spine awaited X inch Principles of MULTIMEDIA 2e Principles of Multimedia, 2e essentially discusses about characteristics, representation. If you are designing a video, animation, textbook, ebook, powerpoint presentation , or online lesson applying these multimedia principles will improve the. tvnovellas.info: Principles of Multimedia: Principles of Multimedia provides a broad and comprehensive overview of the emerging and ever changing field of.
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PDF | tvnovellas.info | ResearchGate, the professional Principles. of. Multimedia. RANJAN PAREKH. Tata McGraw Hill E ducation. Tata McGraw-Hill Education, - Multimedia systems - pages. 10 Reviews Text chapter could not open. User Review - Flag as inappropriate. need pdf. 12 Principles of Multimedia Learning. If you are designing a PowerPoint presentation, developing an online course or preparing to flip your classroom, you may.
First, multimedia instruction messages can be designed in ways that are consistent with how people learn, and thus can serve as aids to human learning Mayer, , a, b, In short, the promise of multimedia learning is that teachers can tap the power of visual and verbal forms of expression in the service of promoting student understanding. Mayer Therefore Mayer formulates do's and dont's for instructional designers e. For example, legends should be close to the corresponding picture elements. Rebetez: 8 Temporal continguity principle: Learning is improved when visual and verbal elements are presented together. Anecdotes, illustrations and ambient music are example of often unnecessary elements.
Principles of Multimedia, 2e This edition additionally focuses on programming concepts using which practical tasks and tutorials related to media processing and presentations, can be carried out by the reader to gain a deeper understanding of the underlying theoretical concepts.
Key Features: Parekh is involved with teaching subjects related to Multimedia Technologies at the post-graduate level. No part of this publication may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise or stored in a database or retrieval system without the prior written permission of the publishers. The program listings if any may be entered, stored and executed in a computer system, but they may not be reproduced for publication.
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This work is published with the understanding that Tata McGraw-Hill and its authors are supplying information but are not attempting to render engineering or other professional services. If such services are required, the assistance of an appropriate professional should be sought. Cover Designer: Cover printed at: An Overview 1 1. Text 39 2. Image 55 3. Graphics 4. Audio 5.
Video 6. Animation 7.
Compression 8. Multimedia Architecture Multimedia Database Multimedia Documents Multimedia Application Development Virtual Reality From the earliest times, humans have attempted to communicate their ideas through various means like gestures, sounds, paintings, writings, etc.
The multiple sense organs of humans also enable them to comprehend and support such kind of multi-modal communications. In the real world, non-textual form of communication, like cave paintings, were used much before the written form originated.
In the computing world, however, the trend has been just the reverse; text was the predominant form of communication over most of the earlier part of computing history.
Dealing with text through computers was much easier than dealing with non-textual media like pictures or sound. In recent times, many technical barriers have been overcome and practical problems have been solved.
Principles of Multimedia gives an insight into these solutions and highlights the landmarks achieved, a theoretical treatise of humankind! By multiple means, we now imply the following media: At the basic level, this lets the viewer interact with a presentation and decide how he or she wants to view it, e. Good examples of such interactivity are computer games and simulation packages like aircraft-training simulation.
However, this is only one body of evidence and questions are emerging from practice for further research. De Jong highlights three main recommendations that cognitive load theory has contributed to the field of instructional design:.
If true, this creates important considerations for multimedia learning. When students perceive an explanatory video as clear and helpful, they may not pay close attention.
Consequently, these students may misperceive the events on the video and reinforce their misconceptions rather than challenge them. One way to address this is by incorporating common misconceptions in the video and disproving them. We are hoping to get some early feedback on this resource. If you have a CWL, please login and click on the discussion tab at the top of this page.
If you are not affiliated with UBC, leave your comments on our Google form. Jump to: Keep it Simple: Focus on one idea at a time.
Keep it Short: Keep videos to a length minutes max. Keep it Real: Model the decision making and problem solving processes of expert learners. Keep it Good: Be intentional about planning the video. Strive to produce the best video and audio quality possible. Retrieved from " https: Navigation menu Personal tools Log in. Namespaces Documentation Discussion. Views Read View source View history.
This page was last edited on 6 September , at People learn better when cues that highlight the organization of the essential material are added. People learn better from graphics and narration than from graphics, narration, and printed text. People learn better when corresponding words and pictures are presented near to each other and simultaneously. Ensure that all images are relevant and any text labels or descriptors are located next to the part of the image they represent and on the same screen rather than a new window.