Multimedia
Multimedia is a term frequently heard and discussed among educational technologists today. Unless clearly defined, the term can alternately mean .a judicious mix of various mass media such as print, audio and video or it may mean the development of computer-based hardware and software packages produced on a mass scale and yet allow individualized use and learning. In essence, multimedia merges multiple levels of learning into an educational tool that allows for diversity in curricula presentation.
According Fenrich, 1997 Multimedia is the exciting combination of computer hardware and software that allows you to integrate video, animation, audio, graphics, and test resources to develop effective presentations on an affordable desktop computer.
Multimedia is characterized by the presence of text, pictures, sound, animation and video; some or all of which are organized into some coherent program. (Phillips, 1997).
Throughout the 1980s and 1990s, the concept of multimedia took on a new meaning, as the capabilities of satellites, computers, audio and video converged to create new media with enormous potential. Combined with the advances in hardware and software, these technologies were able to provide enhanced learning facility and with attention to the specific needs of individual users. A primary application of the interactive multimedia for instruction is in an instructional situation where the learner is given control so that he/she may review the material at his or her own pace and in keeping with his/her own individual interests, needs, and cognitive processes. The basic objective of interactive multimedia material is not s much to replace the teacher as to change the teacher’s role entirely. As such multimedia must be extremely well designed and sophisticated enough to mimic the best teacher, by combining in its design the various elements of the cognitive processes and the best quality of the technology. With today’s multimedia courseware, once a programme has been designed and built in with the appropriate responses, it should be flexible and permit change and alteration.
Today’s multimedia is a carefully woven combination of text, graphic art, sound, animation, and video elements. When you allow an end user, i.e. the viewer of a multimedia project, to control ‘what’ and ‘when’ and ‘how’ of the elements that are delivered and presented, it becomes interactive multimedia.
Benefits to Learners
● Work at own pace and control their learning path
● Learn from an infinitely patient tutor
● Actively pursue learning and receive feedback
Benefits to Teachers
● Allows for creative work
● Saves time for more challenging topics
● Replaces ineffective learning activities
● Increases student contact time for discussion
Specific uses of multimedia include:
● Drill and practice to master basic skills
● The development of writing skills
● Problem solving
● Understanding abstract mathematics and science concepts
● Simulation in science and mathematics
● Manipulation of data
● Acquisition of computer Skills for general
● Purposes, and for business and vocational training
● Access and communication to understand populations and students
● Access for teachers and students in remote locations
● Individualized and cooperative learning
● Management and administration of classroom activities
Multimedia is a term frequently heard and discussed among educational technologists today. Unless clearly defined, the term can alternately mean .a judicious mix of various mass media such as print, audio and video or it may mean the development of computer-based hardware and software packages produced on a mass scale and yet allow individualized use and learning. In essence, multimedia merges multiple levels of learning into an educational tool that allows for diversity in curricula presentation.
According Fenrich, 1997 Multimedia is the exciting combination of computer hardware and software that allows you to integrate video, animation, audio, graphics, and test resources to develop effective presentations on an affordable desktop computer.
Multimedia is characterized by the presence of text, pictures, sound, animation and video; some or all of which are organized into some coherent program. (Phillips, 1997).
Throughout the 1980s and 1990s, the concept of multimedia took on a new meaning, as the capabilities of satellites, computers, audio and video converged to create new media with enormous potential. Combined with the advances in hardware and software, these technologies were able to provide enhanced learning facility and with attention to the specific needs of individual users. A primary application of the interactive multimedia for instruction is in an instructional situation where the learner is given control so that he/she may review the material at his or her own pace and in keeping with his/her own individual interests, needs, and cognitive processes. The basic objective of interactive multimedia material is not s much to replace the teacher as to change the teacher’s role entirely. As such multimedia must be extremely well designed and sophisticated enough to mimic the best teacher, by combining in its design the various elements of the cognitive processes and the best quality of the technology. With today’s multimedia courseware, once a programme has been designed and built in with the appropriate responses, it should be flexible and permit change and alteration.
Today’s multimedia is a carefully woven combination of text, graphic art, sound, animation, and video elements. When you allow an end user, i.e. the viewer of a multimedia project, to control ‘what’ and ‘when’ and ‘how’ of the elements that are delivered and presented, it becomes interactive multimedia.
Benefits to Learners
● Work at own pace and control their learning path
● Learn from an infinitely patient tutor
● Actively pursue learning and receive feedback
Benefits to Teachers
● Allows for creative work
● Saves time for more challenging topics
● Replaces ineffective learning activities
● Increases student contact time for discussion
Specific uses of multimedia include:
● Drill and practice to master basic skills
● The development of writing skills
● Problem solving
● Understanding abstract mathematics and science concepts
● Simulation in science and mathematics
● Manipulation of data
● Acquisition of computer Skills for general
● Purposes, and for business and vocational training
● Access and communication to understand populations and students
● Access for teachers and students in remote locations
● Individualized and cooperative learning
● Management and administration of classroom activities
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