the computer screen; they

are actually buttons objects that tell the computer´s audio adapter to

start recording, stop recording, or play back what the critic recorded.

Critic 1

Critic 3

WELCOME TO

CRITICS´ CIRCLE

Please select a

critic!

http://www.google.es/imgres?imgurl=http://techtastico.com/files/2009/03/cartoon-photo-600x306.jpg&imgrefurl=http://techtastico.com/post/cartoon-photo/&usg=__i5BhWT06r8fUyAY0GkwE875t0bs=&h=306&w=600&sz=32&hl=es&start=7&zoom=1&itbs=1&tbnid=_NClRsPrc5_o4M:&tbnh=69&tbnw=135&prev=/search?q=personas+cartoons&hl=es&sa=X&rlz=1T4SKPB_esGT338GT341&biw=1259&bih=522&tbm=isch&prmd=ivns&ei=Voo7TrrZE9O40AHx9PzFAw

http://www.google.es/imgres?imgurl=http://blog.afi.com/afifest/wp-content/gallery/1-main-gaillery/lagan-1.jpg&imgrefurl=http://blog.afi.com/afifest/index.php/2008/11/02/shorts-and-to-the-point-busco-personas/&usg=___61GJF-ecudwFJ87J8RmmIWBt7U=&h=601&w=720&sz=38&hl=es&start=1&zoom=1&itbs=1&tbnid=xrB55fOSc7Y-cM:&tbnh=117&tbnw=140&prev=/search?q=faces+of+people&hl=es&rlz=1T4SKPB_esGT338GT341&biw=1259&bih=522&tbm=isch&ei=lYo7TteoC6y50AGu14WCBA

http://www.google.es/imgres?imgurl=http://elderly.com/images/new_instruments/MIK/PG58_microphone.jpg&imgrefurl=http://www.elderly.com/new_instruments/items/PG58.htm&usg=__d37h0K_ObPXny1X9OqZIp4Z9MYw=&h=640&w=362&sz=33&hl=es&start=10&zoom=1&itbs=1&tbnid=eHkhxl_nWStecM:&tbnh=137&tbnw=77&prev=/search?q=microphone&hl=es&rlz=1T4SKPB_esGT338GT341&biw=1259&bih=522&tbm=isch&ei=lIk7TqGtDqff0QH138G-Aw


http://www.google.es/imgres?imgurl=http://www.shorthairstyles2011.me/wp-content/uploads/massupload/307712Short-Hairstyles-for-Roun- Face.jpg&imgrefurl=http://www.shorthairstyles2011.me/short-hairstyles-for-round-face/&usg=__CjImaPmgQiGZQ-gyDxGGDQN5-jQ=&h=442&w=299&sz=18&hl=es&start=7&zoom=1&itbs=1&tbnid=TP7y9LBaejd1ZM:&tbnh=127&tbnw=86&prev=/search?q=faces+of+people&hl=es&rlz=1T4SKPB_esGT338GT341&biw=1259&bih=522&tbm=isch&ei=lYo7TteoC6y50AGu14WCBA




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AUDIENCES SE EACH PROJECT

Teachers, staff, parents, and other students take part in the role of

users of the group´s completed project. They listen to and analyze

the critics’ opinions of the movie and read the group´s summary of

the options.

ROLES PEOPLE PLAY IN CRITICS´CIRCLE PROJECT

INTERNAL VIES OF CRITICS´CIRCLE

Teachers select projects, executes four step process,

facilitate creation.

Students create projects in groups, playing the role of critic,

image and icon specialist, analyst.

Users enjoy and evaluate the projects.

Support staff assists the teacher in setting up equipment and

installing templates.

It uses a variety of media for different

purposes: voice, drawings and images to

preset informal information that captures

each critic´s emotion and mood.


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THEORY

This project requires a team effort resulting in a presentation in front

of the whole class. The fact that certain members of the team held

specific opinions may fade in significance with the effort to put

together a presentation on the whole topic.

It includes selecting a subset of the group members´ views that

represent a complete spectrum of opinion and are individually and

collectively interesting and engaging.

Step 1 TEACHER PREPARES.

Higher-Order Thinking Skills

Formulating viewpoints

Showing among different viewpoints

Analyzing and meaningfully communicating contradictory opinions

Synthesizing and composing a concise summary

Articulating and refining an oral statement

Imagination and empathy

Role playing to cover a range of opinions

Group and Interpersonal Skills

Recognizing g a spectrum of different, valid opinions on the same subject

Working successfully in a group, including choosing roles

Noting what different people react to in the selected movie

Content Material Learning

Expository writing (speakers ´scripts and text summary)

Deeper understanding of tensions involved in content

Dramatic and production values

Content of movie or other subject discussed.

Technical Skills

Recording voice (digital audio) to convey informal opinions

Creating and recording images

Linking to provide coherent and logical organization (hypermedia)

Express opinions in text, graphics, and speech

Creating expressive graphic icons

Using text for a formal summary of opinions

Modifying a template, perhaps following cookbook


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Select the goals of the project.

Step 2 TEACHER ASSIGNS PROJECT

As a part of assigning the project, you can demonstrate a sample

critics’ circle in order to show how one possible finished project

might appear to its users. You might also show an example of using

cookbook instructions to make or modify the sample, in case

students get stuck, lose the thread of what they are doing, or do not

achieve the results they expect.

Step 3 STUDENTS CREATE PROJECT.

INPUT AND OUTPUT EQUIPMENT:

Media,

Text and data,

graphics,

Still image, audio,

Analog video

Digital slow frame video

Digital full motion video.

And of course a computer for each

group.


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Teachers can facilitate a class discussion that results in agreement

on a series of steps that you can facilitate a class discussion that

results in agreement on a series of steps that each group should

follow and a time frame in which they should strive to accomplish

each step.

One possible set of steps for a group to follow:

Group discussion

Select 3 group members whose opinions represent the

entire spectrum of thinking about the movie.

Let each of the 3 selected critics speak in turn without

recording.

Decide what graphics to use to replace the sample

icons on the template’s “welcome” page.

Record each critic’s opinion.

Use each critic’s image to replace the corresponding

sample image that was included as a place holder.

Discuss the issues that the group wants to include in

the “summary” page and agree on the basic content.

Assemble the complete project and make sure that a

user, who is not a member, can navigate from page to

page.

Reflect on the total project and improve or enhance it at

time and imaginations allow.


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STEP 4 – REFLECTION

1. Did the group complete the project’s requirements?

2. Is the project appealing, attractive, entertaining, and convincing?

3. Are the commentaries at an appropriate level for the students?

4. How the project could be improved?

This project is intended to produce its major learning in the doing,

it´s always advantageous to give class work and explicit purpose

and to have authentic audience in mind.

Teacher may suggest to:

Add a title page.

Add background music

Illustrate the summary page

Create links from the summary text to

particular critics’ pages.

Give the critics’ pages smaller photos to

leave room for some graphics or text.


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PROCESS STEPS FOR CRITICS´CIRCLE PROJECT

STEP ONE TEACHER PREPARES

Select goals and movie or other topic to be discussed

Determine grouping of students

Select items required in all projects

Define characteristics f outstanding projects

STEP TWO TEACHER ASSIGN PROJECT

Announce topic, educational goals, and exhibits

Present organizing principle, template, and story board

Decide sources of images of critics

Suggest subtasks

Allot time for completion

STEP THREE STUDENTS CREATE PROJECT

Brainstorm

Select the three critics

Rehearse stating the opinions

Record each critic´s opinion

Record each critic´s opinion

Design icons that represent the opinions

Put in each critic´s image

Analyze the arguments and write the summary

Assemble and test the complete project

STEP FOUR REFLEXTION

Students do self-evaluation as they create project

Teachers reflect on the project

Review any public performances

Conduct class evaluation


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TECHNOLOGY

Technology has played an important role in each phase of the

advancement of education.

Simple strategies such as playing games to the use of

the World Wide Web are all a part of the technological advances

through the years.

Technology is integral to the education of children and

youth in order to prepare them for life and the development of

knowledge.


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7 PRINCIPLES

1. Good Practice Encourages Contacts between Students and

Faculty Communication between students and faculty members is

important to increase student motivation and involvement.

With technology communications this contact has improved because

it reaches most students despite their shyness in some of them, lack

of time in other cases and gives the students the chance to go

beyond and ask other things they may need to, in order to

understand better a topic.

The use of e-mail at first was only to deliver homework to the

teacher, but now, with other available tools such as computer

conferencing and chats, gives the opportunity to converse and

exchange work faster and safer than before and in a better way than

being face – to – face.

Using asynchronic communication gives students the chance to

analyze what they are going to ask and to write, avoiding

unnecessary details. .

2. Good Practice Develops Reciprocity and Cooperation Among

Students

Collaborative work is enhances with the use of technology because

it is easier to be in communication among students and with

faculties.

Using cooperative learning is better because members in the group

help each other to accomplish tasks and each member learns from

the others. But it has to be team effort and not isolated cooperation.

Group work is strengthened when using communication tools.

3. Good practice uses active learning techniques.


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Practice makes excellent teachers. In order to have a meaningful

learning practicing knowledge plays an important role. So in

technology everybody needs to practice to developed skills.

Everybody learns by doing, not only by watching or hearing.

To improve learning:

Students need to have activities that require the use of technology.

Support students.

4. Good Practice Gives Prompt Feedback

Knowing what you know and still don’t know help you to focus

your learning. Students need opportunities to perform and receive

feedback, to reflect on what they have learned and need to learn.

Technology provides different ways to give feedback.

E-mail

Simulations

Videos

Blog comments

E-portfolios

Computers can also keep track of the actions done to demonstrate

how much knowledge has been gained. By using technology giving

feedback becomes more meaning for the student.

5. Good Practice Emphasizes Time on Task

Value time is important to meaningful learning.

With technology the amount of time people spend it is important in

order to increase knowledge.

6. Good Practice Communicates High Expectations.

“expecting to have more” is a good motivation, a motivation applied

for all type of students, when someone try to get something bigger


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and powerful every day, it is known that this person will get it,

because his vision of the results will search to fulfill the expectations.

New technologies can communicate high expectations explicitly and

efficiently, because it sharpens their cognitive skills of analysis,

synthesis, application, and evaluation. This is because students

know that at the end of their work, their results will we shown in the

internet, so they search by themselves to obtain the best results

they can.

7. Good Practice Respects Diverse Talents and Ways of Learning

Students need opportunities to show their talents and learn in ways

that work for them. Every one of the students in a classroom have

different ways to learn, so they need to use different methods and

activities; internet provides us, as teachers, many opportunities to

enhance our students into knowledge, and this is because it

provides us a lot of resources of information and application.

Students need to become familiar with the Principles and be more

assertive with respect to their own learning. When confronted with

teaching strategies and course requirements that use technologies

in ways contrary to the Principles, students should, if possible, move

to alternatives that serve them better.


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VISUAL CUES

VISUAL SIGNPOSTS

Print design is about communication. Print designers communicate

with text and images. The arrangement and presentation of text and

images can aid or hinder effective communication.

One key aspect of print design is providing visual signposts or visual

cues that let readers know where they are and where they are

going.


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Visual signposts fall into five groups: artwork, titles, paragraphs,

characters, and explicit navigation elements.

Artwork

Photos and captions

Clip art

Charts and graphs

Elaborate initial caps

Titles

Typically headlines and titles are larger and more prominent than

other text.

•nameplate / title page

•headlines

•Secondary headings including kickers, decks, and subheads.


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Paragraph Emphasis and Organization

Solid blocks of unbroken text are difficult to read. Text is made more

readable by breaking up the text and using visual indicators to show

where paragraphs start and end.

Indentation

Initial caps

Line spacing / leading

Call-outs

Pull-quotes

Frames, rules

Reversed text

Bullets or numbering


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Character Emphasis

Within larger blocks of text it is sometimes necessary to draw

attention to certain words and phrases. Using bold or italics text is

one common method of letting the readers know what information is

especially important or noteworthy.


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SOME IMPORTANT PROGRAMS THAT

SUPPORT TEACHING WITH MULTIMEDIA

ADOBE FLASH is a multimedia platform used to add animation,

video, and interactivity to web pages; It is frequently used for

advertisements, games and flash animations for broadcast.

POWER POINT

It is useful to create presentations with images, audios, videos, we

also can interact with it creating games.


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PREZI

It ´s a presentations creator that uses the zoom to make it more

interesting, It also permit the usage of videos, images, links,

whatever we want to add.

PIXLR

It is a photo editor where students can apply all their creativity

and imagination.


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ORGANIZING INFORMATION

Benefits of organizing information

Organizing information by relating pieces of information to one

another is an essential part of constructing knowledge. Selecting an

organization helps students

to understand meanings of, and relationships among, different

pieces of information.

to use information, to answer questions, and to explain

situations.

Understanding the assignment

Brainstorming

Selecting information

Discussing selection of different organizations

Deciding the media

Prepare scripts and story

Authentic Projects

A project’s creator should think about how to help users avoid

getting lost in hyperspace. Here are some tips:

Providing a welcome screen

Do not use more than four levels of menus

Providing a map

Leaving footprints

Providing a set of buttons that appear on nearly all screens

Dividing the project into sections

Helping Students Organize Information

Articulating a well thought-out assignment

Demonstrating examples of other projects


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Encouraging students to unleash their creativity by finding new

metaphors for information.

Types of Links

Next Event

Return

Play, stop

Hot word (selecting a word may pop up a box with information)

SHAKESPEARE ORGANIZATION

HURRICANE ORGANIZATION

MAIN MENU PART 1 PART 5

PART 2 PART 6

PART 3 PART 7

PART 4 PART 8

SUB-TOPIC B

MAIN TOPIC

SUB-TOPIC A SUB-TOPIC C

UNDER A UNDER B

UNDER C


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TRAVEL AGENCY ORGANIZATION TREE AND TABLE

ORGANIZATION

CH 1 CH 2 CH 3 CH 4 CH 5

CITY 1

CITY 2

CITY 3

CITY 4

COLUMBUS DAY ORGANIZATION

MAIN MENU

PRO

CON

QUIT


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ENCYCLOPEDIA ORGANIZATION

MAIN MENU

CLASS PICTURES ORGANIZATION

RETUR

N

AUDI

O VIDE

O

PICTUR

E OF

SUBJEC

T

TEXT

NO

WOR

DS

EXI

T


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CONCLUSION

Multimedia course has developed on students not only theory

knowledge but also the ability to apply many of the programs.

The multimedia projects are a wide range of opportunities for

students to learn about the subject they are studying, the learning

effective, efficient and interactive. Teaching with multimedia involves

more than putting together the five media but also the creativity and

imagination of students.

This book will be a source which people can encounter a variety of

information about multimedia.


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BIBLIOGRAPHY

Ash, L. E. (2000). Electronic student portfolios. Arlington Heights, IL:

Skylight Training and Publishing, Inc.

Carroll, J. A. & Witherspoon, T. L. (2002). Linking technology and

curriculum: Integrating the ISTE NETS standards into teaching and

learning (2nd ed.). Upper Saddle River, NJ: Pearson Education,

Inc./Merrill Prentice Hall.

Cunningham, C. A. & Billingsley, M. (2003). Curriculum webs: A

practical guide to weaving the web into teaching and learning.

Boston, MA: Pearson Education, Inc.

Roblyer, M. D. (2003). Integrating educational technology into

teaching (3rd ed.). Upper Saddle River, NJ: Pearson Education,

Inc./Merrill Prentice Hall.

Schipper, B. & Rossi, J. (1997). Portfolios in the classroom: Tools

for learning and instruction. York, ME: Stenhouse Publishers.


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E-GRAPHY http://www.online.tusc.k12.al.us/shortc/techint/u1-5.htm http://www.wikipedia.org/

http://www.online.tusc.k12.al.us/shortc/techint/u1-5.htm

http://www.wikipedia.org/


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CREATED BY:

SHIRLEY LANNEE VENTURA CASTRO HERRERA

MULTIMEDIA

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