The Future of Multimedia Technology - Essay Example

The Future of Multimedia Technology Technologies are developing so fast that any deep rational conclusion about the true nature of publishing are under threat of being nullified by modern presentation and propagation facilities, which transform faster than a philosopher can think. Because of this reason any appraisal of the technology relating to electronic publishing may rapidly go out of date. Some of the present and future consumers are not going to be satisfied with the knowledge which is restricted to the printed books. The challenges for the present knowledge seeker are the speed and ease of access to a large range of sources. The technological explanations to these problems are to store, and propagate, the information using modern electronic format multimedia. Hence to realize and use the technology of the future, one must begin to learn some degree of knowledge base (Harrison, 1994). Before going into the uses of Multimedia in class room, it is necessary to understand the technology Multimedia/interactive Multimedia. Multimedia is that uses more than one forms of information content and information processing to convey information or amuse the user/audience. The use of electronic media to store and experience multimedia content is also considered as Multimedia. The computer informations represented by means of audio, image, video and animation as well as text and graphics are the examples of multimedia. One may view multimedia presentations on stage, projected, transmitted, or played locally with a media player. Either analog or digital electronic media technology can be used for multimdeia broadcasts and recordings (Wikipedia, 2007). Multimedia can perhaps be distinct from conventional movies. Multimedia is normally smaller and less expensive comparing to movie production and the possibility of audience interactivity or involvement is possible which include voice command, mouse operation, text entry, touch screen, live partaking (in live presentation). Multimedia has a tendency to involve sophistication in production as well as presentation than simple text-and-images. Multimedia presentations are feasible in lot of perspectives, together with the Web, CD-ROMs, and live theater. In view of the fact that any Web site can be viewed as a multimedia presentation, any device that assists to build up a site in multimedia form can be classified as multimedia software and the production cost can be less than the video makings (TechTarget, 2007). Usually the interactive multimedia uses the principles of hybrid technology and it link the storage and retrieval abilities of computer database technology with superior tools for presentation and operating these materials. Interactive multimedia is explained by three decisive factors: it is the package of resources that includes the mixture of texts, graphics, still images, animation, video, and audio; these resources are packaged, integrated, and linked together that tender users the capability to browse, navigate and study these resources through different searching and indexing features, in addition to the ability to interpret these resources; in interactive multimedia, the reader controls the material by selecting single paths and runs through the resources. Interactive multimedia is identical to the name hypermedia. Hypermedia is the multimedia version of the term hypertext, where, the reader conducts the sequence of reading. Hypertext and hypermedia are electronic notion that exist in a computer-based setting (Bass, 1997). Multimedia publishing faces substantial problems to a total formalism because it covers human perception, high technology and commercial anxieties. As on to date no single formalism has been winning in dealing with the simple printed word. Likewise good photography alone cannot promise a cinema’s success; consequently formalism cannot guarantee a good multimedia product. Electronic publishing, particularly in the form of multimedia, require high bandwidth. The bandwidth is needed in two phases of the electronic publishing process; for the transmission of the electronically encapsulated data, and secondly in the presentation of the data on a personal computer. Through the use of internet, academic institutions, including libraries, and a growing number of commercial organizations, are beginning to understand of what a high-bandwidth, networked society might offer. But, the electronics industry, has always offered its products at the correct price, once the market is adequately large, so the presentation side of the problem does not seem to be the limitation, if the demand is high enough (Harrison, 1994). Multimedia in education has numerous applications and uses. The development of computer based teaching materials is one of the most quickly changing and exciting areas of education in the world today, particularly interactive multimedia programs that run on personal computers. This new technologies offer students as well as teachers to access education related materials as never before. Computers can deliver large amounts of information in a manageable, approachable and useful manner through its condensed storage capabilities. The interactive multimedia technology has helped to access illustrations, photographs, sound and video, as well as large amounts of text, and other learning information to teachers, students, and scholars in newly engaging and meaningful ways. With the use of multimedia programs the libraries and classrooms have changed the way the learning takes place. Similar to printed textbooks, and other teaching and reference materials, educational multimedia systems and curriculums, also follow the same range. Where some multimedia programs are large and complete some are more focused on particular area of studies. There are various ways to categorize the multimedia packages presently available. Educational packages, General and Comprehensive History, which normally include wide-ranging print and graphic materials, in addition to audio and video materials. Educational package, Focused Topics & Collections, has specific topics. Historical Simulations are educational packages intended as computer-based representations or role playing exercises. Electronic Texts are mainly literary, historical and cultural texts in electronic form, programmed into software setting with search and analysis potential, and in some cases with multimedia linking. Interactive Educational Reference Tools are educational software packages that function basically as reference tools, but in the framework of education and classroom teaching. It is easier to see the kind of multimedia programs that would be suitable for the educational framework than it is to see particular scenarios in which one would make use of them (Bass, 1997). The use of multimedia encourages students to work in groups, express their knowledge, solve problems etc. Some of the advantages of using multimedia in the classroom are; real-world skills related to technology, the value of teamwork, effective collaboration techniques, the impact and importance of different media, the challenges of communicating to different audiences, how to present information in compelling ways, techniques for synthesizing and analyzing complex content, the importance of research, planning, and organization skills, the importance of presentation and speaking skills, accept and provide helpful feedback, express their ideas creatively etc. (fcit.usf.edu, N.D.). Scholars suggest that multimedia language education background can bring genuine contribution, offer significant language wisdom, and interact as per the requirements of the customer. Hence this makes it perfect for independent learning, the students possibly having the chance to work through the exercises at their own pace. Since the Multimedia is interactive in which, it offers for substantial learning and the student is needed to interact with the mouse with the different menus on the screen. Most of the students are motivated because of the Multimedia learning and they take pleasure in working with it and the blend of pictures, text, audio and video provides an exciting atmosphere to work. In a pessimistic view, students may be uncertain about using computers; may be their lack of knowledge and confidence and this should be taken into consideration in the classroom. Yet another pessimistic aspect while using multimedia on the World Wide Web is that it typically needs a speedy internet connection and this is mainly significant when working with multimedia applications for instance video. If the speed of the internet is slow, it will take a long time to down load a large file and might create classroom supervision a menace. Slow internet speed may cause the video shaky, and have poor clarity which makes inconvenient for some students. The use of multimedia in classrooms should be properly planned by the teacher or the lecturer who is taking the class. The success of any multimedia activity in the classroom depends on the before and after activities planned by the teacher. The use of video extracts in manageable 2-5 minutes can give the learner the chance to watch and understand the topic easily, if the learner is unable to understand the video the teacher can pause and play as often as they like to make the students understand the topic. In this way of teaching the learner is in control and they are able to concentrate on areas in which they find difficulty (Jackson, 2003). The use of multimedia can be done wherever human interface with electronic information is needed. The use of multimedia can be more entertaining and interesting than the traditional way of published materials; it helps in keeping the attention of the user and helps the user to remember the information for a longer period of time, which makes the educational impact to the maximum. It can be used as a reference source as with electronic encyclopedias, reference manuals, catalogues or directories. An excellent example of the size and flexibility of an encyclopedia is Microsoft Encarta 2000, in which there are more than 42 000 articles with more than 40 million words, 300 000 cross-linked references, 15 870 photos and illustrations, 1 800 audio clips amounting to more than 10 hours of sound and some 115 video clips and animations on a single CD-ROM. In education and training, the use of multimedia products can make learning a more exciting experience and by using the interactive facilities, people can learn at their own pace (The European Unions publisher, 1995). There are, however, some disadvantages of using multimedia in the classroom i.e., technological resources are required both hardware and software, technological skills is essential for both the students and teachers, lot of time essential to plan, design, develop, and evaluate multimedia activities (fcit.usf.edu, N.D.). The use of multimedia in the health care industry is increasing since the health care staff including work and family responsibilities, increased accountability, longer working hours, and staff shortages, cannot afford the normal or traditional way of education due to the limitation of time. A need for continual learning is required for the health care staff to keep pace with the current world, which is possible only in a learning environment that is flexible and convenient. With expanding technology, they need to continually update and learn new clinical skills and basic knowledge. Distance education using multimedia resources will allow staffs to enroll in continuing education without disturbing the work hours and at a convenient time. Distance education has emerged due to increased technological advances and the increased demands of learners. In the past, distance education was also known as correspondence education, which is currently being replaced by a more electronic media. Distance education programs take place when the learner requires education and is separated by physical distance, which will lead to the use of different types of technology to deliver the education to the learner. This makes learning more interesting as the learners are having more responsibility to take initiative for the pace of their learning. This type of continuing education will allow for learning and growth of cognitive development to be significant and lifelong as they learn and apply new knowledge in their work environment. By making the multimedia resource available for learning, health care staff can use the resources whenever they need at a specific situation, which would benefit them as a refresher of the information or can be used to train other staffs when a situation occurs. Distance education using multimedia resources is a resolution that will allow health care staff to continue their education without adding stress to their present personal and work demands. So simple and flexible solutions involving multimedia resources is very much useful to alert health care staff, which will be relevant to their experiences and more importantly it will be beneficial in their personal and professional growth (Selkirk, 2005). Multimedia computer science educational software has the potential to existing fundamental engineering concepts more efficiently for many users than conventional instructional approaches, such as textbook, lecture, laboratory, and tutorial. The computer highlights and expands content by the use of graphics, animation, sound, and video in addition to delivery of textual content. One of the developments where this new educational advance is being practiced, Multidisciplinary Engineering Curriculum Development (MECD) mission, is the University of Minnesota, where the uses of interactive computer-based module for undergraduate engineering course are in progress. For example, a joint attempt among engineers, instructional designers, editors, and multimedia developers, the MECD projects objective is to create interactive courseware corresponding to subjects included in a semester course on fluid mechanics. The modules may be used to add-on courses or can be used separately by learners. The program enclosed within the modules is expected to offer students with a theoretical information base that will improve their aptitude to apply concepts in a diversity of situations. At present the modules are being promulgated through CD-ROM, with strategy to accommodate the modules for access via the World Wide Web. Presently, the courseware includes ten modules of different topics to the extent of fluid static’s to boundary layers. Over and above, a laboratory simulation has also been developed. This simulation includes six sections with experiments comprising measurements of basic fluid properties, pressure and velocity measurements, and much more. The students registered in undergraduate-level fluid mechanics courses would benefit from this. By means of an interactive learning approach, teaching skill can help students of diverse backgrounds and knowledge levels. The students can analyze the same information from numerous perceptions, increasing links and transferability. At present, the module development comprises the reassessment of content and graphics and the execution of new interface features which let the modules to be used as reference resources. Distinctively, institutions can use the compact disk as a teaching device to give a fundamental knowledge of fluid engineering processes. (Voller, et al. 1998). Studies show that there is considerable effect on learning which is based on information technology. When information technologies are used in a constructive, cooperative learning atmosphere, students learn more and preserve their understanding better. Furthermore, learners study the subject matter being taught, how to design and execute a project, and various uses of information technology. Providing learners a chance to create records of their own offers numerous educational advantages. Multimedia can inspire much sense, and hence, may improve attention-getting and attention-holding. Learners who practice the technical steps required to create efficient multimedia documents turn out to be superior consumers of multimedia documents created by others. Students specify that they study the material incorporated in their presentation thoroughly than in conventional writing assignment. Learners make use the same information from four perceptions: as researcher; as authors; as designers; and finally as writers. Each and every one of these add to student learning and help to explain the enhanced student learning that is often associated with information technology. There is yet another feature to rising multimedia documents that empower students. Students swiftly identify that their electronic documents can be straightforwardly shared. Because of this reason, students give a better significance on creating a product with high quality. Students speedily make out that publishing a multimedia document that converse efficiently necessitate awareness to both the content and the design of the document (hrsbstaff.ednet.ns.ca, N.D.). Researches support typical dissimilarities in ways students retain knowledge collected and applied using multimedia against conventional methods of teaching.  The study carried out by R. Lehrer, with eighth standard students; shown that students who educated about the civil war using multimedia had made enduring relations with the materials whereas students who learned using conventional method had little or no retention of the material later.  Further, it was also noticed that the level of student engagement was appreciably elevated in the midst of students with both high and low aptitudes (hrsbstaff.ednet.ns.ca, N.D.). The studies conducted by Okolo and Ferretti (1998) established that scholar work representing thoughts concurrently through text and audio, video and sound  improved the possibility that learners would attain an understanding of multifaceted information. Hence it is a sensible to think that by means of an even wider range of media would expand this result. Similarly, the study also noticed that learners with a wide range of capabilities willingly mastered these tools and were to a great extent inspired by the chance to enhance their writing with other media.  That is to say, this improved range of expression enhanced even the attitudes (hrsbstaff.ednet.ns.ca, N.D.). At present Multimedia has a major role in a growing diverse facet of the lives of people. Multimedia productions are growing rapidly in the field of education, advertising, entertainment, business, health care, scientific research, government, and many other fields. The clear indication is that multimedia productions have the potential for growing social influence on users. It is quite clear that the application of multimedia is spreading in telecommunication field. It has become very essential in the education field and may revolutionize the present education system as whole in the future since the present trend seems to be encouraging. In conclusion one can say that the role that the multimedia going to play in the future is significant as the technology continue advance. References Bass, R. (1997) A Brief Guide To Interactive Multimedia And The Study Of The United States, [Online] Available from: [Accessed on 10 June 2007]. fcit.usf.edu, (N.D.) Multimedia in the Classroom, [Online] Available from: [Accessed on 9 June 2007]. Harrison, L. (1994). A review of multimedia technology and dissemination systems, [Online] Electronic Publishing, Vol. 7(3), 117–146 (September 1994). Available from: [Accessed on 8 June 2007]. hrsbstaff.ednet.ns.ca, (N.D.) Benefits of Using Multimedia in Education, [Online] Available from: [Accessed on 11 June 2007]. Jackson, P. (2003) Multimedia in the classroom, [Online] The British Council, Available from: [Accessed on 8 June 2007]. Selkirk, J. (2005) Multimedia Learning Environments for Health Care Staff, [Online] Available from: [Accessed on 10 June 2007]. TechTarget, (2007) multimedia, [Online] Available from: [Accessed on 9 June 2007]. The European Unions publisher, (1995) Where to use multimedia, [Online] European Communities, Available from: [Accessed on 8 June 2007]. Voller, V.R., Hoover, S.J. and Watson J.F. (1998). The Use of Multimedia in Developing Undergraduate Engineering Courses, [Online] The Minerals, Metals & Materials Society, JOM, May 1998, vol. 50, no. 5. Available from: [Accessed on 9 June 2007]. Wikipedia, (2007) Multimedia, [Online] Wikimedia Foundation, Inc., Available from: [Accessed on 10 June 2007]. Read More