Multimedia Element

Different definitions exist for multimedia. Each might look at multimedia from a different perspective. These differences could be related to the nature and origin of multimedia. Packer (1999) has questioned the origin of multimedia, and wonders when that was. Similar argument is presented by Gonzalez, Cranitch & Jo (2000), as to what discipline multimedia belongs, is a multidiscipline, or whether it is simply a new one. Heller et al (2001), says that multimedia is ―a Polysemous term- a term with many definitions, and in this case, many roots.‖ (Heller et al, 2001). Such roots might be education, human computer interaction, or computer graphics, and depending on the root, it takes different characteristics (Heller et al, 2001). Cox et al (1998) quote a dictionary definition of multimedia as: ―including or involving the use of several media of communication, entertainment, or expression‖ (Cox et al, 1998). Gonzalez, Cranitch & Jo (2000), go one step beyond the technical aspect of multimedia by emphasizing that multimedia ―is a vital, dynamic field offering new challenges, interesting problems, exciting results, and imaginative applications‖ (Gonzalez, Cranitch & Jo, 2000). [The authors take the perspective of multimedia education as a formal education programs at universities…]

Cox et al (1998) suggest a more technological definition applied to communications systems, stating that multimedia is: ―integration of two or more of the following media for the purpose of transmission, storage, access, and content creation: text; images; graphs; speech; audio; video; animation; handwriting; data files‖ (Cox et al, 1998). Gonzalez, Cranitch & Jo (2000), conclude in their research that ―Multimedia is about creating artificial environments that implement rich, interactive, multimodal information spaces, arising through a fusion of computer hardware, software and multimodal data‖ (Gonzalez, Cranitch & Jo, 2000).

―Multimedia is an utterly misunderstood term used to describe the variety of applications that integrate media types, from CD-ROM to live performance to the Internet‖ (Packer, 1999). To try and support his argument, Packer takes us on historical sojourn, starting from the immersive caves where paintings were found at the caves of Lascaux, France, to the performance ―The Ring‖ opera of Richard Wagner, to the introduction of Memex (memory extender) by Vannevar Bush in 1945, then to the introduction of personal computers, moving to the creation of the CD-ROM ―Puppet Motel‖ in 1995 by Laurie Anderson in collaboration with Hsin-Chien Huang, and finally wondering whether cave dwellers have ever imagined that these days some will create ―immersive, ritualistic performance works for the Cave Automatic Virtual Environment (CAVE) systems‖ (Packer, 1999).

Steinacker, Ghavam & Steinmetz (2001) quoted (Steinmetz & Nahrstedt, 1999) in defining multimedia, from a technical point of view, as ―A multimedia system is characterized by computer-controlled, integrated production, manipulation, presentation, storage, and communication of independent information, which is encoded at least through a continuous and a discrete medium‖ (Steinacker, Ghavam & Steinmetz, 2001). The authors argue that this is not enough for describing what is inside multimedia resources, how good it is, who should and can use it and why (Steinacker, Ghavam & Steinmetz, 2001).

From the above illustration, we could compose a more comprehensive definition of multimedia that could cover wider aspects and incorporate various elements. This „new‟ definition would read as “multimedia is about dealing with different types of data, presenting it using different types of media, using various technologies, mainly

computer-based, in an attractive and useful artificial environment whether static or

dynamic (interactive) to deliver a „message‟ to the audience. In this context, this „message‟ could be an idea, a lesson, an explanation, clarification, illustration, etc…‖

The above definition covers the various aspects that other researchers try to incorporate in their given definition of multimedia. However, as we can easily see from the above, those definitions lack something each, and ‗concentrate‘ on one or some elements or dimensions. On the other hand, the new definition covers those elements and dimensions that are separately stated in the various definitions. It compiles and integrates these into one definition.

E-learning occurs in different forms and in different environments, and one of the characteristics of e-learning is that it does not need both learner and teacher to be always together at the same time. More emphasis has been directed towards learner- centered approach in e-learning where the learner plays a more active role. This trend

and the nature of the e-learning setup, have called upon the use and utilization of multimedia in e-learning so that a more efficient and effective learning occurs. Here multimedia can very much assist the learner in building her/his own knowledge with minimum support from the teacher/instructor. Ruth Clark (2002), quoted in Carman (2002), provide three principles regarding the use of multimedia for knowledge transfer. The three principles are:

1) The Multimedia Principles: Adding Graphics to Text Can Improve Learning;

2) The Contiguity Principle: Placing text Near Graphics Improves Learning; and

3) The Modality Principle: Explaining Graphics with Audio Improves Learning (Carman, 2002).

Once those elements, dimensions, and principles are taken into account when developing and implementing multimedia for educational purposes, the benefits could be achieved and resources could be utilized.

In summary, multimedia has no single definition to refer to. Different scholars have different definitions, though not necessarily contradicting. On the contrary, they could be seen as complimenting each other. This could be attributed to the

nature of multimedia and its roots in education and other disciplines. In general, multimedia has been associated with education [teaching and learning] since its main use is to ‗inform‘ and/or help build/construct someone‘s understanding of something. This role becomes more evident and important in learner-centered approach, especially in e-learning.

In the following sections, we will see how it could, and in fact, should be carefully incorporated into the teaching/learning process through educational technology, especially when it comes to e-learning in general, and to blended learning in particular.