The document discusses multimedia concepts and defines multimedia as the presentation of information using a combination of text, audio, graphics, video, and animation. It describes the five main elements of multimedia as text, graphics, audio, video, and animation. It also discusses hardware and software used for multimedia production, including scanners, video cameras, digital cameras, audio devices, video capture devices, and editing software for different media types.
This document discusses multimedia concepts and definitions. It defines multimedia as the presentation of information using a combination of text, audio, graphics, video and animation. Multimedia involves both hardware and software used to communicate information, such as radios, TVs, computers, phones, email and video conferencing. Multimedia is commonly used in education, entertainment, business and scientific research. It can improve learning and make it more engaging through edutainment. The document also discusses interactivity in multimedia, distinguishing between linear and non-linear interactivity and how users can interact with and control multimedia content. Common mediums for delivering multimedia include web-based multimedia through websites and CD-based multimedia through discs like CD-ROMs and Blu
This document discusses multimedia concepts and authoring tools. It defines multimedia as the presentation of information using a combination of text, audio, graphics, video and animation. Multimedia authoring tools allow users to develop multimedia elements and integrate them into interactive applications. There are three main concepts for multimedia applications - time frame, icon, and card. The time frame concept organizes multimedia elements along a timeline to coordinate when each element plays.
ICT refers to the technologies required for information processing, including electronic computers, communication devices, and software applications. These technologies allow for information to be converted, stored, processed, transmitted, and retrieved from anywhere at any time. Key aspects of ICT include computers, the internet, email, video conferencing, phones, fax machines, radio, television, and satellites. ICT has evolved over time from early counting tools to modern computers and is now widely used in education, banking, industry, e-commerce, and other areas of daily life.
Multimedia combines different content forms such as text, audio, images, video and interactivity. It is used in advertisements, education, entertainment, engineering and medicine. Key elements of multimedia include text, audio, images, animation, video and interactivity. Fonts, graphics, animation, video and interactivity are discussed in further detail.
The document discusses multimedia and information and communication technology (ICT). It defines multimedia as a combination of text, graphics, video and sound delivered electronically, and ICT as any communication device or application. It provides examples of how multimedia is used in education, entertainment, business, medicine, mathematics, government, and more. The document also describes different types of rich multimedia content like text, images, video, audio, animation, and online games. It discusses digital multimedia and the hardware needed to handle animation and multimedia. Finally, it covers common audio and video file formats.
ICT stands for Information and Communication Technology. The document discusses the evolution of communication and technology over time. It then defines key terms like information, communication, and technology. It provides examples of how ICT has impacted different sectors like education, banking, industry, and commerce. The document also summarizes the evolution of computers through 5 generations and the development of new hardware technologies. Finally, it discusses the impact of ICT on society such as enabling faster, lower cost, and more effective communication in a borderless manner, while also potentially causing some social problems.
Multimedia refers to using multiple media types like text, audio, graphics, video and animations together. The document discusses the importance of multimedia in classrooms and its benefits. It provides details on the different elements of multimedia, types of multimedia devices, stages of multimedia production, advantages and disadvantages of using multimedia. In conclusion, the use of multimedia engages students, improves learning outcomes and develops important skills.
This document discusses multimedia concepts and definitions. It defines multimedia as the presentation of information using a combination of text, audio, graphics, video and animation. Multimedia involves both hardware and software used to communicate information, such as radios, TVs, computers, phones, email and video conferencing. Multimedia is commonly used in education, entertainment, business and scientific research. It can improve learning and make it more engaging through edutainment. The document also discusses interactivity in multimedia, distinguishing between linear and non-linear interactivity and how users can interact with and control multimedia content. Common mediums for delivering multimedia include web-based multimedia through websites and CD-based multimedia through discs like CD-ROMs and Blu
This document discusses multimedia concepts and authoring tools. It defines multimedia as the presentation of information using a combination of text, audio, graphics, video and animation. Multimedia authoring tools allow users to develop multimedia elements and integrate them into interactive applications. There are three main concepts for multimedia applications - time frame, icon, and card. The time frame concept organizes multimedia elements along a timeline to coordinate when each element plays.
ICT refers to the technologies required for information processing, including electronic computers, communication devices, and software applications. These technologies allow for information to be converted, stored, processed, transmitted, and retrieved from anywhere at any time. Key aspects of ICT include computers, the internet, email, video conferencing, phones, fax machines, radio, television, and satellites. ICT has evolved over time from early counting tools to modern computers and is now widely used in education, banking, industry, e-commerce, and other areas of daily life.
Multimedia combines different content forms such as text, audio, images, video and interactivity. It is used in advertisements, education, entertainment, engineering and medicine. Key elements of multimedia include text, audio, images, animation, video and interactivity. Fonts, graphics, animation, video and interactivity are discussed in further detail.
The document discusses multimedia and information and communication technology (ICT). It defines multimedia as a combination of text, graphics, video and sound delivered electronically, and ICT as any communication device or application. It provides examples of how multimedia is used in education, entertainment, business, medicine, mathematics, government, and more. The document also describes different types of rich multimedia content like text, images, video, audio, animation, and online games. It discusses digital multimedia and the hardware needed to handle animation and multimedia. Finally, it covers common audio and video file formats.
ICT stands for Information and Communication Technology. The document discusses the evolution of communication and technology over time. It then defines key terms like information, communication, and technology. It provides examples of how ICT has impacted different sectors like education, banking, industry, and commerce. The document also summarizes the evolution of computers through 5 generations and the development of new hardware technologies. Finally, it discusses the impact of ICT on society such as enabling faster, lower cost, and more effective communication in a borderless manner, while also potentially causing some social problems.
Multimedia refers to using multiple media types like text, audio, graphics, video and animations together. The document discusses the importance of multimedia in classrooms and its benefits. It provides details on the different elements of multimedia, types of multimedia devices, stages of multimedia production, advantages and disadvantages of using multimedia. In conclusion, the use of multimedia engages students, improves learning outcomes and develops important skills.
This document defines key terms related to information technology. It discusses how information technology helps collect, store, process, and transmit information. It also defines related terms like ICT, information, hardware, software, types of software, operating systems, and application software. Various computer components, devices, and peripherals are also defined.
A computer network connects multiple computing devices together to allow sharing of resources and communication between devices. There are different types of networks including local area networks (LANs), metropolitan area networks (MANs), and wide area networks (WANs). LANs cover small areas like a home or single building. MANs span larger areas like a city. WANs are the largest type of network and can cross large distances like countries or continents. Networks require both hardware, like cables and networking devices, as well as software to manage communication and sharing of resources according to defined protocols.
The document provides a timeline of digital technologies from 1859 to the present. It begins in the pre-microcomputer era when John Dewey advocated for hands-on, experiential learning. The microcomputer era began in the 1970s-80s with the development of microprocessors. Mainframes were large computers used by organizations. Word processing software allowed easy editing. The internet era enabled email, video conferencing, online learning, and social networking. Mobile technologies now include e-books, podcasts, and ubiquitous connections.
1. The document discusses the evolution of computers from the 1st generation in 1940-1956 to the 5th generation currently. It outlines the key developments from early vacuum tube computers to modern silicon-based computers with microprocessors.
2. It also discusses how information and communication technology (ICT) is used in various aspects of everyday life like education, banking, industry, and e-commerce. Computers are now integral to teaching and learning, financial transactions, manufacturing operations, and online shopping.
3. Finally, the document compares computerized and non-computerized systems in fields like education, banking, industry, and commerce. It outlines the key impacts of ICT on society and defines concepts like computer ethics,
Multimedia involves combining various media types such as text, graphics, audio, video and animation in an interactive computer-based form. It allows users to determine what content is presented and when through an interactive and nonlinear experience. Common applications of multimedia include entertainment, education, corporate communications and reference materials. Ongoing research focuses on areas such as content analysis, networking protocols, user interfaces, applications and multi-modal interaction.
The document defines multimedia and its key elements. It discusses how multimedia involves various media like text, graphics, audio, video and animation. It also explains how multimedia applications allow nonlinear interactivity for users to navigate content. Common file formats and authoring tools for developing multimedia are also covered.
This document discusses multimedia and multimedia authoring tools. It defines multimedia as the combination of various media types, such as text, graphics, audio, video and animation, delivered by computer. There are several types of authoring tools for creating multimedia content, including time-based tools that organize elements on a timeline, page-based tools that link objects between pages, and icon-based tools that sequence events through a flowchart of icons. Examples of popular authoring tools mentioned are Adobe Flash, Adobe Director, and Authorware. The document also covers the different media elements that make up multimedia, such as text, graphics, video, audio and animation.
This document provides an introduction to information and communication technology (ICT). It discusses how ICT skills are necessary in today's information society. The key points covered include:
- ICT provides computing and 21st century skills to students, including basic computer concepts, personal and professional computer use, information literacy, and using computers for instruction.
- The information society is driven by computers and information. Core skills for this society include computer literacy, information literacy, and visual literacy.
- Technological advancements like the telephone, radio, television, and Internet have revolutionized communication and information sharing over time. This has led to an information economy where knowledge and innovation are key.
This document discusses multimedia and its components and applications. It begins by defining multimedia as the representation of information using a combination of text, audio, video, graphics and animation. The main components of multimedia are then described as text, graphics, audio, video and animation. Examples of multimedia applications are given across various sectors such as business, marketing, entertainment, education, banking and hospitals. The document also discusses the transition from conventional to digital media and the use of multimedia on the web and internet.
Multimedia development and evaluation discusses key aspects of multimedia including definitions, elements, uses, advantages, disadvantages, and evaluation. It defines multimedia as the combination of various media types including sound, image, video, and text. Common elements are described as text, graphics, audio, animation, and video. Multimedia has various uses in commercial, entertainment, education, and engineering applications. Evaluation of multimedia involves assessing how well it meets its objectives at both the content and technological levels. Formative and summative evaluations provide feedback during and after development.
The document defines basic computer concepts like data, information, and the relationship between computers and networks. It describes the components of a computer including the system unit, storage, input/output, and communications devices. The document discusses different categories of computers like personal computers, mobile devices, servers, and embedded systems. It also outlines how computers are used by individuals, businesses, and across different industries in society.
The document defines basic computer concepts like data, information, and the information processing cycle. It describes the five main components of a computer: input devices, output devices, the system unit, storage devices, and communication devices. It discusses different categories of computers including personal computers, mobile devices, servers, mainframes, and embedded computers. It also summarizes how computers are used in many aspects of modern society like education, healthcare, science, and manufacturing.
This chapter introduces basic computer concepts such as defining computers and their components. It describes the five main components of a computer as the input, output, processing, storage, and communication devices. It discusses different categories of computers including personal computers, mobile devices, servers, mainframes, and embedded computers. It also outlines how computers are used in various fields of society such as education, healthcare, science, and manufacturing.
This document discusses information and communication technology (ICT) and its impact on society. ICT is defined as the use of electronic devices and software to store, process, transmit and retrieve information. The document then covers the evolution of computers through different generations. It discusses how ICT is used in education, banking, industry and e-commerce. It also compares computerized and non-computerized systems. The document outlines some impacts of ICT on society such as faster communication, social problems, lower costs and effective sharing of information. It discusses computer ethics, intellectual property, privacy and cyber law. Security threats to computers like malicious code and hacking are also mentioned.
This document discusses the role and responsibilities of Andrea Hylton as the Systems Librarian and Library Webmaster at James B. Duke Memorial Library at Johnson C. Smith University. Some of her key responsibilities include maintaining the integrated library system and website, developing online instructional materials, and assessing the library's information literacy program. The document also provides details about her educational background and experience, as well as her work launching initiatives like Digital Smith to provide digital archives and resources to users.
The document discusses computers and their role in modern society. It defines what a computer is and describes the basic components that make up a computer system, including hardware such as the central processing unit, storage devices, input/output components, and software programs. The document also discusses networks and how computers connect to each other, including the internet and how it has changed communication, education, commerce and more. It provides an overview of different types of computers and their functions, from personal computers to servers, mainframes and supercomputers.
Dokumen tersebut membincangkan proses pembangunan multimedia, termasuk prinsip antarmuka pengguna, peranan ahli pasukan pembangun, dan fasa-fasa produksi multimedia seperti analisis, reka bentuk, pelaksanaan, pengujian, penilaian, dan penerbitan.
This document defines key terms related to information technology. It discusses how information technology helps collect, store, process, and transmit information. It also defines related terms like ICT, information, hardware, software, types of software, operating systems, and application software. Various computer components, devices, and peripherals are also defined.
A computer network connects multiple computing devices together to allow sharing of resources and communication between devices. There are different types of networks including local area networks (LANs), metropolitan area networks (MANs), and wide area networks (WANs). LANs cover small areas like a home or single building. MANs span larger areas like a city. WANs are the largest type of network and can cross large distances like countries or continents. Networks require both hardware, like cables and networking devices, as well as software to manage communication and sharing of resources according to defined protocols.
The document provides a timeline of digital technologies from 1859 to the present. It begins in the pre-microcomputer era when John Dewey advocated for hands-on, experiential learning. The microcomputer era began in the 1970s-80s with the development of microprocessors. Mainframes were large computers used by organizations. Word processing software allowed easy editing. The internet era enabled email, video conferencing, online learning, and social networking. Mobile technologies now include e-books, podcasts, and ubiquitous connections.
1. The document discusses the evolution of computers from the 1st generation in 1940-1956 to the 5th generation currently. It outlines the key developments from early vacuum tube computers to modern silicon-based computers with microprocessors.
2. It also discusses how information and communication technology (ICT) is used in various aspects of everyday life like education, banking, industry, and e-commerce. Computers are now integral to teaching and learning, financial transactions, manufacturing operations, and online shopping.
3. Finally, the document compares computerized and non-computerized systems in fields like education, banking, industry, and commerce. It outlines the key impacts of ICT on society and defines concepts like computer ethics,
Multimedia involves combining various media types such as text, graphics, audio, video and animation in an interactive computer-based form. It allows users to determine what content is presented and when through an interactive and nonlinear experience. Common applications of multimedia include entertainment, education, corporate communications and reference materials. Ongoing research focuses on areas such as content analysis, networking protocols, user interfaces, applications and multi-modal interaction.
The document defines multimedia and its key elements. It discusses how multimedia involves various media like text, graphics, audio, video and animation. It also explains how multimedia applications allow nonlinear interactivity for users to navigate content. Common file formats and authoring tools for developing multimedia are also covered.
This document discusses multimedia and multimedia authoring tools. It defines multimedia as the combination of various media types, such as text, graphics, audio, video and animation, delivered by computer. There are several types of authoring tools for creating multimedia content, including time-based tools that organize elements on a timeline, page-based tools that link objects between pages, and icon-based tools that sequence events through a flowchart of icons. Examples of popular authoring tools mentioned are Adobe Flash, Adobe Director, and Authorware. The document also covers the different media elements that make up multimedia, such as text, graphics, video, audio and animation.
This document provides an introduction to information and communication technology (ICT). It discusses how ICT skills are necessary in today's information society. The key points covered include:
- ICT provides computing and 21st century skills to students, including basic computer concepts, personal and professional computer use, information literacy, and using computers for instruction.
- The information society is driven by computers and information. Core skills for this society include computer literacy, information literacy, and visual literacy.
- Technological advancements like the telephone, radio, television, and Internet have revolutionized communication and information sharing over time. This has led to an information economy where knowledge and innovation are key.
This document discusses multimedia and its components and applications. It begins by defining multimedia as the representation of information using a combination of text, audio, video, graphics and animation. The main components of multimedia are then described as text, graphics, audio, video and animation. Examples of multimedia applications are given across various sectors such as business, marketing, entertainment, education, banking and hospitals. The document also discusses the transition from conventional to digital media and the use of multimedia on the web and internet.
Multimedia development and evaluation discusses key aspects of multimedia including definitions, elements, uses, advantages, disadvantages, and evaluation. It defines multimedia as the combination of various media types including sound, image, video, and text. Common elements are described as text, graphics, audio, animation, and video. Multimedia has various uses in commercial, entertainment, education, and engineering applications. Evaluation of multimedia involves assessing how well it meets its objectives at both the content and technological levels. Formative and summative evaluations provide feedback during and after development.
The document defines basic computer concepts like data, information, and the relationship between computers and networks. It describes the components of a computer including the system unit, storage, input/output, and communications devices. The document discusses different categories of computers like personal computers, mobile devices, servers, and embedded systems. It also outlines how computers are used by individuals, businesses, and across different industries in society.
The document defines basic computer concepts like data, information, and the information processing cycle. It describes the five main components of a computer: input devices, output devices, the system unit, storage devices, and communication devices. It discusses different categories of computers including personal computers, mobile devices, servers, mainframes, and embedded computers. It also summarizes how computers are used in many aspects of modern society like education, healthcare, science, and manufacturing.
This chapter introduces basic computer concepts such as defining computers and their components. It describes the five main components of a computer as the input, output, processing, storage, and communication devices. It discusses different categories of computers including personal computers, mobile devices, servers, mainframes, and embedded computers. It also outlines how computers are used in various fields of society such as education, healthcare, science, and manufacturing.
This document discusses information and communication technology (ICT) and its impact on society. ICT is defined as the use of electronic devices and software to store, process, transmit and retrieve information. The document then covers the evolution of computers through different generations. It discusses how ICT is used in education, banking, industry and e-commerce. It also compares computerized and non-computerized systems. The document outlines some impacts of ICT on society such as faster communication, social problems, lower costs and effective sharing of information. It discusses computer ethics, intellectual property, privacy and cyber law. Security threats to computers like malicious code and hacking are also mentioned.
This document discusses the role and responsibilities of Andrea Hylton as the Systems Librarian and Library Webmaster at James B. Duke Memorial Library at Johnson C. Smith University. Some of her key responsibilities include maintaining the integrated library system and website, developing online instructional materials, and assessing the library's information literacy program. The document also provides details about her educational background and experience, as well as her work launching initiatives like Digital Smith to provide digital archives and resources to users.
The document discusses computers and their role in modern society. It defines what a computer is and describes the basic components that make up a computer system, including hardware such as the central processing unit, storage devices, input/output components, and software programs. The document also discusses networks and how computers connect to each other, including the internet and how it has changed communication, education, commerce and more. It provides an overview of different types of computers and their functions, from personal computers to servers, mainframes and supercomputers.
Dokumen tersebut membincangkan proses pembangunan multimedia, termasuk prinsip antarmuka pengguna, peranan ahli pasukan pembangun, dan fasa-fasa produksi multimedia seperti analisis, reka bentuk, pelaksanaan, pengujian, penilaian, dan penerbitan.
Bahasa pengaturcaraan terkini meliputi bahasa generasi kelima yang tertumpu pada penyelesaian masalah, bahasa tabii yang menggunakan bahasa Inggeris biasa, dan pustaka grafik terbuka (OpenGL) yang menyediakan spesifikasi untuk aplikasi grafik 3D dan 2D.
The Documentation Phase is the fifth phase of system development. In this phase, system developers produce documentation for the database program. Some key documentation includes user manuals that describe how to use the system, training guides for teaching users, and system technical documentation describing how the system was designed and implemented. Proper documentation is important as it allows users and future developers to understand how to operate, maintain and enhance the system.
This document discusses basic programming concepts including:
1) A program is a set of instructions that directs a computer to perform tasks. Programming involves writing programs using programming languages.
2) There are different generations of programming languages from low-level machine languages to high-level languages that are more abstract and portable.
3) The five basic elements in programming are: data types, variables, constants, operators, and control structures. Variables can be changed during program execution while constants remain fixed.
This document contains summaries of several ICT class sessions for a Form 5 class. It describes the learning objectives, activities, and reflections for classes on topics like multimedia concepts, hardware and software, multimedia development, and producing an educational multimedia project. The activities involved defining terms, identifying examples, group discussions, exercises using multimedia content, and storyboarding a multimedia project. The reflections note achievement of objectives and ways to improve student understanding.
This document contains an annual lesson plan for Form 1 students covering 12 weeks. It includes lessons on computer lab management, computer hardware, and computer software. For computer hardware, topics include computer parts and components like the system unit, peripherals, input/output/storage devices. For computer software, lessons cover operating systems, utility software, word processing software like creating and editing documents, spreadsheet software like creating worksheets with formulas and charts, and presentation software. The learning outcomes for each lesson focus on identifying, explaining, and practicing related computer concepts and skills.
This document provides information about data, information systems, and their components. It defines data as raw unorganized material that has little value on its own. Information is organized data that is meaningful to users. An information system is a set of related components that collects data, processes it, and provides information. The key components of an information system are data, hardware, software, people, and procedures. Together these components work to input data, process it, and output useful information to meet users' needs.
This document discusses several topics related to computer programming including:
1. It defines what a program and programming are, comparing a program to a recipe.
2. It explains different programming languages like BASIC, Pascal, C, and Smalltalk as well as careers in programming like a programmer, programmer analyst, computer scientist, and software engineer.
3. It describes the different generations of programming languages from low-level machine languages to high-level languages like C++ and the differences between structured and object-oriented programming.
This document provides an overview of multimedia concepts. It defines multimedia as the presentation of information using a combination of text, audio, graphics, video, and animation. It discusses how multimedia is used in various aspects of life, such as business, entertainment, education, and scientific research. It also describes the hardware and software used to develop multimedia content, including devices like cameras, microphones, and video capture cards, as well as editing software for different media types.
Multimedia refers to computer representations of various types of media like audio, video, text and graphics. It allows for integration of different media types that can be stored, transmitted and processed digitally. Multimedia applications combine multiple media sources like text, graphics, images, sound and video. Examples of multimedia applications include the World Wide Web, hypermedia courseware, video conferencing and interactive TV. Effective design of multimedia involves balanced layout, use of white space, consistency and interactivity that gives users control.
The document discusses multimedia concepts and defines multimedia as the presentation of information using a combination of text, audio, graphics, video, and animation. It provides examples of how multimedia is used in various aspects of life like business, entertainment, education, and more. The document also discusses key multimedia concepts like linear and non-linear interactivity, common mediums of delivery like web-based and CD-based multimedia, and how multimedia has benefited and improved society.
The document provides information about programming and programming languages. It discusses what a program and programming are, and defines a programming language as a set of words, symbols and codes that enables humans to communicate with computers. It describes different generations of programming languages from machine language and assembly language as first generation languages to fourth and fifth generation languages that provide more abstraction and visual interfaces. The document also discusses different programming approaches like structured and object-oriented programming. It explains how programs written in high-level languages need to be translated into machine language by compilers, interpreters or assemblers. Finally, it discusses basic elements in programming like constants, variables, data types, operators and control structures.
This document discusses computer generations and their characteristics from the 1st to 5th generations. It describes the transition from vacuum tubes to transistors to integrated circuits. It also discusses the positive and negative impacts of information and communication technology on society, as well as the need for ethics and law in computing. Finally, it covers security threats and measures related to computers and networks.
The poem is about the dangers of suppressed anger. In the first stanza, the speaker's anger dissipates when talking to a friend, but grows when kept quiet about anger towards an enemy. In the second stanza, the speaker's anger flourishes in secret. In the third stanza, the anger bears poisonous fruit ("an apple bright") that deceives the enemy. In the fourth stanza, the enemy eats the apple in the night and is poisoned, satisfying the speaker. The poem warns that suppressing anger only makes it grow and can have destructive consequences.
The document discusses the concept of multimedia, defining it as the presentation of information using a combination of text, audio, graphics, video, and animation. It provides examples of how multimedia is used in various aspects of life, such as in business, entertainment, and education. The document also examines key elements of multimedia like hardware, software, file formats, and how authoring tools can be used to integrate different multimedia elements into interactive applications.
This document provides information about multimedia concepts and multimedia authoring tools. It discusses the definition of multimedia and the five main elements of multimedia - text, graphics, audio, video and animation. It also describes different authoring tool concepts, including time frame, icon and card concepts. Authoring tools help users integrate various multimedia elements into an interactive application by organizing elements and sequencing events.
(Part 4) This is the ICT students' module for Malaysia's previous ICT education syllabus. SHARED ONLY FOR EDUCATIONAL PURPOSES.
-I apologize but (Part 3) is not available for sharing-
This document provides an overview of multimedia concepts. It defines multimedia as the presentation of information using a combination of text, audio, graphics, video, and animation. It discusses the different elements of multimedia like text, audio, graphics, video, and animation. It also explains key multimedia concepts such as linear and non-linear interactivity, and different mediums for delivering multimedia content like web-based and CD-based.
This document provides an overview of a textbook about multimedia in the 21st century. It contains 5 chapters that explore various topics related to multimedia, including the internet and multimedia, exploring the world of multimedia, multimedia and society, multimedia and business, and multimedia and education/healthcare. The first chapter examines the concept of multimedia and discusses the integration of text, images, sound, and video using computer technology. It also outlines the historic development of multimedia and provides examples of how it is used in different contexts.
This document discusses multimedia and its principles. Multimedia engages the senses through various forms of media like text, images, music, and video. It can be linear, with a predetermined flow, or non-linear, allowing user interaction and navigation. The document also categorizes different types of multimedia, including presentations, games, and navigation-based formats. It describes how multimedia is applied in various fields such as education, entertainment, business, medicine, research, and government. Finally, it instructs learners to complete an activity creating a visual comparing linear and non-linear multimedia types.
Multimedia involves combining different media types such as video, audio, images, and text. It makes websites and applications more engaging by providing rich content. Multimedia can be linear, with predetermined flow set by the creator, or nonlinear, allowing users more interactivity and freedom to navigate. It has various applications in advertising, entertainment, education, and industries. New forms include online participation in communities, video on demand systems, and open courseware from universities published freely online.
The document discusses the evolution of educational technology through different revolutions: 1) Printing press, 2) Libraries, 3) Computers. It describes how computers transformed into ICT in education by allowing various uses like communication, audiovisual media, and multimedia. Computers in classrooms allow teachers to demonstrate lessons, programs, and websites. The key programs installed on computers that support education are discussed. Finally, it examines how ICT like radio, TV, computers and the internet have been used to enhance teaching and learning.
Multimedia is defined as the combination of various forms of media like text, graphics, audio, video, and animation presented on a computer. It allows for interactive and immersive experiences that can improve understanding and retention compared to traditional linear media. There are two main types: linear multimedia where users passively view content, and interactive multimedia where users control the flow. A degree in multimedia technology teaches skills like web development, design, and digital media production to prepare students for careers in fields like marketing, education, and publishing. As technology advances, multimedia is playing an increasing role in communication and is projected to continue expanding capabilities.
Multimedia refers to the combination of various media types, including text, audio, images, video, and animation. It is commonly used in fields like business, education, and entertainment. A complete multimedia system incorporates five main elements - text, graphics, audio, video, and animation. Multimedia has improved society in many ways, such as through references, education, entertainment, and scientific research.
The document introduces multimedia and its uses. It defines multimedia as using more than one media element, such as text, graphics, sound, animation and video. Most multimedia is digitized and interactive, allowing users some control over the content. It is used in business, education, entertainment and on the internet. Careers in multimedia include positions in management, production, art, content and support.
Multimedia is defined as using multiple forms of media like text, audio, graphics, animation, and video to inform or entertain users. It combines elements like text, sound, images, animation, and video. Multimedia can be linear or non-linear. It has various applications in creative industries, commercial use, education, engineering, homes, industries, medicine, and public places. It is used for purposes like advertising, training, simulations, reference materials, and providing information.
Multimedia refers to the integration of various media types like text, graphics, audio and video that are delivered by computers. The document discusses the history, basic elements, advantages, disadvantages and applications of multimedia. It notes that multimedia originated from Paul Nipkow's invention of the Nipkow disk in the late 1800s and was further developed in the 1900s. The basic elements include text, audio, video, graphics and animation. Multimedia has applications in education, entertainment, business and other fields. The future of multimedia is expected to include seamless access across devices and improved technologies like virtual and augmented reality.
This document discusses the role of computers and information and communication technology (ICT) in education. It begins by outlining how computer technology has amplified learning and allowed for interactive engagement with information. It then discusses the rise of computer-assisted instruction and personal computers in classrooms. The document outlines key computer programs and their educational uses. It also discusses how ICTs like radio, television, and the internet can expand access to education, prepare students for the workplace, improve education quality, and transform learning to be more learner-centered. Key ways ICTs have been used for teaching and learning are also summarized.
This document provides an introduction to multimedia, including:
1) It defines multimedia as involving multiple modalities such as text, audio, images, video and discusses common multimedia applications.
2) It explains that hypermedia is not constrained to text and can include other media like graphics and video, with the World Wide Web being a prominent example.
3) It gives a brief history of multimedia technology from newspapers to the development of the World Wide Web.
This document discusses multimedia and provides definitions, categories, components, advantages, disadvantages, and applications of multimedia. Multimedia is defined as the combination of different media types, including text, graphics, audio, video, and animations, delivered interactively to the user. It discusses linear and non-linear multimedia and provides examples. The document also outlines the main components of multimedia, advantages like increased learning effectiveness, and disadvantages such as requiring more time and storage space. Finally, it discusses applications of multimedia in various fields like business, education, marketing, and entertainment.
This document discusses multimedia and provides an overview of key topics. It defines multimedia as content that uses a combination of different media types like text, audio, images, video and interactive content. The history of multimedia is explored, noting how newspapers were early adopters of multiple media elements. Multimedia is then categorized as either linear or non-linear, with linear following a set sequence and non-linear allowing free movement. Features of multimedia like text, audio, images, video and animation are described. The document also outlines applications of multimedia in areas like commercial, entertainment, education and engineering. It concludes by discussing the future potential of multimedia.
Multimedia is the field concerned with the computer controlled integration of text, graphics, drawings, still and moving images (Video), animation, audio, and any other media where every type of information can be signified, stored, communicated and handled digitally.
The document discusses several current trends in media and information, including massive open online courses (MOOCs), ubiquitous learning, wikis, wearable devices, and 3D graphics. MOOCs allow unlimited enrollment in online courses, ubiquitous learning adapts e-learning to learner contexts and needs, wikis are collaboratively edited online information sources, wearable devices incorporate electronics into daily life, and 3D graphics render realistic 3D environments. These trends are driven by desires to enhance media experiences and exposure through new technologies, presenting both opportunities and challenges that require media literacy to effectively navigate.
This document defines key concepts related to information systems including data, information, information systems, and the components and types of information systems. It also discusses database concepts like the hierarchy of data from the bit level up to files and records. The key components of information systems are identified as input, processing, and output. Examples are provided of how information systems are used in different fields like education and business.
Computer networks allow interconnected computers and devices to share information and resources. They transmit digital data through physical transmission mediums like cables or wirelessly. Protocols define communication standards to minimize errors. Popular uses of networks include e-business, online education, and remote communication, which have benefited society through increased access and lower costs.
The document discusses various aspects of computer systems including:
1. It defines input devices, processors, storage devices, and output devices as the main components of computer hardware.
2. It explains that computer software includes system software like operating systems and utility programs, as well as application software for tasks like word processing.
3. It provides examples of different data storage units like kilobytes, megabytes, and gigabytes that are used to measure data and storage capacities.
This document is an assessment checklist from the Malaysian Examinations Board for an assignment on current developments in computer information systems. The checklist contains 6 criteria to be completed by the candidate regarding web-based applications, including defining them, giving an example, stating functions and programming languages used, advantages over non-web applications, and vulnerabilities. The candidate must provide evidence and sources to be evaluated and scored by the assessor.
This document is an assessment checklist form for a database development project. It contains 7 criteria to be assessed: stating the project title and objectives, creating required tables with fields and primary keys and relating the tables, creating a form for each table, entering data, creating a query across two tables, creating a report from the query, and submitting the report and softcopy of the project. Candidates will be assessed on a scale of 1 to 3 for completing each criterion based on evidence provided and remarks from the assessor.
This document is an assessment checklist for a student project on the current and future development of the latest programming languages. The checklist contains 3 criteria for the student to complete: 1) Identify and name the two latest programming languages, 2) Provide details on one programming language including its developer, date of development, purpose, platform, approach, and translator used, and 3) State the source of reference used. The student's work will then be assessed and scored by an assessor based on this checklist.
This document is an assessment checklist form used by the Malaysian Examinations Board to evaluate a candidate's skills in program development. It contains 5 criteria: [1] problem analysis, [2] program design, [3] coding, [4] testing and debugging, and [5] documentation. For each criterion, the form lists evidence the candidate must provide and spaces for the assessor to check off completion and add remarks. The candidate's and assessor's signatures are required at the bottom.
This document is an assessment checklist form from the Malaysian Examinations Board for a multimedia learning area assignment. The form contains 5 criteria for gathering examples of immersive multimedia in education, business, or entertainment using a scrapbook. Candidates are to provide a front cover with topic and name, include at least 6 relevant pages citing sources and dates, and submit another related form for assessment of the assignment.
This document is an assessment checklist for a multimedia development project. It contains 6 criteria for evaluating the phases of multimedia production: analysis, design, implementation, testing, evaluation, and publishing. A candidate is to complete an interactive educational multimedia project by applying all phases of production based on a provided storyboard, and submit it for assessment using this checklist.
1. The document is an assessment checklist from the Malaysian Examinations Board for a student's written assignment on the latest developments in networks and communications.
2. It lists several criteria to be assessed, including describing mobile computing, internet technologies/services, types of networks, following the written assignment format, and displaying cooperation.
3. The student is to provide evidence for each criterion and the assessor will check off if it is completed and provide any remarks.
This document is an assessment checklist for a candidate demonstrating the ability to configure and test a network connection. It contains criteria for setting an IP address, subnet mask, choosing another computer to ping, and copying the ping result. The candidate is expected to provide evidence for meeting each criterion by writing the relevant information in the form. A score will then be given and signatures from the candidate and assessor are required.
This document contains:
1. An assessment checklist form for a written assignment on the latest open source software and developments in information and communication technology (ICT).
2. It lists 6 criteria to be assessed, including explaining open source operating systems and applications, recent hardware and software developments, pervasive computing examples, and assignment formatting.
3. Candidates are to fill in evidence and assessors mark completed criteria, with remarks and final scores signed by both the candidate and assessor.
This document contains:
1. An assessment checklist form for a written assignment on the latest open source software and developments in information and communication technology (ICT).
2. It lists 6 criteria to be assessed, including explaining open source operating systems and applications, recent hardware and software developments, pervasive computing examples, and assignment formatting.
3. Candidates are to fill in evidence and assessors will check off completed criteria and provide remarks. Scores and signatures are also included.
This document is an assessment checklist form from the Malaysian Examinations Board for a computer systems student. The form evaluates the student's ability to install an operating system, application software, and a utility program. It lists the criteria to be assessed, including writing the names of the software installed. Space is provided for evidence, assessor checks, remarks, and signatures from the candidate and assessor.
This document is an assessment checklist for assembling the components of a personal computer. It contains criteria for correctly installing the processor, RAM, power supply unit, hard disk, floppy/optical drives. The candidate must provide evidence for meeting each criterion, such as writing the processor specification or hard disk capacity. Upon completing the assembly, the computer should boot up successfully and the BIOS setup should detect all components. The assessor uses this form to evaluate the candidate's work and provide a score.
- A computer system consists of four major hardware components: input devices, output devices, a processor, and storage devices. It requires both hardware and software, as well as a user, to function fully.
- Common input devices include keyboards, mice, and digital cameras. Common output devices include computer screens and printers. The processor processes data and storage devices like hard disks store both processed and unprocessed data.
- A computer system's central processing unit (CPU) acts as its brain by controlling all processing activities. Data enters as input, is processed by the CPU and stored in storage, then exits as output.
This document is an assessment checklist form from the Malaysian Examinations Board for a candidate's verbal presentation on the impact of information and communication technology (ICT) on society. The form includes 4 criteria to be assessed: 1) locating information from more than one source, 2) presenting the information in 5 to 10 slides, 3) including the topic, content, conclusion, and sources in the presentation, and 4) displaying cooperation by including group members' names and verification. The candidate and assessor must sign the form and include the date.
This document is an assessment checklist form from the Malaysian Examinations Board for a candidate's verbal presentation on the impact of information and communication technology (ICT) on society. The form includes 4 criteria to be assessed: 1) locating information from more than one source, 2) presenting the information in 5 to 10 slides, 3) including the topic, content, conclusion, and sources in the presentation, and 4) displaying cooperation by including group members' names and verification. The candidate and assessor must sign the form and include the date.
1) The document is an assessment checklist form from the Malaysian Examinations Board for a candidate's demonstration of applying correct security procedures using anti-spyware.
2) It lists 4 criteria to be completed by the candidate and assessed by the evaluator, including choosing an anti-spyware software, running a scan and stating the mode, copying the scan summary, and taking action to remove or quarantine any detected spyware.
3) The candidate and assessor must sign the form once the assessment is completed.
The document discusses the steps involved in producing an educational multimedia project, including defining the project title in the analysis phase, gathering materials such as text, graphics, audio and video, and using an authoring tool like Toolbook Assistant 2004 to integrate the elements and create an interactive multimedia program. A production team is typically involved consisting of roles such as project manager, subject matter expert, graphic artist, programmer, and more.
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La4b multimedia notacd09
1. SMK Sultan Yahya Petra 1
MULTIMEDIA
LESSON 21
MULTIMEDIA CONCEPTS
The word multimedia is commonly used in our life. For example, we send
messages through our mobile phones using Multimedia Messaging System
(MMS). In schools, we use the multimedia courseware to learn.
DEFINITION OF MULTIMEDIA
Multimedia has been used in many aspects in our lives, for example in the
field of business, entertainment and the sciences. “Multimedia” comes from
the word “multi” and “media”.“Multi” means various. “Media” refers to any
hardware or software used for communicating.
These are some examples of hardware and software that we use in
communicating with others.
Examples of hardware are: the radio, television, computer and mobile
phone.
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Examples of software are: email, Yahoo Messenger, Multimedia Message
Service (MMS) and video conferencing.
The usage of text, audio, graphic, video and animation are all involved in
describing media. So, multimedia is the presentation of information by using
a combination of text, audio, graphic, video and animation.
CURRENT DEFINITION OF MULTIMEDIA IN ICT
In the field of Information and Communication Technology, multimedia
means more than the use of the various media. A computer user interacts
with the computer to perform tasks such as finding information or play
games to develop a skill.
Thus, the meaning of multimedia has changed as technology advanced in
our lives.
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There are five main elements in a complete multimedia system.
MULTIMEDIA APPLICATIONS IN SOCIETY
Multimedia has improved our lives in
many ways.
Firstly, multimedia is used as a
common source of reference.
Encyclopedias, directories,
dictionaries and electronic books are
among common multimedia
references.
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Multimedia is also used in education and training. Learning has become
more interesting and effective with educational programmes such as
“edutainment” that is a combination of education and entertainment.
Besides that, multimedia is greatly used in
entertainment industry.
These industries produce computer
games, and develop animations or special
effects for cartoons and movies.
Multimedia applications are also widely used
in scientific research.
For example, from research, new findings
can help the researchers to improve the
condition of sick people.
MORE MULTIMEDIA APPLICATIONS IN VARIOUS
FIELDS
Multimedia has played an important role in other fields, such as business,
arts, medicine and engineering.
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In business, multimedia applications are used in advertising products.
Many companies nowadays develop and distribute catalogues in the form of
a CD-ROM as it is more interesting to the consumers.
In art, artists use multimedia elements by combining drawing and
animation.
In medicine, doctors can practice or
be trained in performing high-risk
surgery by using virtual surgery.
In engineering, Computer-Aided
Design or CAD is used. By using this
application, engineers can view the
design from many aspects and
improve on it before production.
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EXTENSION : MULTIMEDIA FOR THOSE WITH LOW
VISION
Multimedia applications have greatly benefited those with low vision as it
helps them in performing tasks normally in their daily lives.
Users who have vision problems, can use the multimedia for their
educational and rehabilitation program to improve their lives.
LESSON 22
INTERACTIVITY OF MULTIMEDIA
INTERACTIVITY
If you use the first multimedia application, the content
progresses without you having to control the flow of the
movie. Your only control is to press the “play” and the
“stop” buttons.
This interaction is called linear interactivity.
On the other hand, the second multimedia application
allows you to decide which part you would like to view, or
how much you want to know about the content.
This interaction is named non-linear interactivity.
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WHAT IS INTERACTIVITY?
Interactivity refers to the way users interact with a multimedia application or
program.
How does a user control the content of a multimedia application? The user
can use input devices such as a keyboard, joystick, mouse and touch
screen to interact with the application through the computer.
The content of the application provided, determines the interactivity for the
user. An example is film that does not allow the user to control the content.
Another example is a computer game. It allows the user to use the left and
right arrow keys to control the movement of the game.
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WHAT IS LINEAR INTERACTIVITY?
In linear interactivity, the user
interacts with the multimedia
application without controlling the
progress of the content.
In other words, the user is a passive
receiver of the multimedia content
most of the time.
The linear content is usually arranged in sequence. An example of the
multimedia linear content is a movie.
Although a movie uses a combination of audio, graphics and animations,
the user has no control over the sequence of events.
WHAT IS NON-LINEAR INTERACTIVITY?
Unlike linear interactivity, non-linear interactivity allows the user to interact
with the content according to what the user wants from the content. In other
words, it is a two-way communication.
The user can control the progress and sequence of the multimedia content
by using buttons or links.
Non-linear interactivity uses tools like “hypertext” to connect a word or a
phrase to another screen.
An electronic book with links to another screen is considered as having
non-linear multimedia content.
Hypermedia is also used in non-linear interactivity. This tool is similar to
hypertext. However, it connects to different media elements such as audio
and video.
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EXTENSION : NON-LINEAR INTERACTIVITY AND
VIRTUAL REALITY
Virtual Reality is the best example of
multimedia technology which uses
non-linear interactivity.
Advanced virtual reality systems today
allow users to respond and interact in many
ways to its virtual surroundings.
In learning Geography, virtual reality can
recreate places and environment for you to
interact with. Viewing exploration programs,
like Discovery and Animal Planet will be even
more interesting.
This is because you will be able to enter
different environments virtually and interact
with your surroundings. You can learn at
your own pace and level of understanding.
LESSON 23
MEDIUM OF DELIVERY
COMMON MEDIUMS
Generally, there are two very common
mediums used in delivering multimedia
contents.
First, multimedia can be delivered through
Web pages. Thus, this kind of content is said to
be a Web-based multimedia.
Secondly, multimedia can be delivered through
compact discs. Therefore, the multimedia content
is said to be a CD-based multimedia.
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WEB-BASED MULTIMEDIA
Web-based multimedia is a combination of multimedia technology and
Internet technology. Web-based multimedia is popular nowadays.
In the past, Web pages were filled only
with static texts and graphics as there
were problems in downloading large
multimedia files through the Internet.
Downloading a video file could take a
long time as it is large.
MULTIMEDIA TECHNOLOGY IN THE INTERNET
Now, with the advancement of both technologies, most Web pages
integrate elements like text, graphic, audio, video and animation.
These dynamic elements make the process of distributing information
through the Internet more interesting and effective to the user.
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There are a lot of multimedia software including plug-ins, players and
browsers used in the Internet. These software allow better quality
multimedia programs to be stored and viewed.
Apart from using the software, the quality of a multimedia program received
will still depend on the Internet facilities that the user has.
CD-BASED MULTIMEDIA
CDs like CD-ROM (Compact Disc Read
Only Memory) have been used to
store and deliver multimedia content.
CDs are usually used with computers.
An improvement of the CD-ROM is the
Blu-ray disc which can store better
quality video.
However, the main problem in using CD-ROMs as a medium is that, it can be
costly as it takes a long time to produce a complete multimedia program.
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DIFFERENCES BETWEEN WEB-BASED AND CD-
BASED MULTIMEDIA APPLICATIONS
There are some differences between Web-based and CD-based multimedia
applications.
EXTENSION : INTERACTIVE TV
Interactive television is the use of digital
television to deliver high definition multimedia
content to the user.
When a user wants to watch interactive
television content, the user would
download it from the Internet.
An example of interactive television is Apple TV. In order to subscribe to
Apple TV services, a client needs to have a widescreen TV, a Mac or a PC, an
Internet connection, a High-Definition Multimedia Interface (HDMI) cable
and the software, iTunes 7.
Interactive TV or iTV does not only allow users to change channels but also
to interact with the content of a tv program.
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LESSON 24
MULTIMEDIA ELEMENTS
THE FIVE MAIN ELEMENTS OF MULTIMEDIA
In a multimedia application, basically the elements are divided into two:
dynamic (objects that move or change) and static (objects that do not
move).
Texts and graphics are two elements that do not move whereas the other
three elements: audio, video and animations are moving objects within a
multimedia application.
TEXT
Text is the basic element of multimedia. It involves the use of text types,
sizes, colours and background colour.
In a multimedia application, other media
or screen can be linked through the use
of text. This is what you call Hypertext.
To produce an effective multimedia program there are three things that
need to be considered. They are:
The position of the text on the screen.
Length of the message
And legibility of the text.
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GRAPHIC
Graphics make the multimedia application attractive. They help to illustrate
ideas through still pictures.
There are two types of graphics used: bitmaps (paint graphics) and vector
(draw graphics).
Bitmaps images are real images that can be captured from devices such as
cameras or scanners.
Vector graphics are drawn on the computer and only require a small amount
of memory.
AUDIO
A multimedia application may
require the use of speech, music and
sound effects. These are called audio
or the sound element.
There are two basic types of audio
or sound: analog and digital audio.
Analog audio refers to the original
sound signal. Digital audio refers to
the digital sampling of the actual
sound. The sound used in multimedia
is digital audio.
We can record analog audio file. We
can use special audio editors like
Sound Forge to convert analog audio
files into digital audio files.
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VIDEO
Video provides a powerful impact in a multimedia program. In multimedia
applications, the digital video is gaining popularity because of the following
reasons:
video clips can be edited easily
the digital video files can be stored like any other files in the computer
and the quality of the video can still be maintained
the video files can be transferred within a computer network
it allows non-linear editing in any part of the video
However, these digital video files are large in size. Transferring these files
can take a long time especially when using the Internet.
ANIMATION
Animation is a process of making a static image look like it is moving. In
multimedia, digital animation is used. Digital animation can be categorised
into two broad area: 2D (2 Dimension) and 3D (3 Dimension) animations.
2D animation refers to creating movements in basic objects. These objects
are put into various situations or positions and have movement on the
screen.
3D animation refers to creating movements to three dimensional digital
objects from photographs. Movements like spinning and flying across the
screen are some samples of animations.
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STANDARD FILE FORMATS
Each of the five elements mentioned has various standard file formats. file
format is a particular way to store information in a computer.
The formats will allow you to make decisions of the type of text, graphic,
audio, video and animation to use when developing your own multimedia
program.
STANDARD FILE FORMATS FOR EACH ELEMENT
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EXTENSION : MOBILE MULTIMEDIA IN
TELECOMMUNICATION
Multimedia has become a part of the
telecommunications industry.
Mobile phones can now display texts, graphics,
video and play audio. These are the
Multimedia Messaging Services (MMS) features
incorporated into most mobile phones.
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LESSON 25
HARDWARE AND EDITING SOFTWARE FOR MULTIMEDIA
PRODUCTION
In producing a multimedia program, we need to: Gather data for the 5 basic
elements of multimedia: text, animation, graphics, video and audio by using
hardware.
To edit the elements, we need special editing software.
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HARDWARE FOR PRODUCING MULTIMEDIA
The most common hardware used are scanner, video camera, camera for
still photos, audio device, and video capture device. Each of these hardware
has its functions and characteristics.
Knowing the functions of the hardware and how to use them are important.
This will enable us to integrate the basic elements of multimedia into a
program.
DESCRIPTION OF HARDWARE
Each hardware has its own functions.
Scanners are used to convert conventional images, texts, drawings and
photos into digital form that can be understood by the computer.
There are four types of
scanners: flatbed scanner,
hand held scanner, sheet-fed
scanner and 3D scanner.
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There are two types of
video cameras:
analog video camera and
digital video camera (DV).
An analog video camera
records video in analog
signals on a magnetic video
tape.
A digital video camera records video in digital signals, which can be stored in
various forms of media, such as digital video tape or memory cards.
Data stored in these DV tapes can directly be read by a computer system.
In an ordinary camera, images are captured on a roll of film. In a digital
camera, images are captured and stored in a media card.
The advantages of having a digital
camera is that the images captured
can directly be used in the computer.
It saves cost as we do not have to
buy films and can choose to keep or
delete the pictures in the memory
card.
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Audio devices are needed to
record analog sound.
The sounds are then changed into
digital sound.
Examples of devices used for recording sounds or audio are microphone,
sound card and voice synthesizer.
Video capture devices help to convert analog video to digital
video. The fire wire helps to transfer the video from video camera to the
computer.
They also transfer digital video to the computer so that the data can be
edited or stored.
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EDITING SOFTWARE FOR MULTIMEDIA
In producing multimedia, the data in the video camera can be edited,
changed, transferred and stored in the computer.
A text editor is used to edit plain text.
Generally a graphic editor can edit images,
draw or illustrate pictures or objects.
Animation editors are used for producing 2D,
3D, special effects and animation for the Web.
An audio editor is used for voice recording or
producing music and special sound effects.
A video editor is used to edit video.
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EXAMPLES OF EDITING SOFTWARE
These are examples of editing software that available for producing a
multimedia program.
EXTENSION : ANIME
Have you ever heard of “anime”?
Anime is one of the world’s most
popular animations.
It originated in Japan. In Japan,
anime refers to “animation” and
most of them are based on
“manga” comics.
Manga is a cultural force in Japan
and is gaining popularity in America.
You can add colour to the drawing by putting in a background, adding visual
effects and animating the objects to make it more attractive.
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LESSON 26
AUTHORING TOOL CONCEPT
Authoring tool is a program that helps you write multimedia applications.
Authoring tools usually enable you to create a final application by linking
together objects such as a paragraph of text, graphic or a video.
By sequencing them in an appropriate order, authoring tools can produce
attractive and useful multimedia applications.
MULTIMEDIA AUTHORING TOOLS
Multimedia authoring requires users to develop all the multimedia elements
and integrate them into an interactive application.
The tool of the multimedia professional is the authoring software or
authoring tool.
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All multimedia tools are based on a concept where the program organizes
elements, sequences events, and delivers the multimedia application.
Multimedia applications
can be classified into
three concepts, which are
time frame,
icon
and card.
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TIME FRAME CONCEPT
With time frame concept authoring tools, the multimedia elements or events
are presented and organised along a time line.This type of tool helps users
coordinate when each multimedia element (text, graphics, audio, video or
animation) plays.
In time frame concept authoring tools, a timeline consists of layers which
span several frames.
For example a simple presentation could contain three layers; layer one
could contain a picture of a blue sky, layer two could contain a picture of a
mountain and layer three a picture of a mountain climber.
If each of the layers span 10 frames and the user presses the "play" button,
then the presentation will show a picture containing all of the elements in
the layers e.g. blue sky, a mountain and a mountain climber.
If layer one however only spans 5 frames from the
beginning, then the blue sky would only show for 5 frames
and then disappear for the remaining 5.
Examples of authoring tools using the time frame concept
are Flash and Director. These two software can support
multi platform.
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ICON CONCEPT
The icon concept in authoring tools provides the multimedia developer
with a visual programming approach to sequencing events in the
multimedia application.
In this concept, elements and events are organised in a structural
framework.
With icon authoring tools, users can present visually a logical flow of
events by dragging icons from an icon menu.
The icon can represent graphics, audio files, animation, text, movies,
and other elements should be played in a logical flow or flow chart.
These entire icon concept authoring tools use "drag and drop" to pick
up and place icons on the presentation page.
These icons represent:
events such as mouse clicks, key press
actions to be performed after an event e.g. a transition, a sound
routines to perform loops, conditional branches
A presentation is built by inserting one object after another e.g. a simple
application could contain just three icons: picture, sound icon and text icon.
When we click on the Restart button, the presentation starts.
Several multimedia authoring tools which use this icon
concept are Authorware and IconAuthor. These two
software can support multi platforms.
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CARD CONCEPT
The card concept in authoring tools are based on the idea of card stacks
containing graphics, audio, video, text and animation.
Elements and events in card concept authoring tools are organised as pages
in a book or a stack of cards.
When card concept authoring tools starts, a blank page is displayed. Certain
objects can be inserted e.g. text, pictures and buttons.
By inserting objects into several pages, a multimedia "book'' is eventually
created.
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The developer can create transitions between pages and on the objects
themselves. Zoom text in and out, causing a picture to flow onto the page.
Examples of the card concept in Authoring Tools are ToolBook, HyperCard
and SuperCard.
ToolBook uses the Windows platform. ,Hypercard and Supercard uses the
Macintosh platform.
EXTENSION : CRITERIA IN EVALUATING AN
AUTHORING TOOL
It should be easy to use; thus non-programmers do not have to learn
a programming language in order to develop multimedia courseware.
It should have ready-made templates, including popular buttons or
signs and navigation tools.
It offers compatibility with the World Wide Web.
It has on-line help and learning aids.
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LESSON 27
WEB EDITORS
WEB EDITOR
Web editor is a program that you use to create Web page. It can be
something as simple as the text editor that came with your operating
system. It can be something as simple as the text editor. It can also be
something that creates the Websites as you point and click away.
A Web page is written in Hypertext Markup Language (HTML) which is a set
of "markup" symbols inserted into a file for a display on the World Wide Web
(WWW) browser.
The markup tells the Web browser how to display a Web page.
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There are two types of Web editors. They are text-based and What You See
Is What You Get (WYSIWYG).
TEXT-BASED EDITOR
A text-based Web editor is a basic
editor where you work with Hypertext
Markup Language (HTML) tags to
create a Web page.
It can be used to change HTML source
codes.
Using a text-based Web editor requires you to have HTML knowledge to get
started.
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Software such as Notepad and PSPad are examples of text-based editors.
PSPad has additional functions that include syntax highlighting and toolbars.
WYSIWYG WEB EDITOR
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WYSIWYG is an acronym for What You See Is What You Get. WYSIWYG web
editors provide an editing interface that shows how the pages will be
displayed in a web browser.
Using a WYSIWYG editor does not require any HTML knowledge. It is easier
for an average computer user.
Examples of WYSIWYG web editor are Microsoft FrontPage and Macromedia
Dreamweaver.
CHARACTERISTICS OF TEXT-BASED EDITORS AND
WYSIWYG EDITORS
User friendly - a text-based editor is less user friendly compared to a
WYSIWYG editor.
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Junk HTML – There is no junk HTML in text-based compared to WYSIWYG
editors.
HTML knowledge – a text-based editor requires HTML knowledge
compared to WYSIWYG editors.
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Inserting a specific tag – It is hard to insert a specific tag using a text-
based editor compared to WYSIWYG editor.
Visualize the design – a text-based editor cannot visualize the design
compared to a WYSIWYG editor.
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The differences between the text-based editor and WYSIWYG editor.
EXTENSION : WEB SITE BUILDER
A Web site builder is a software application that lets users create a Web
site. It will offer the user a collection of templates and can be modified by
the user.
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LESSON 28
USER INTERFACE PRINCIPLES
User interface is a program that provides an interface or medium for humans
to interact with the system.
USER INTERFACE PRINCIPLES
User interface is a way a computer program communicates with the person
who is using it. There are eight main principles of the user interface.
1. Consistency
2. Clarity
3. Context
4. Navigation
5. Search
6. Personalisation
7. Learnability
8. Flexibility
CONSISTENCY
Consistency means the interface design is in harmony and the same applies
to all screen in a software program.
The same words or commands perform the same functions throughout the
user interface.
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CLARITY
Clarity means clearness of labels on all icons to make the system easy to
understand. Users should use relevant icons or graphics to indicate the
information.
Icons, words or commands should be clearly labelled so that users can
understand them easily.
CONTEXT
Context means every part of a lesson should be relevant to a particular
title. Ideas presented need to relate to the title.
The user interface should be structured. For example, if the lesson is about
Flow Chart, all the sections including the introduction, content, activity,
evaluation, summary and extension should be related to the Flow Chart.
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NAVIGATION
Navigation means users can move
around the menus, help files or other
screens in a system
SEARCH
Search means the system enables users
to search keywords or glossary. The user
interface should have a search function.
It should provide multiple ways for users
to make queries by grouping or sorting.
The system should provide users a preview in order to get a word in the
correct page.
LEARNABILITY
Learnability means the system provides support information and help files to
make the system easy to understand.
Support information is important, especially in
helping the user to use the
system.
The help function should be available to speed up
the interaction for both experienced and
inexperienced users.
FLEXIBILITY
Flexibility means a user has the
authority to navigate through all the
sections without any limitations.
For example, the user is allowed to
access any of the lessons, sections
and pages of the program.
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PERSONALISATION
Personalisation means the users can
make their own personal or individual
learning.
Users can choose their display
options.
EXTENSION : GRAPHICAL USER INTERFACE (GUI)
Graphical User Interfaces is a set of screen presentations that utilise graphic
elements such as icons to make an operating system easier to use.
Graphical User Interfaces, such as Microsoft Windows has the following basic
components:
Pointer: A symbol that appears on the display screen that you move to
select objects and commands.
Icons: Small pictures that represent commands, files, or windows. By
moving the pointer to the icon and pressing a mouse button, you can
execute a command or convert the icon into a window.
You can also move the icons around the display screen as if they were real
objects on your desk.
Desktop: The area on the display screen is referred to the desktop.
Windows: You can divide the screen into different areas. In each window,
you can run a different program or display a different file.
You can move windows around the display screen, and change their shape
and size as well.
Menus: Most graphical user interfaces let you execute commands by
selecting a choice from a menu.
These features has made Microsoft Windows easy to use and a popular
operating system.
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LESSON 29
INSTALLATION OF TOOLBOOK ASSISTANT 2004
INSTALLING TOOLBOOK ASSISTANT 2004
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EXPLORE THE INTERFACE OF TOOLBOOK 2004
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ADDING MULTIMEDIA ELEMENTS INTO TOOLBOOK
Go to Quick Start Tab choose Blank
Native ToolBook Book and click ok.
Confirm Deployment method dialog box
pops up. Read through the message
and click yes.
Adjust screen.
Draw some objects. Click on the
Catalog. Choose draw objects and
double click circle and triangle.
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Adjust and resize the shapes.
Add colours to the shapes.
To make the triangle behind the circle,
Right click the triangle and click
properties, change layer 2 to layer 1.
Then close the properties box.
To close ToolBook, click file, then click
exit or press Alt+F4.
Save this project in your student folder.
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EXTENSION : TOOLBOOK AUTOPACKAGER
Toolbook Autopackager utility gathers all the files together in the same
directory.
The AutoPackager wizard will walk you through the steps to create this
installation set.
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LESSON 30
FEATURES OF TOOLBOOK ASSISTANT 2004
ToolBook Assistant 2004 is an authoring tool
used by non-technical people to create Web-
based training, computer based training, and
interactive e-learning contents.
Wizards, templates and catalog make it easy
for teachers, students and staff to learn and
use.
Features like the drag-and-drop environment
do not require any programming. It enables
fast and easy creation of online content.
THE FEATURES OF TOOLBOOK ASSISTANT 2004
Supports a wide range of multimedia elements:
ToolBook Assistant 2004 allows users to integrate text, graphic, audio,
video, hyperlinks and variety of exercises.
Easy-to-use and powerful hyperlink objects:
The hyperlinks can link to a variety of elements such as documents, pop-
ups, Web pages and applications.
Synchronisation Tool:
Coordinating images and sound in time becomes a very simple task that
can be performed by anyone without specialised skills.
Easy document editing:
With ToolBook Assistant 2004, the design of interactive multimedia training
courses are fast and easy. Work is done directly in a WYSIWYG environment.
There are many functions in this application. For example, drag and drop
user interface allows users to immediate in creating multimedia
presentation.
Test the document at any time:
Using the reader mode, we can preview our multimedia presentation. While
using the author mode, we can edit multimedia documents.
A variety of Customisable Learning Templates:
To speed up and simplify the multimedia presentation, ToolBook Assistant
2004 provides a variety of templates that can easily be customised by users.
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Course Publishing Made Easy:
The multimedia presentation can be automatically published in any of the
available delivery formats, including publishing to Web and CD-ROM.
Compliance HTML courseware :
ToolBook Assistant 2004 is an e-Learning solution for HTML Web-based
courseware content. The courseware can be viewed with Internet Explorer,
Netscape Navigator and Mozila Firefox.
CREATE A BOOK WITH QUICK SPECIALIST
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