MULTIMEDIA

2011

Magaly Rodriguez

607607446

03/10/2011

MULTIMEDIA

Licda. Magaly Rodriguez

Licenciatura en Tecnología Educativa 2

MULTIMEDIA

Magaly Rodriguez

607607446

Universidad Mariano Galvez

First published 2011



Thanls to God, to my family, to

my friends, to my teachers adn

to my effort.

We have passed many things

that I am going to remember for

ever.



INTRODUCTION

Nowadays technology is part of or life and multimedia is part

of technology, so now we have to learn to integrate both on our

teaching and learning process.

There are different types of multimedia projects and every

project have a process to it creation.



INDEX

1. Multimedia projects 5

2. Types of multimedia

project 20

3. Critics circle project 26

4. Technology and

multimedia 33

5. 7 Principles of good

practice in technology 36

6. Visual Cues 40

7. Programs that support

Teaching with

Technology 43





MULTIMEDIA PROJECTS

Multimedia is defined as a combination of text, audio,

animation, video, images/graphics, and interactivity. Some of the

goals that multimedia include are: 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.

In multimedia environments, learners construct meaningful

knowledge by "selecting words and selecting images from the

presented material, organizing words and organizing images into

coherent mental representations, and integrating the resulting

verbal and visual representations with one another" (Mayer, 1997)

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 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, they are that join different pieces of

text are called hypertext links, the combination of links and text is

called hypertext, links that join other media, in addition to text,

are called hypermedia links, and the combination is called

hypermedia. Creating a multimedia project on a computer allows

students to use links to visualize more relations and organize

information in more meaningful ways, creating other multimedia

projects helps student to learn and practice a wide variety of

methods for using hypermedia links to organize information.



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.

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.



A beep on the tape, interspersed with narration and background

music, told the operator when to advance to the next picture.

Later, multimedia came to mean a larger audience seeing and

hearing a more complex presentation that required several audio

tape players, slide projectors, and movie projectors, all under the

control of a special purpose computer.

Today, multimedia has come to mean an individual or a small

group using a personal computer to interact and students can

create such multimedia projects using a computer and a multimedia

authoring system.



3 STAGE PROCESS FOR MULTIMEDIA PROJECTS

A multimedia product is made up of many ingredients from

existing print products or from a multitude of software. Each

product has its own set of requirements.

three-stage process involving:

PRE-PRODUCTION

The Idea

The first question we ask is "why" you want to develop a multimedia

project?

• Is multimedia the best option, or would a print product be

more effective?

Project Goals

We determine what the product needs to accomplish. The goals

have to be measurable and behavior-based from the visitor's

standpoint.

Pre-Production

Production

Post-Production



Demographics of Target Audience

Who is your product speaking to:

Product Concept

The core idea is born after several rounds of brainstorming.

Delivery Medium

How will your message or information reach the audience

• CD-ROM

• Disks

• The web

• Intranet

• Computer kiosks

• What types of equipment does your audience have

• What obstacles must be overcome

Age

Gender

Educational background

Socioeconomic level

Ethnic background

Language

Profession

Expectation



Authoring Tools

We determine the authoring tool to be used in the project. This

is the vehicle for integrating all the pieces:

• Text

• Graphics

• Animation

• Sound

• Video

PRODUCTION

Planning

Planning - the crucial factor determining success and failure. If

you fail to plan, you're planning to fail. We determine:

• What building blocks go into your multimedia project

• How long will each task take

• How much will the product cost

• Who is going to do the work

Resource Organization

The product's content is arranged into categories or groups.

From this organization, comes the interface, which leads the user

to the information.

Orientation

The opening screens are the graphic and verbal directions to

enable the user to find his way around the content.

Navigation

The navigation is the signposts.



Defining Screen Action

The screen or interface action directs how the interface

responds to the user.

• what they will want or need

• what their expectations may be

• what assumptions they may make while using your product.

Designing Interface Controls

At this step, the interface controls (how the user interacts with

the computer screen) for each portion of the project are designed.

The functionality is analyzed and evaluated individually and as a

whole throughout the product.

POST-PRODUCTION

Storyboards

The storyboards are the blueprints for your multimedia project.

Theme Development

The visual theme or style is determined by the content and the

audience.

Creating Interface Elements

The interface design is broken down into individual components,

which are constructed using a variety of methods and tools. These

components may include images, graphics, text, video, sound, and

animation.

Integrating Media Elements

The authoring tool is used to pull together and blend all the

media elements into a cohesive whole. As the elements come

together, the storyboards come to life.



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,

The projects tend to be interdisciplinary

activities that involve teamwork and profound application of concepts.

A way for students to achieve high self-

esteem, to increase their ability to function

as self-directed learners, to learn to

think effectively, and to practice problem-

solving and decision-making.



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

Text Graphics Images

Audio Video



MEDIA AND PROJECTS

Text is generally the most effective medium for expressing

concrete facts such as who was involved and what transpired.

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.

Trailers requires o more hardware than does Critics’ circle. This

project uses analog video. The video signal goes directly from the

laser disc player to a television monitor, without being converted to

digital form and without passing through the computer.

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.



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



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.

Teachers should require student o create text as part of any

multimedia project. Introducing hypertext is one way to give text

its own novelty. They must dissuade students from thinking that,

because a CD-Rom can contain as much text as several hundred

books, one CD-ROM must therefore represent all the possible

point of view about a subject.



Effective assessment is essential in order to raise working on

multimedia projects above the status of occasional entertaining

diversions.

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.

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.

Learning Multimedia skills

Many of today`s students will

spend significant portions of their

adult lives preparing

employees, employers, ad communities.

Authentic LearningCreating

a multimedia project is an

authentic reason for employing a

group of students and produces an authentic result.





TYPES OF MULTIMEDIA PROJECTS Teachers should decide which type of presentation will apply, or if the

students will make this choice. The three types are:

Self Playing presentations: The slides advance automatically and all special

effects play automatically. There is no manual intervention at all, and the

presentation becomes a "show."

Manually advanced presentations with linear progression: The slides and text

advance only with the click of the mouse. Special effects can be set to go off

automatically or by a mouse click.

Manually advanced presentation without linear progression, or "interactive”:

The front slides have hyper links which can be clicked in any order by the

presenter. When we clicked, another slide will appear which has specific

information, special effects, and a place to click which takes the presentation

back to the front slide or on to another. Students are required to make a

"map" in advance, with lines connecting all slides (boxes) which are to be

connected by action buttons.

This type of presentation are for topics where there is no particular order

that information should be presented. Buttons can also activate sound

effects, or other actions.

MULTIMEDIA PROJECTS IN THE CLASSROOM

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. Generally, teachers provide

students with directions, a list of content, and guidelines for building a

portfolio. Web page authoring software or presentation graphics software can

be used to create electronic portfolios.

Multimedia Slideshows

Students can create slideshows consisting of text, graphic images, audio

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

graphics software can be used to create multimedia slideshows.



Tutorials

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

directions to guide users through the components of a subject. Topics for

tutorials can be just about anything with an instructional sequence. Tutorials

can be created using word processing, presentation graphics, or web page

authoring software.

Research Presentations

Multimedia research presentations can be created by students to present

findings for research projects. These presentations can be developed using

presentation graphics software.

Virtual Tours

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

locations using presentation graphics or web page authoring software. These

tours can include text descriptions of the places with photographs, audio clips,

or video.



ENGINEERING SOFTWARE Engineers use multimedia in Computer Simulations from entertainment to

training such as military or industrial training. Multimedia for software

interfaces are often done as a collaboration between creative professionals

and software engineers.

INDUSTRY Multimedia is also helpful for providing employee training, advertising and

selling products all over the world via virtually unlimited web-based technology



MULTIMEDIA IN MEDICINE Doctors can get training by looking at a virtual surgery or simulating how

the human body is affected by diseases spread by viruses and bacteria and

then develop techniques to prevent it.

COMMERCIAL

Presentation are used to catch people attention in advertising,

Business to business or an interoffice communications often are developed

by creative services firms using advanced multimedia presentations instead of

using simple slide shows to sell ideas.

Virtual Brain Surgery. Dr. Martin uses 3-D imaging, developed by UCLA



JOURNALISM

Journalists can use different new media to produce multimedia pieces for

their news stories. It enrolls global audiences and tells stories with

technology, developing new communication techniques for both media

producers and consumers.

ENTERTAINMENT AND FINE ARTS Multimedia is mostly used in the entertainment industry to develop special

effects in movies and animations.

Multimedia games are a popular pastime and there are software programs

that you can use either as CD-ROMs or online.

Multimedia applications allow users to participate active instead of being a

passive recipients it´s called Interactive Multimedia





CRITIC’S CIRCLE PROJECT

This is a Project in which students take the role of critics and record their

oral opinions about a movie. It includes the use of several multimedia

technologies: digital audio, digitized images (still pictures), and symbolic icons.

The project steps are:

The project includes the creation of a main menu which shows an icon for each

of the critics. These icons take the user to the critic desk. There, the critic

presents his/her opinion on the movie by recordings or video.

Selection of a movie

Class is divided in groups of 5, they hold a roundtable

to discuss the movie.

They choose 3 members who will

be the critics.

Creation of multimedia

project.



At the end, the group presents a written summary of the opinions on the

Summary Page.

Firs

t

selection of a movie.

Seco

nd

Dived the class in groups.

Thir

d

Collect the decisions

Roles in Critic's Circle Project

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

Students create projects in groups, playing the role of critic, image and icon specialist, analyst.

Users enjoy and evaluate he projects.

Support staff assists the teacher in setting up equipment and installing templates.



Goals of Critic's Cricle

Project

Higher-Order Thinking

Skills

Group and Interpersonal

Skills

Content Material Learning

Technical Skills

Higher-Order Thinking Skills:

Formulating viewpoints Choosing

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



Group and Interpersonal Skills

Recognizing 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

Deeper understanding of tensions involved in content

Dramatic and production values

Content of movie or other subject discussed

Technical Skills

Recording voice to convey informal pinions

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

INTERNAL VIEW OF CRITICS` CIRCLE The correct selection of voice, drawings, and images help out to present

informal information which enables to capture emotions and mood. Images ate

use to emphasize that somebody made that critics and deserves respect.

Finally it contains text which is used to emphasize formal analysis and

summary.

The icons buttons facilitates navigation throughout the project. Driven

navigation is convenient to a creator-driven tour because it presents the

information in a fixed order. The fixed creator-selected tours are used to

present information in a persuasive order. The use of template facilitates

even beginner students to complete the project without paying too much

attention to the software or to the equipment. This helps them out to finish

the project with high confidence of success.

It is important that each member of the group can perform different roles

especially if they are acting out in a role-play. One important point in selecting

Critics` Circle is because this develops high-order- thinking skills,

interpersonal skills, and content material learning that it can promote.



The project involves students to:

a) Brainstorming

b) Expositions with feedback

c) Writing

d) Editing and

e) Publishing or performance

As it was mentioned before, the project has to raise higher-order and

metalevel skills which include:

1. Recognizing different points of view

2. Organizing distinct views into a framework

3. Different modalities of expression of media

a. Oral in the audio recordings

b. Symbolic in the icons

c. Representation of the images and

d. Text in the written summary

All of these sums up will determine students develop the skills to organize

and present recorded speech, written text, images, and graphics in an

integrated and persuasive fashion or mode. Rehearsals

a. It is very important for the teacher to note down the goals and

then select the project that can help students to achieve those

outcomes.

b) Teachers must keep in mind that the major advantage of using

multimedia projects is that they often motivate students on spending

more time on the subject rather than being passive.

c) When they have their own voices and images called forth and demand

has a remarkably long-lasting appeal and can bring out dormant

tendencies toward perfectionisms.

d) Teaches need to keep in mind how to determine the groups of students

who are to work together.

e) Make sure that students keep on doing things where they feel strong,

and practicing on those in which they are weak.

f) Make balanced groups in order to achieve the goals.

g) Digital images of each student can help you out to keep students

motivated during the whole year.



a. While assigning the project, teacher should do it in advance

either by examples or by watching a movie at home.

h) Make sure that students know that they have to come up with an

attractive demonstration

i) This must be enjoyable for people while hearing.

j) Challenge students by using media in an effective and an interesting

way, using symbols, oral, and textual form. Make them get the

difference between informal speech and formal writing and how

symbolic forms can convey both.

k) Let them know the lengths of the oral project and textual material.

They have to keep oral parts shorts because:

l) Users lose track of oral information which contain three or more

different points

m) Digital audio occupies a great deal of disk space.

a. It is so important to tell students how long they have to complete

the project, and couching them to distribute the available time.

n) c. One of the purposes of Critics` Circle is make our students work

together effectively.

a. Possible way to set of steps for a group to fallow:

o) d. Both teacher and students can use multimedia mechanisms to

store their reflections on each project. The reflections (either written

or spoken) can be included in a portfolio where they will be available for

further improvements. We have to engage students in the discussion

of the entire activity, process, and content.

a. See one goal of this project is to produce major learning in the

ongoing development.

b. To make our project more interesting or attractive, teachers

might encourage different groups to address different movies.





TECHNOLOGY AND MULTIMEDIA

What Is Multimedia and Technology?

Multimedia refers to computer-based systems that use associative linkages to

allow users to navigate and retrieve information stored in a combination of

text, sounds, graphics, video, and other media. It can be used in instruction in

a variety of creative and stimulating ways.

Multimedia materials and learning environments can minimally be considered

the combination of print and images, but commonly involve streaming video,

music, instant messaging, or interactive online features. These applications are

becoming more mainstreamed as computers and Internet connections are

upgraded in schools, libraries and homes.

Multimedia technology refers to interactive, computer-based applications

that allow people to communicate ideas and information with digital and print

elements.

In multimedia degree programs, you may be trained to use website

development software like the Adobe suite, which includes Photoshop, Flash,

Illustrator and Dreamweaver. You may also learn design techniques using

multimedia technology and be encouraged to develop your own creative style

and make personal works of digital art.

Multimedia technology courses typically include:

Interactive media

Website design fundamentals

Electronic imaging

Introductory photography

Animation

Multimedia programming

Graphic design

Digital editing

Multimedia systems will be able to expand, and increased use of DVD should

result in improved quality.



Technology is helping teachers to expand text-based learning and to

engage students who learn best in other ways. Its role in schools is taken as a

versatile learning tool that could change how we demonstrate concepts, assign

projects and assess progress.

Benefits

Instructors can post the course material or important information on a

course website which is going to help students to become self –learners.

Student motivation. Computer-based instruction can give instant

feedback to students and explain correct answers.

Wide participation. Learning material can be used for long distance

learning and are accessible to a wider audience

Improved student writing. It is convenient for students to edit their

written work on word processors so it can improve the quality of their

writing.

Differentiated Instruction. Educational technology provides the means

to focus on active student participation and to present differentiated

questioning strategies.

Students are encouraged to use multimedia components and to

incorporate the knowledge they gained in creative ways

Technology impacts on education





7 PRINCIPLES OF GOOD PRACTICE

IN TECHNOLOGY

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.

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 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.





VISUAL CUES

Visual cues have been important for all human beings in all different

contexts because most of the people are visual.

The role of visual cues, as its name indicates, is to automatically see a

picture and know the meaning it has or what is represents.

See, in the freeway tells us exactly that hamburgers are on

the road without writing a huge frame with huge letters letting us know.

The arrangement and presentation of text and images can aid or hinder

effective communication.

One key of visual cues is 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.

1. Artwork:

a. Photos and captions

b. Clip art

c. Charts and graphs

d. Elaborate initial caps

2. Titles

a. nameplate / title page

b. headlines

c. secondary headings including kickers, decks, and subheads



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.

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

what information is especially important or noteworthy.





PROGRAMS THAT SUPPORT TEACHING

WITH MULTIMEDIA

In technology era , almost every school has computers to use it in

education; however, the important question is how effectively it is used. The

use of technology in education will result in “good” learning only through

successful implementation.

Some advantages when some specific programs are integrated in education:

Critical Thinking and Higher

Order Learning

Generative Processing Of Information

Student-centered

Project-based, hands-on learning

Differentiated learning

Autonomous, life-long learning

Higher student motivation



Flash in education

Flash is a multimedia platform used to add animation, video, and

interactivity to web pages.

Flash is frequently used for advertisements, games and flash animations for

broadcast.

The presentation of multimedia materials

It enhance learning of concepts that are difficult to explain in a book,

particularly those that learners find difficult to grasp and becomes tense and

filled with panic because they don't understand. The use of movement, sound

and humor can help here!

Research into the use of Flash by pupils in schools

It could be applied as a way of experiencing problem solving and exploring

creativity whilst working to a design brief. http://www.tygh.co.uk/resources/,

http://www.tygh.co.uk/students/, and http://www.tygh.co.uk/new.html

Lastly support and training of teachers

Flash can be used in both the preparation of teaching materials and actual

teaching of pupils in the classroom and computer club.



Prezi in Education

Prezi is a cloud-based presentation software that show us a new world

between whiteboards and slides.

The zoomable canvas makes it fun to explore ideas and the connections

between them. The result: visually captivating presentations that lead your

audience down a path of discovery



PowerPoint in Education

PowerPoint is used when students are expected to memorize difficult

graphics, animation, and figures.

Powerpoint as well as traditional presentations can be used if students are

expected to retain information or concepts that are best conveyed through

dialog or verbal explanation, traditional presentations appear to be best.

Blogs in Education

A blog is a website in which items (topics) are posted and displayed with

the newest at the top.

Blogs often focus on a particular subject, such as food, politics, or local

news. Some blogs function as online

diaries.



WebQuests in Education

Are activities that use internet resources, which encourage students to

use higher order thinking skills to solve a problem.



CONCLUSION

We recopilate some information related with multimedia and eachin.

We learn that there are different types of programs that support

multimedia and there are different forms to create a projects it depends on

the type of project that we have to create.

Multimedia is now part of our life and we have to learn to use it to

incorporated in class.



E-GRAPHY

Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Needham Heights, MA: Allyn & Bacon

Siemens, G. (2003). Evaluating media characteristics: Using multimedia to achieve learning outcomes. Retrieved from http://www.elearnspace.org/Articles/mediacharacteristics.htm www.wikipedia.com www.google.com www.prezi.com

http://www.elearnspace.org/Articles/mediacharacteristics.htm

http://www.wikipedia.com/

http://www.google.com/

http://www.prezi.com/



MULTIMEDIA

Documents

multimedia projects

multimedia magaly rodriguez

multimedia licda

multimedia environments

combination of links

hypermedia links

hypertext links

combination of text