Multimedia elements IPW-UK01-0124-01

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An eLearning course contains several multimedia elements, such as text, audio, graphics,
and

simulations or animations.

Text and Audio

Each topic in an eLearning course contains several pages of text or concepts. Additionally, it
may contain

voiceover for some or all frames depending on the client’s requirement. For example,
questions and

practice pages may contain audio.

Graphics

Graphics not only make the course interesting but add value to the text and enhance recall
and retention.

Depending on the level of learner knowledge and the type of course content, a course can
use static

graphics, animated graphics, conceptual graphics, screenshots, or real-life photographs. The

following

table provides a description and example of each type of graphic.

Type of Graphic Description Example

Static graphic Does not show any motion or

movement

A graphic showing an airplane in

a hangar

Animated graphic A collection of static graphics,

which change over time to

dynamically illustrate a sequence

or process

A graphic showing a flying

airplane

Conceptual graphic Used to explain a concept, that

is, an idea, theory, or impression

that cannot be seen

A graphic depicting data transfer

between two computers

Screenshots or screen grabs Generally used in courses based

on software applications

A course on Microsoft Word can

include screen grabs to show

how to perform various tasks in

Word, such as opening a

document, saving a document,

and setting various options

Simulations or Animations

Different types of simulations or animations used in eLearning courses are software

simulations, social

simulations, virtual reality, and video simulations. The following table provides a description
and example

of each type of simulation.

Type of Simulation Description Example

Software simulations Used in technical or skill-based

courses to describe the steps for

performing a particular task in an

application

A simulation used to show the

creation of a document in

Microsoft Word instead of using

a static screen grab

Social simulations or role

plays

Typically used in soft skill based

courses to enable students to

learn strategies that require the

use of reasoning, intuition, or

perception to solve a problem

and help them reflect on their

progress

A course created to teach selling

skills can use a role play

exercise to test learners on the

type of questions that should be

asked from a prospective

customer

Virtual reality Used in specialised courses to

create a simulated environment

of a real or imaginary system that

enables users to perform

operations on the simulated

system using standard or

specialised devices

Commonly used for training

pilots on a virtual or simulated

system

Video simulations Use videos to teach an activity or Simulations used in eLearning

Definition: Elements of multimedia used in education include text, video, sound, graphics, and
animation.

The growth in use of multimedia within the education sector has accelerated in recent years, and looks set
for continued expansion in the future. The elements used in multimedia have all existed before.
Multimedia simply combines these elements into a powerful new tool, especially in the hands of teachers
and students. Interactive multimedia weaves five basic types of media into the learning environment: text,
video, sound, graphics and animation. Since the mode of learning is interactive and not linear, a student
or teacher can choose what to investigate next. When is sound more meaningful than a picture? How
much text is too much? Does the graphic overwhelm the screen? For a student, this allows them to test all
of their skills gained in every subject area. Interactive multimedia learning mode is more like constructing
a spider’s web, with one idea linked to another, allowing choices in the learner’s path.

Out of all of the elements, text has the most impact on the quality of the multimedia interaction.
Generally, text provides the important information. Text acts as the keystone tying all of the other media
elements together.

Sound is used to provide emphasis or highlight a transition from one page to another. Sound
synchronized to screen display, enables teachers to present lots of information at once. Sound used
creatively, becomes a stimulus to the imagination; used inappropriately it becomes a hindrance or an
annoyance.
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The representation of information by using the visualization capabilities of video can be immediate and
powerful. While this is not in doubt, it is the ability to choose how we view, and interact, with the content
of digital video that provides new and exciting possibilities for the use of digital video in education. Video
can stimulate interest if it is relevant to the rest of the information on the page, and is not ‘overdone’. One
of the most compelling justifications for video may be its dramatic ability to elicit an emotional response
from an individual.
Animation is used to show changes in state over time, or to present information slowly to students so
they have time to assimilate it in smaller chunks. Animations, when combined with user input, enable
students to view different versions of change over time depending on different variables. Animations are
primarily used to demonstrate an idea or illustrate a concept. Video is usually taken from life, whereas
animations are based on drawings.

Graphics provide the most creative possibilities for a learning session. They can be photographs,
drawings, graphs from a spreadsheet, pictures from CD-ROM, or something pulled from the Internet.
With a scanner, hand-drawn work can be included. Standing commented that, “the capacity of recognition
memory for pictures is almost limitless”. The reason for this is that images make use of a massive range of
cortical skills: color, form, line, dimension, texture, visual rhythm, and especially imagination.

Categorization of multimedia

Multimedia may be broadly divided into linear and non-linear categories. Linear active content progresses without
any navigational control for the viewer such as a cinema presentation. Non-linear content offers user interactivity to
control progress as used with a computer game or used in self-paced computer based training. Hypermedia is an
example of non-linear content.

Multimedia presentations can be live or recorded. A recorded presentation may allow interactivity via a navigation
system. A live multimedia presentation may allow interactivity via an interaction with the presenter or performer.

Sound : Sound Analog wave patterns – these wave patterns have two attributes Volume – the height of each peak

in the sound wave Frequency – (sometimes referred to as pitch) the distance between the peaks. The greater the

distance, the lower the sound. Image: scanned from Multimedia Concepts – James Schuman

Sampling : Sampling To include sound in a multimedia application, the sound waves must be converted from

analog to digital form This conversion is called sampling – every fraction of a second a sample the of sound is

recorded in digital bits

Sampling : Sampling Two factors affect the quality of digitized sound Sample rate – the number of times the

sample is taken Most common sampling rates are: 11.025, 22.05, and 44.1 kHz Sample size – the amount of

information stored about the sample Most common sampling sizes are: 8 and 16 bit

Sampling : Sampling Image: scanned from Multimedia Concepts – James Schuman

Sound File Formats : Sound File Formats WAV format – filename.wav AIFF (Audio Interchange File Format) AIFFC

(compressed) RealAudio – filename.ra MP3 (mpeg layer 3)

Sound on the Internet : Sound on the Internet Your first consideration when using sound on the Internet is file

size Uncompressed files can be very large A 10 second recording of an audio CD can be as large as 2MB

Sound Tips for the Internet : Sound Tips for the Internet

Sound Tips for the Internet : Sound Tips for the Internet

Animation on the Internet : Animation on the Internet Animation is an excellent way to provide appeal on a web

site, choose from the following Animated text Animated GIF’s Marcomedia Director applications 3-D environments

2-D Animation : 2-D Animation Two types of animation exist Cel animation – based on changes that occur form

one frame to the next Path animation – moves an object along a predetermined path on the screen

3-D Animation : 3-D Animation 3-D Animation involves three steps Modeling – creating the broad contours and

structure of 3-D objects and scenes Animation – defining the object’s motion Rendering – giving objects attributes

such as color, surface textures, and amounts of transparency

3-D Animation : 3-D Animation Image: scanned from Multimedia Concepts – James Schuman

3-D Animation Special Effects : 3-D Animation Special Effects Morphing – blending together two images into a

series of images Warping – distorts a single image Virtual Reality – creates an environment that surrounds the user

so that he or she becomes part of the experience

Slide15 : Animation Animated text – using the HTML command causes text to flash on and off Animated gif – using

a software program to create a series of gif files such as GIF Builder Director movie – animation played using

Shockwave plug-in 3-D environments – a computer language used to create 3-D images

Slide16 : Design Considerations Give the user control over whether or not to display or enlarge graphic images

Allow the user to be active while graphic images are being displayed Provide feedback to the user by displaying the

amount of time a file will take to download

Video : Video Video, like sound, is recorded and played an as analog signal Analog video must be digitized in order

for it to put into a multimedia file Digital video has many advantages, but file size is important

Video : Video Several elements determine file size: Frame rate Image size Color depth To determine file size use

the following formula: Frames per second X image size X color depth / 8 = file size

Video Compression and Editing : Video Compression and Editing There are two types of video compression

Lossless – preserves the exact image throughout the compression Lossy – eliminates some of the data in the image

(provides greater compression ratios than lossless) Remember – there is always a trade off, file size versus image

quality

Video on the Internet : Video on the Internet There are two types of video transfer over the Internet HTTP

(Hypertext Transfer Protocol) – downloads the entire video to the hard drive on the user’s computer RTSP (Real-

Time Streaming Protocol) – is a continuous-playing, streaming technology in which the user’s computer is in

constant contact with the server playing the video

The Elements of Multimedia in Education
It is very tempting to use the latest computer wizardry to represent
information and develop computer enhanced learning materials. However, the
instructional design of these systems should be based on a careful
examination and analysis of the many factors, both human and technical,
relating to visual learning. When is sound more meaningful than a picture?
How much text is too much? Does the graphic overwhelm the screen? For a
student, this allows them to test all of their skills gained in every subject area.
Students must be able to select appropriate multimedia tools and apply them
to the learning task within the learning environment in order for effective
learning to take place.

A Multimedia Learning environment involves a number of components or

elements in order to enable learning to take place. Hardware and software are
only part of the requirement. As mentioned earlier, multimedia learning
integrates five types of media to provide flexibility in expressing the creativity
of a student and in exchanging ideas (See Figure 1).

Text

Out of all of the elements, text has the most impact on the quality of the
multimedia interaction. Generally, text provides the important information.
Text acts as the keystone tying all of the other media elements together. It is
well written text that makes a multimedia communication wonderful.

Sound

Sound is used to provide emphasis or highlight a transition from one page to

another. Sound synchronized to screen display, enables teachers to present
lots of information at once. This approach is used in a variety of ways, all
based on visual display of a complex image paired with a spoken explanation
(for example, art – pictures are ‘glossed’ by the voiceover; or math – a proof
fills the screen while the spoken explanation plays in the background). Sound
used creatively, becomes a stimulus to the imagination; used inappropriately
it becomes a hindrance or an annoyance. For instance, a script, some still
images and a sound track, allow students to utilize their own power of
imagination without being biased and influenced by the inappropriate use of
video footage. A great advantage is that the sound file can be stopped and
started very easily.

Video

The representation of information by using the visualization capabilities of

video can be immediate and powerful. While this is not in doubt, it is the
ability to choose how we view, and interact, with the content of digital video
that provides new and exciting possibilities for the use of digital video in
education. There are many instances where students, studying particular
processes, may find themselves faced with a scenario that seems highly
complex when conveyed in purely text form, or by the use of diagrams and
images. In such situations the representational qualities of video help in
placing a theoretical concept into context.

Video can stimulate interest if it is relevant to the rest of the information on

the page, and is not ‘overdone’. Video can be used to give examples of
phenomena or issues referred to in the text. For example, while students are
reading notes about a particular issue, a video showing a short clip of the
author/teacher emphasizing the key points can be inserted at a key moment;
alternatively, the video clips can be used to tell readers what to do next. On the
other hand, it is unlikely that video can completely replace the face-to-face
lecture: rather, video needs to be used to supplement textual information.

One of the most compelling justifications for video may be its dramatic ability
to elicit an emotional response from an individual. Such a reaction can provide
a strong motivational incentive to choose and persist in a task.

The use of video is appropriate to convey information about environments

that can be either dangerous or too costly to consider, or recreate, in real life.
For example: video images used to demonstrate particular chemical reactions
without exposing students to highly volatile chemicals, or medical education,
where real-life situations can be better understood via video.

Animation

Animation is used to show changes in state over time, or to present

information slowly to students so they have time to assimilate it in smaller
chunks. Animations, when combined with user input, enable students to view
different versions of change over time depending on different variables.
Animations are primarily used to demonstrate an idea or illustrate a concept.
Video is usually taken from life, whereas animations are based on drawings.
There are two types of animation: Cel based and Object based. Cel based
animation consists of multiple drawings, each one a little different from the
others. When shown in rapid sequence, for example, the operation of an
engine’s crankshaft, the drawings appear to move. Object based animation
(also called slide or path animation) simply moves an object across a screen.
The object itself does not change. Students can use object animation to
illustrate a point – imagine a battle map of Gettysburg where troop movement
is represented by sliding arrows.

Graphics

Graphics provide the most creative possibilities for a learning session. They
can be photographs, drawings, graphs from a spreadsheet, pictures from CD-
ROM, or something pulled from the Internet. With a scanner, hand-drawn
work can be included. Standing commented that, “the capacity of recognition
memory for pictures is almost limitless”. The reason for this is that images
make use of a massive range of cortical skills: color, form, line, dimension,
texture, visual rhythm, and especially imagination.

Multimedia is the use of a combination of text, graphics and audio aids in presentation of
information. It is the collection of different forms of communication, such as television,
computer, printer and video recorder, connected to allow information to be presented in any
combination of media, such as text, audio or video.
Definition:
The word multimedia is made up of two separate words, “multi” meaning many, and
“media” meaning material through which information may be transmitted. Therefore,
multimedia can be described as an integration of multiple media elements together to
influence the given information so that it can be presented in an attractive manner.
Multimedia mainly concerned with the computer controlled integration of text, graphics,
drawing, still and moving images (video), animation and audio where every type of information
can be represented, stored, transmitted and processed digitally.

Commonly used multimedia mediums :

Text- The on screen display of words, that is , text, is the base of the most applications. The use
of different styles, fonts, and colors can be used to emphasis specific points.
Graphics- seeing a picture of an object has more impact than only

reading about it. Graphics include conventional artwork, computer

generated artwork and photographs or captured video frames.

Audio- This includes speech, audio effects, ambient sound and

music.

Video- Anything that you see visually on the screen (digital movie)

is a video.

Animation- Animation is the timed sequence of a series of graphics images or frames together
give the appearance of continuous movement.
Cell Animation: