‘Multimedia Source Guide’ – T H E Journal (Technological Horizons In Education), Vol. 22, Issue 10, May 1995 | Online Research Library: Questia

Multimedia Tools Animation Programs * Authoring Software * Graphics * Image-Editing Packages * Media Organizer Programs * Music-Editing Software * Presentation Programs * Video-Editing Software * Other Software Tools Instructional Software Art * Business * Career Guidance * Computer Training * Foreign Language * ESL * Health Awareness Programs * Interdisciplinary * Language Arts * Mathematics * Music * Nature * Reference Science * Social Science * Special Education * Training * Other Instructional Software Computers Desktop Systems * Servers * CD-R Systems * Video-Editing Systems * Audio-Editing Systems Notebooks * Upgrade Kits * Other Systems Presentation Devices Document Cameras * LCD Panels * Video/Data/Graphics Projectors * Monitors * PC-to-TV Scan Converters, Etc. * Pointers * Remote Control Devices * Touchscreens * Other Accessories Video Graphics Devices Still-Video (Digital) Cameras * Camcorders * Scanners * Video Cards * Other Video Devices Mass Storage Devices Removable Media Systems * Rewritable * Multi-Function Drives * DAT Tape Drives * Other Units Accessories Networks & More Multimedia Networking * Distribution Systems * Teleconferencing * Furniture * Misc. Products Services MIT Media Lab director and founder, Nicholas Negroponte, made a telling comment in a recent interview (interactive Age, 2-27-95). In a discussion about the pace of technological change, the reporter asked rhetorically 'A lot of people are going to be left behind, aren't they?' Negroponte replied 'Yes, but it's not the rich and poor. It's generational.' First it means that they, both personally and collectively, form the turning point. How well they utilize current technologies will, in turn, be exponentially magnified by the lives of the students they teach or otherwise touch. Second, it means that today's students must be equipped with both the basics as well as new sets of skills, tuned for the emerging information-rich society. It's a great responsibility. It is, however, a responsibility that educators see quite clearly. They know what they have to do, and they know how to do it. Their not-so-secret weapon is multimedia-slayer of boredom, seducer of the senses, arch nemesis of the 'been there, done that' attitude. Multimedia is the definitive Big Gun for teaching and learning. Countless studies have proved its effectiveness, common sense says it could not be otherwise. Its true power, however, lies not in the gloss but the guts. While the audio and visuals are certainly vital, it is the ability to manipulate or navigate that multi-sensory content that clinches the deal. Comprehension is raised to some 80% when one sees, hears and interacts with instructional material, according to Computer Technology Research. Compare this to some 50% for audio/visual alone, or some 20% to 30% for just sight and just sound, respectively. With such evidence, the academic community could not help but be motivated to exploit this technology. And indeed, far from being passive consumers, education has been involved right from the start. In university labs down to the kindergarten classroom, the concepts and application of multimedia have been developed, battle tested and refined. Intelligent, intuitive structures frame the content. Links and pathways interweave the structure. Appropriate feedback and screen design guides users, teasers beckon them to explore further. … Source.

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