Multimedia E-book

MULTIMEDIA

E-BOOK

NANCY PINEDA

Nelson Group A division by Thomas Nelson Publishers

Desde 1798

Multimedia E-book

MULTIMEDIA

E-BOOK

NANCY PINEDA

Grupo Nelson A division by Thomas Nelson Publishers

Desde 1798

NASVILLE DALLAS MÉXICO D.F. RÍO DE JANEIRO BEIJING

Multimedia E-book

Table of content

1. Introduction 01

2. Multimedia projects 02

3. Some multimedia project types 04

4. Critic circle project 06

5. Technology and multimedia 09

The value of Multimedia 10

History of Technology 12

Roles of existing Multimedia Content 14

Organizing content 16

6. 7 Principles of good practice in technology 21

7. Visual cues and important programs that support teaching with multimedia

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8. Flash 27

Multimedia E-book

INTRODUCCIÓN

Multimedia is a combination of different media and content. It is a media with multiple

content forms which includes a combination of text, audio, still images, animation, video,

and interactivity content forms.

This book was elaborated to the people who want to know about multimedia, what is

multimedia? Characteristics of multimedia. What is a multimedia project? We can find

different kind of information like the types of multimedia and technology.

The introduction of multimedia Project and different types of multimedia projects, how

used the multimedia project and the components of it, what are the types of project like

Information technology, technical projects, existing application enhancement software

programs, educational problems (general, specific classroom innovation, research,

evaluation, and steps for simple projects like plan, design organize, execute, guide and

develop.

The information about critics circle project, its objectives, how to work in groups,

different kinds of example to work, what kind of audiences use the project, the content,

and how to practice it.

Also, multimedia technology, like computer elements, how to use graphics, videos, text,

sound and animation, to present a dynamic message, careers like web developer,

graphic artist, digital photographer, instructional designer production assistant, desktop

publisher.

What is the value of multimedia? Benefits to use it., history of technology and education,

the roles of existing multimedia content, how to organize information? How to create a

touring, and navigation.

Information about the seven principles of good practice in technology.

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Multimedia E-book

MULTIMEDIA PROJECT

A combination of text, audio, animation, video, images, graphics, and interactivity

multimedia, which is used, and has the potential to increase learning. According to

Szuprowicz, Fetterman, and Gupta, humans retain only 20% of what they see, from

20% to 30% of what they hear, and about 40% to 50% of what they both see and hear.

And they can retain up to 80% of what they see, hear, and do at the same time.

The word project comes from the Greek root and the Latin verb “proicere” which means

“to throw” something forward. Original meaning is also connected to the actions taken in

advance before any activities, in other words, or a Plan. But at the beginning it was not

connected to the act of carrying out a plan out. Later the word was adopted to refer to

the course of actions to be taken in order to fulfil a need.

A multimedia project is the one that integrates media components. Project is a group of

actions:

Plan

Design

Prepare

Execution

Development

Control

Evaluation

PROJECT:

It is a succession of steps that pretends to provide a solution to a given problem to

pretend a change or an innovation.

CHARACTERISTICS OF PROJECTS:

It is temporary; contains task, phases, and steps; follows a process; it has a cycle and

control; it produces a unique result.

The thinking skills that learners need as designers of multimedia presentations:

1. Project Management Skills

creating a project

locating resources, time in different parts of the project

assigning roles

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2. Research Skills

should be organized

posing thoughtful questions about structure, models, cases, values, and roles

searching for information using text, electronic, and pictorial information sources

developing new information with interviews, questionnaires and other survey

methods

analyzing and interpreting all the information collected to identify and interpret

patterns.

3. Organization and Representation Skills:

deciding how to segment and sequence information to make it understandable

deciding how information will be represented (text, pictures, movies, audio, etc.)

deciding how the information will be organized (hierarchy, sequence) and how it

will be linked.

4. Presentation Skills:

mapping the design onto the presentation and implementing the ideas in

multimedia

attracting and maintaining the interests of the intended audiences.

5. Reflection Skills:

evaluating the program and the process used to create it

revising the design of the program using feedback

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Multimedia E-book

TYPES OF PROJECT

They can be categorized based in the orientation they get, the type of solution they

provide, kind of institution they are oriented to, the necessity they cover, the field they

perform, resources and people in the process. Multimedia projects are usually

developed by using computers and technology. They have to contain audio, animation,

text, graphics, video and sound.

They cover purposes for students to become independent, self-learners, as they

demonstrate knowledge learned, sharing info, with others, meeting a variety of students

learning style, gathering and citing info, from many resources.

IT projects: information technology

Technical projects

Existing application enhancement (software

programs) reengineering

Educational problems (general, specific,

classroom, innovation, research, evaluation,

Planning, development, etc.)

Product development projects

Organization development projects

Logistics, marketing, cultural, internal, external,

Community, management projects

Multimedia projects

Online projects

Evaluation projects

Business implementation projects

Modelling projects

Experiment projects

Projects help designers to:

Transmit an idea, convince, guide, influence; provide interaction; explore creativity;

analyze and synthesize; motivate.

Simple steps for simple projects:

Plan

Design

Organize

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Execute

Guide

Develop

Control

Evaluate

Students practice skills and gained lot of multiple intelligences when working with

multimedia and the project method as follow:

Verbal: subject content, text, reports

Musical: sound effects

Spatial Visual: text, graphics, animations, background

Logical: navigation and project management

Interpersonal: group work and evaluation feedback

Intrapersonal: understanding, confidence, and self-management

EXAMPLES:

Brochures Websites

Documents E-mails

Logos Media shows

Advertising Presentations

Animation Projects

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CRITICS CIRCLE PROJECT

It describes a project that involves teacher, students, parents, audience, and give

opportunity to the students to criticize movies or other topics that they design.

It describes the academic outcomes that creating this project by creating, giving opinion,

giving points of views etc.

Objectives of critics circle project:

Students take roles of movie critics

Works in teamwork

Gives different opinions or points of view

Creating different project and topics

Background:

Critic‟s project means when somebody gives an oral opinion about a movie. Somebody

show a movie or something and the others will give their viewpoints of that.

Groups create their critics circle:

Select a movie

Division of the class in two groups of 5 each group

Discussion of each group for selecting a movie

Decide which group is going to be the critics team

Students make a multimedia project

Students can open the front page movie and are ready to give a point.

Example:

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WELCOME TO

CRITICS´ CIRCLE

Critic 1 Critic 3

Critic 4

Click here for summary

Multimedia E-book

Audience uses each project:

Teachers, staff, parents, and other students play the role of users because they enjoy

and evaluate the projects by playing.

Internal view of critic´s circle:

Critic´s circle uses voice, drawings, and images which captures critic´s emotion and

mood.

Example:

Theory:

Teacher selects projects, executes four-step process, and facilitates creation.

Students create project 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.

Goals for critics circle project:

Formulating viewpoints

Choosing among different viewpoints

Analyzing and meaningfully

Communicating contradictory opinions

Synthesizing and composing a concise summary

Articulating and refining an oral statement

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Welcome

To

Critics´ Circle

Opinion Page

Critic 1

Desk of Critic 1

Opinion Page

Desk of

Summary

Opinion Page

Critic 3

Desk of Critic 3

Opinion Page

Critic 2

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Imagination and empathy

Playing to cover a range of opinions

Content material learning:

Expository writing (speakers „scripts and text summary)

Deeper understanding of tensions involved in context

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 opinion in text, graphics, and speech

Creating expressive graphic icons

Using text for a formal summary of opinions

Modifying a template, perhaps following cookbook

Practice:

1. Step one One teacher prepares

2. Step two Teacher assigns project

3. Step three Students create project

4. Step four Reflection (students do self-evaluation)

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Multimedia E-book

TECHNOLOGY AND MULTIMEDIA

Multimedia technology applies interactive computer elements, such as graphics, text,

video, sound and animation, to deliver a message.

People who study in this field use computer software to create, develop and manage

online graphics, pictures, videos, sounds and content by using a touring creating links to

the other projects of multimedia. Specialists produce in various mediums, such as

training programs, Web pages and news sites.

Multimedia technology refers to interactive, computer-based applications that allow

people to communicate ideas and information with digital and print elements.

Career Opportunities:

Many opportunities for multimedia technology professionals are in a variety of

industries. To communicate to an audience can contain digital and print images, text or

animation which take attention and deliver the message. It is used in marketing or

advertising.

Possible career choices include:

Web developer

Graphic artist

Digital photographer

Instructional designer

Production assistant

Desktop publisher

Education Options

Many professionals in multimedia technology provide introductory education in this field.

These programs prepare users for an employment in this field.

In these programs, you learn how to use computer programs and create interactive

presentations or materials. You can use website development software like Cascading

Style Sheet or the Adobe suite, which includes Photoshop, Flash, Illustrator and

Dreamweaver.

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Multimedia E-book

Multimedia technology courses typically include:

Interactive media

Website design fundamentals

Electronic imaging

Introductory photography

Animation

Multimedia programming

Graphic design

Digital editing

THE VALUE OF MULTIMEDIA

Multimedia has benefit like learning environments by practicing. This value is for people

who wants to share the information and designs an interactive and dynamic information,

and help by showing the projects.

Learning by no simply ability to recall information at rotting memorization or superficial

learning. From computer-based training to Multimedia

Provides alternative classes

Audio for pronunciation

Existence of multiple training options gave them the flexibility to get their training

In trainings show illustrations of terms

Animations shows visualizations of each parts

Live Interaction

Flashcards and resources

Videos for using each part

What is Multimedia?

Richard Mayer, professor of psychology at the University of California, Santa Barbara,

defines multimedia as presentation of content.

Mao Neo and Ken T.K. Neo, faculty at Multimedia University in Malaysia, extend this

definition. They say that multimedia is “the combination for various digital media types,

such as video, into an integrated multisensory interactive application or presentation to

convey a message of information to an audience.

Multimedia can offer layers of beneficial resources

Provide gratuitous information

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Multimedia E-book

Overload, or anything in between

Online encyclopedia

Links to videos

Articles on specific topics of interest

New stories

Links to audio commentaries

Replays of video footage, and links to websites

Simulations, illustrations and photographs, and media types of activities

Multiple media

Learning and Multimedia:

Views of learning and illustrations transmit information to another like teacher to the

students.

A contrasting view integrates and makes sense of new information while they are

applying it in their daily lives.

Three steps of acquiring knowledge:

1. Declarative knowledge

2. Procedural knowledge

3. Process knowledge

Benefits of Multimedia in Learning:

1. Alternative perspectives

2. Active participation

3. Accelerated learning

4. Retention and application of knowledge

5. Problem-solving and decision-making skills

6. System understanding

7. Higher-order thinking

8. Autonomy and focus

9. Control over pacing and sequencing of information

10. Access to support information

How Multimedia Works in Learning:

1. Presentation of information

2. Guidance about how to proceed

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3. Practice for fluency and retention

4. Assessment to determine need for remediation and next steps

Multimedia design: A Team Sport:

Writing skills to write content, information architecture skills to structure the content so it

was easily to follow and access, graphic design skills to develop clear and attractive

navigation and explanatory graphics, multimedia skills to work with instructional

designers to create interactive elements.

Some concerns about multimedia and learning:

Consistent-looking and consistently placed navigation elements clarify what to do next.

Multimedia adds complexity both to the screen and to the tasks that learners need to

perform with no control over their own learning.

HISTORY OF TECHNOLOGY AND EDUCATION

Technology has helped in the process of teaching and learning. The advancement of

media and technology has led us to the information society. It brought to the knowledge

society. It encourages children and people to learn in different ways used in the

classroom. It makes grow learning, and increase the joys in learning.

Strengthen, activate and modernize the educational sector, to promote activities to

make learning useful. To develop of capacity and to motivate students integration.

The technology of education has many changes over time and the evolution of

conceptualization from an instrumentalist, passing through a systematic approach to

teaching focused on problem solving.

Prendes, 1998, assumed the importance of context and the evolution from a behavioral

psychological Foundation towards a constructive perspective.

Generation of technology (computers):

First Generation: (1940-1952) computers operated valves; its use was exclusive to

the field military scientist.

Second Generation: (1964-1971) valve is replaced by the transistor with operating

system.

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Multimedia E-book

Third Generation: (1964-1971) used integrated circuits reduces the physical size,

improve programming languages and the utility programs are listed.

Fourth Generation: (1971-1981) appearance of the microprocessor, the integration of

the basic elements of the computer in a single integrated circuit.

Fifth Generation: (1982 to the date) is the emergence of the PC.

Concretions:

First concretion: Main precursors of this stage with input methods and related

technology foundations are: Socrates, Thomas Aquinas, Comenius, Rousseau,

Pestalozzi, and Herbart.

Precursors of technology of the 20th century are:

Dewy education base on experience

Thorndike (behaviorism)

Montessori (Psychology in education)

Empiric technic:

Based on the media materials generators learning tools: Hardware and software. The

1940s considered technology in education such as films, school, newspapers, still

images, slide show, Museum materials, maps, illustration.

1970, computers are used for educational purposes, and 1994 UNESCO establishes

educational technology, uses of audiovisual media, television and computers.

Perspective:

From this approach, the educational technology relies on Psychology cognitive,

including the following:

Changing behavioral vision by the cognitive

The media must be consistent with the cognitive features of the student. Critical

reflective.

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Multimedia E-book

ROLES OF EXISTING MULTIMEDIA CONTENT

Multimedia contents is called titles too, it helps people about the specific examples of

how we can be interactive creators. It gives a suggestion of how it is easier to create a

project; it talks about the laws called copyright and the right things to do as an ethic.

Using multimedia contents users can be interactive creators as professionals and

nonprofessionals.

It helps users to learn some important categories in multimedia content, suggest

techniques using multimedia context and considerations about copyrights and ethics.

Categories of Multimedia content:

There are three dimensions:

1. Types of Multimedia

2. Purposes

3. Subjects

First Dimension: types

a. A template: The title project can be changed by others not only by the creator.

b. A closed: The title cannot be changed by others, just observed and learned

from.

c. A extendible: The title cannot be changed, just users can add material. It is

more interactive and collaborative

d. Partially opened Title.

e. Part of some complete content

Second Dimension: the purpose

1. Media clip

2. On-line-book

3. General reference

4. Sales

5. Public information

6. Focused reference

7. Education and training

8. Games and edutainment

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Multimedia E-book

9. Computer mediated instruction

Third Dimension: the subject

1. Mathematics

2. Science

3. History

Fourth Dimension: extra multimedia content distribution method

1. CD-ROM discs

2. Diskettes

3. Laser discs from catalogs

4. Book stores

5. Software companies

6. Conferences

7. Educational achieves

8. Student´s and teacher´s contribution

9. Downloading from on-line service

Ways students can use multimedia:

Students can observe other projects

Select particular media to express ideas

Split information

Arrange information

Browse through a title

Take notes, ideas and techniques

Use media clip

Use image clips

Use some audio and video format conversation filters

Use copy and paste (copy and image)

Use title graphics

Use a password

Examples of Multimedia Titles:

1. General references and Databases (Microsoft 1995, The New Grolier Multimedia

Encyclopedia).

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2. Focused References (Microsoft cinema 1995, U.S Presidents from Campton‟s

New Media.

3. Computer Mediated Instructions (comprehensive Chemistry CD-ROM from falcon

Software, Inc. Math and more 1 and 2 from IBM Eduquest).

4. Simulated environments (Hurricane Hugo, from Turner Education services, Inc,

Floyd design, Tacoma Bridge, from RPI University´s comprehensive Unified

Physics Learning).

5. Sales information: (Mannington, choose floor covering materials, buick and Ford

mail a diskette).

Copyrights and Ethics:

Ethics: The right thing to do is to make a citation when we write or say something

which appears in other project or book.

Requesting permission to use content:

If a person wants to copy someone else project has to have permission to the owner,

(written permission) to present in public.

Practice:

Suggestions of several ways to practice making evaluation.

1. Content meet the objectives

2. Take an account about software and hardware

3. Lan environment

4. The depth of the content´s subject

5. Interesting, lively and compelling way

6. Appropriate level

7. Content interaction

8. Content´s navigation options

9. Personalize the content

10. Options for bookmarks

11. Content´s licenses agreement

Multimedia E-book

Personal collection:

It includes:

Intended purposes

Target audience

Licenses provisions

Hardware and software requirements

ORGANIZING INFORMATION

Organizing information refers to the different techniques and different methods that a

creator can use for organizing information in projects, for helping users to be interested

in learning by touristing each of project each project. Users has opportunity to use

hypermedia links to the others projects.

Using different techniques and methods users can organize information in projects as a

creator.

Benefits which help students learn how to organize information, organizing information

by touristing, or to use appropriate organization.

Importance of organizing information:

Help students to understand meanings, relationships of different pieces of

information

Develop life-long learning techniques

Practice articulating good questions

Pursuing answers

Analyzing

Synthesizing

Logical organization placing

Authentic Projects:

Creators has to take account of using just four levels of menus

Creators can provide different methods

Providing maps

Leaving footprints

Checking off options

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Supplying a checklist

Providing landmarks

Ability to zoon

Ability to mark a notebook

Common set of buttons

Projects run in a public location (schools, corridors)

Divide the project into several sections

Using different backgrounds

Helping students to organize information:

Teacher will help students by: well-throughout assignment

Having a concrete purpose in mind

Types of assignment:

In the form of a question to be answer

Representation of all sides

Relate a list of terms to one another

Using hot words that play audio, images videos etc.

Includes set up a one-screen form to fit other screens

Key to good organizations:

Understand the assignment

Brainstorm and do research

Select pieces of information to include in the project discuss several overall

organizations

Select organization

Decide on a metaphor for visualizing the body of information

Decide on one or more media to represents each piece of information

Prepare scripts and story boards as required

Fill in the organization with the media

Provide links among the pieces of information

Test the result with typical members of the project´s intended audience

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Example:

Touring and Navigating:

The information can be organized by:

1. Paintings

2. Dates

3. Materials

4. School

5. Artist´s name

6. Artist´s national orgin

Organizing the creators:

1. Organizing by groups and subgroups

2. Matches media or functions to students

3. Gives responsibilities to the students and then reorganize the project

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tours

city 1

ch1 ch2

city 2

ch 1

Theory-organize information:

1. Shakespeare organization

2. Hurricane organization

3. Tours:

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main menu

part 1

part 2

part 3

part 4

part 5

part 6

part 7

main topic

sub topic b

sub sub topic b

sub sub topic

subtopic

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4. Columbus organization

5. Community photographs organization

6. Class pictures to organization

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7 PRINCIPLES OF GOOD PRACTICE IN TECHNOLOGY

Some ideas for using technology to implement the seven principles is the main

objective.

In March 1987, the AAHE Bulletin first published “Seven principles for Good Practice in

Undergraduate education. The principles, created by art Checkering and Zelda

Gamson with help from higher education colleagues.

Since the Seven Principles of Goo Practice were created in 1987, new communication

and information technologies have become resources for teaching and learning in

higher education.

The seven principles of good practice provide the way to use in a good way videos,

computers, videos, and telecommunications in education.

Learn how to use technology implement the seven principles, and understand clearly

the purposes when technology is using in application.

Principle 1: Good practice encourages contacts between students and faculty

It is important to increase student motivation and involvement through communication

between students and faculty members.

Technology communications has improved because it 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 the topics in a better way.

Now days, the technology has had an advancement because some years ago the e-

mail uses to send homework but now, with other available tools such as computer

conferencing and chats, gives the opportunity to converse and exchange information

faster and safer than before and in a better way without being face to face,

It uses asynchrony communication and students are going to ask and to write, avoiding

unnecessary details.

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Principle 2: Good practice develops Reciprocity and Cooperation among

students

The communication is better when is working in collaborative work by using technology.

Working by using cooperative learning is better because members in the group help

each other to present tasks. Something that is important is that each member learns

from the others.

When communication tools Group is using, work is strengthened

Principle 3: Good practice uses active learning techniques:

Excellent teachers are made by practicing. Practicing knowledge plays an important

role, in order to get a meaningful learning. To be an expert in technology, they users

have to practice.

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.

Principle 4: Good Practice Gives Prompt Feedback:

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

By using technology giving feedback becomes more meaning for the student.

Computers can also keep track of the actions done to demonstrate how much

knowledge has been gained.

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Principle 5: Good Practice emphasizes time on task:

To meaningful learning, value time is important.

In order to increase knowledge, the amount of time, people spend in technology is

important

Principle 6: Good Practice communicates High expectations:

A good motivation is expecting to have more; motivation is for all users, when someone

tries to get something bigger 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.

Because it sharpens their cognitive skills of analysis, synthesis, application, and

evaluation, new technologies can communicate high expectations explicitly and

efficiently. Their results will we shown in the internet, so they search by themselves to

obtain the best results they can.

Principle 7: 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:

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. Signposting breaks up text and

images into readable, easy-to-follow blocks or panels of information.

Print design is about communication. Print designers communicate with text and

images. The presentation of text and images can aid or hinder effective communication.

There can be some overlap visual signposts fall into five groups:

artwork

titles

paragraphs

characters

and explicit

navigation

elements

Artwork:

Readers are often drawn to the visuals on a page. Both the choice of images and their

placement within a document provide information about the document, its purpose, and

its organization.

photos and captions

clip art

charts and graphs

elaborate initial caps

Titles:

Typically headlines and titles are larger and more prominent than other text. These

visual cues signal the start of a book, a magazine, an article, or a major division in a

publication such as chapter of a book or a sub-section of a report.

nameplate / title page

headlines

secondary headings including kickers, decks, and subheads

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Paragraph Emphasis and Organization:

Entire blocks of text can be emphasized by using devices such as call-outs, frames, and

bullets. 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

Character Emphasis:

Using bold or italics text is one common method of letting the readers know what

information is especially important or noteworthy.

Within larger blocks of text it is sometimes necessary to draw attention to certain words

and phrases.

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AIM YOUR PROJECT WITH FLASH

It is animation for creating:

content containing text

graphics

audio

video

animation

Different purposes:

1. Sources version

2. Compress version

3. Executable version

Elements of flash:

Stage

Timeline

Media object

Action script mode

Working with graphics:

1. Bitmaps (pictures, photos, clipart)

2. Vector (individuals lines, shapes locations)

Course Resources:

1. Key elements

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2. Variety of applications

3. Reasons for using

Differentiate

Engage

Teach

Versatile

Quality

Technology

4. Barriers to use

Technology

Easy of using

Accessibility

Projects:

1. Students and teachers project

2. Subject areas

3. Award winning

4. Flash websites

5. Informational

6. Entertainment

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Exploration:

1. To entertain

2. To inform

3. To instruct

4. To persuade

Approaches:

Evaluation criteria:

1. Overall impressions

2. Audience and purpose

3. Content

4. Organizations

5. Design

6. Navigation

7. Technical overall

8. Technical animation

Animation flash:

1. Frame by frame

2. Motion tweening

3. Shapertweening

4. Action script

5. Amature tweens

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Types of animation:

Morphing

Tweening

Animation basics

Animation needs

Movie clips

Bouncing balls

Animation project:

Interaction with action script:

Action script in flash

Types of interactivity

Components in flash

Adding interactivity

Active learning

Multimedia:

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Planning:

1. Audience

2. Purpose

3. Architecture

Issues:

1. Accessibility

2. Testing and usability

Packing:

1. File sharing

2. Preloaded

3. Project presentation

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CONCLUSION

1. I can learn about how can I relate new items using technology and multimedia,

how can I use different media to convey and synthesize different people´s

feelings on controversial issue

2. How can I use different media to appeal to different group of people? And how

can create dynamic content, by using information, sounds, videos etc.

3. How can I teach to my students using different kind of organizing information

from different resources?

4. How can I get my students motivated by learning this kind of information?

5. How can I use the internet for their multimedia magazine and a book.

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BIBLIOGRAPHY AND E-GRAPHY

1. The book of Multimedia and technology

2. www.wikipedia.com

3. http://www.jhepple.com/multimedia/whatsmultimedia.htm

4. http://searchsoa.techtarget.com/definition/multimedia

5. http://www.tech-faq.com/multimedia.html

http://searchsoa.techtarget.com/definition/multimedia

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