There have been many experiments and innovations in the field of education and training regarding knowledge delivery. From face-to-face to virtual education, different technologies have played great roles at different times. In the last two decades, due to the advent of computer technologies, information delivery has got new meaning. Development, access, and transfer of text, sound, and video data have given a unique face to classrooms, libraries, and training and resource centres, in the form of interactive multimedia learning. This book is not about multimedia development, but the subject matter delves into the complex issue of planning, guiding, and designing multimedia from the instructional perspective. As such, we address pedagogical issues, applications, and effectiveness. Multimedia has been defined in a number of ways. It is not our intention here to go into the details of these definitions. But, in order to clarify the use of the term in the context of the book, we would prefer to analyse like multimedia is the combination of a variety of communication channels into a co-ordinated communicative experience for which an integrated cross-channel language. It can be defined as an integration of multiple media elements (audio, video, graphics, text, animation, etc.) info one synergetic and symbiotic whole that results in more benefits for the end user than any one of the media elements can provide individually. Multimedia has applications in a variety of situations in education and training, in corporate presentation, in advertising, and in many other areas. In this book, there are eighteen chapters presented with the application of multimedia. The purpose of this book is to provide a panorama of the application of new digital technologies in education as the century comes to an end. We also hope to awaken critical enthusiasm for an effective and beneficial implementation of the best technology in the service of education and the individual. |
