Use interactive multimedia to improve your programming course

This paper reports first year students’ experiences with multimedia-based learning for programming and its influence on students obtained from two case studies at Napier and Brunel universities. Engineering students at the universities have taken programming courses from their first year and many have showed difficulties in their learning. The main reason is that it is a very abstract domain, which means that both lecturers and students can have difficulties in explaining and understanding abstract concepts verbally. Considering the strengths of Interactive Multimedia(IMM), i.e. interactivity and visualisation, we decided to use it to improve students’ learning. An empirical study was planned and IMM materials were designed for this. A trial and two case studies were carried out from December 2000 to June 2001. The designed materials were integrated into the curriculum as a teaching aid and self-guided learning materials. The data gathered from the case studies indicated that many students felt the multimedia-based learning helped their understanding of the programming concepts, and some became very motivated in programming. Also, using the interactive multimedia materials for both teaching and learning enhanced students’ learning experience. At last, we found educating both lecturers and students on what is multimedia-based learning prior to a course can increase its effectiveness

Reviews

Mark Kerr, How to Promote your Web Site Effectively, London: Aslib/IMI, ISBN: 0–85142–424–4. Paperback, 87 pages, £13.99

From television to multi-platform: less from more or more for less?

This article examines economic aspects of convergence and of multi-platform expansion in the media sector. Focusing on television broadcasters in the UK, it analyses the recent migration of conventional media towards multi-platform strategies and asks whether digitization is making content delivery more resource–intensive than before or whether it is facilitating greater efficiency. Findings suggest that adaptation to a multi-platform outlook on the part of conventional media requires investment in staffing and re-versioning of content. Funding this, especially in a period of economic downturn, has encouraged a more selective approach towards content, with concomitant implications for diversity. Notwithstanding generally low commercial returns from online activities so far, the potential economic advantages to be had from multi-platform are significant. The experience of UK broadcasters suggests a well-executed ‘360-degree’ approach to commissioning and distribution will increase the value that can be realized from any given universe of content, partly because of extended opportunities for consumption of that content, but also because modes of engagement in a digital multi-platform context allow for an improved audience experience and for better signalling of audience preferences back to suppliers

I Have No Pride : William Kennedy Laurie Dickson In His Own Words - An Autobiography

An early pioneer of cinema technology, author, photographer, and film director W.K.L. Dickson\u27s was one of the first people to perform a new type of subjectivity that we understand as multi-media. Working in the laboratory of Thomas Alva Edison, Dickson\u27s papers, photographs, and films have been carefully preserved as part of the Edison Papers Project and an examination of this archive rises to the level of autobiography. Authors Wyn Wachhorst, Paul Israel, and Charles Musser help to bring to life the world of the Edison Laboratory, the world\u27s first pure research and development company. Dickson\u27s own work speaks across the decades. He inscribed himself into the world\u27s earliest cinema and tells his own story from cinema space and through the materials in his copious archive

Quo vadimus? The 21st Century and multimedia

The concept is related of computer driven multimedia to the NASA Scientific and Technical Information Program (STIP). Multimedia is defined here as computer integration and output of text, animation, audio, video, and graphics. Multimedia is the stage of computer based information that allows access to experience. The concepts are also drawn in of hypermedia, intermedia, interactive multimedia, hypertext, imaging, cyberspace, and virtual reality. Examples of these technology developments are given for NASA, private industry, and academia. Examples of concurrent technology developments and implementations are given to show how these technologies, along with multimedia, have put us at the threshold of the 21st century. The STI Program sees multimedia as an opportunity for revolutionizing the way STI is managed

Multimedia Technology and 3D Environments used in the Preservation and Dissemination of Portuguese Cultural Heritage

Cultural heritage is an extremely valuable set of materiality, traditions and knowledge from the Past that should be used to better understand the Past itself. However, even nowadays there are still some difficulties to manage, preserve and disseminate cultural heritage sites. The usage of multimedia technology and 3D environments in cultural heritage has reduced these difficulties; nonetheless, there are still some remaining problems. In the last years, some multimedia technology and 3D environments have been applied to the cultural heritage in Portugal. A few of them are used for scientific research purposes and others are used for dissemination purposes. In this article, the authors will refer to some representative Portuguese case studies using Virtual Environments to maintain, preserve and promote Cultural Heritage. A critical reading of these projects will be made in order to stress out their success and to point out their weaknesses and limitations

Multimedia design principle in developing multimedia learning application (MMLA) to increase children awareness of child sexual abuse

This paper is focusing on multimedia design principles as a design strategy in designing and developing a multimedia learning application with purpose to increase children’s awareness of potential sexual abuse situations.Currently, children’s knowledge and awareness about danger and self-protection is still lacking and they are not totally aware of prohibited adult’s touches over their body.In such situation, they need to be educated and made aware of.In such situation, with the advantages of current multimedia technologies, learning can be supported by effective multimedia application.Accordingly, this study develops a learning application by adapting an instructional design model for design and development by Alessi and Trollip.Then, alpha and beta testing has been conducted with the help of an expert.It was found that the advantages of multimedia technology can facilitate children in better understanding of child sexual abuse and improve their awareness of the issues

Text, graphics, and multimedia materials employed in learning a computer-based procedural task

The present research study investigated the interaction of graphic design students with different forms of software training materials. Four versions of the procedural task instructions were developed (A) Traditional Textbook with Still Images, (B) Modified Text with Integrated Still Images, (C) Onscreen Modified Text with Silent Onscreen Video and (D) Onscreen Narrated Video for four computer tasks. Two research questions guided the study: Research Question 1: Are there any significant differences in student learning of a computer-based procedural task due to the format of the training materials? Research Question 2: Do individual differences in prior knowledge and spatial abilities make a significant difference in student learning? This study included quantitative research methods. The population for the study consisted of sophomore and junior graphics students enrolled in the Computer Applications in Graphics (GRAPHICS 1150) course in the Department of Graphics Technology at a Fairmont State University and Pierpont Community and Technical College during the 2009 spring semester. One section had 8 participants and the other 11 (N=19). The six instruments used to collect data for this study were a Prior Knowledge pre-test, the MRT (a Mental Rotations Test), and 4 counterbalanced graphics image-manipulation tasks. The findings indicate that high spatial ability and high prior knowledge positively affected student\u27s scores on the graphics image-manipulation tasks and that Training Condition B (Modified Text with Integrated Still Images) was a positive contributor to test scores on the counterbalanced image manipulation tasks. The participants experienced shorter task completion times for any task trained with the Modified Text with Integrated Still Images materials