Fall 2004
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Schedule
Unit 1: Introduction to Multimedia
Unit 2: Quest
Unit 3: Organizing the Multimedia Production Project
Unit 4: Designing the Multimedia Project
Unit 5: Preparing to Program the Multimedia Project
Unit 6: Screen Design
Unit 7: Using Color
Unit 8: Creating Animation
Unit 1: Introduction to Multimedia
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This unit defines what multimedia is, how multimedia products can be used and common terminology (Find Unit 1 assignment at the bottom of the terminology page.) used in multimedia production. Students will be provided the opportunity to interact with a multimedia presentation about multimedia production and to share personal experiences with multimedia uses.
Unit Objectives
Unit Information
Multimedia Production Technologies in Workforce Education
What is Multimedia?
...the term that has been coined to cover all of the synergistic uses of text, voice, music, video, graphics, and other forms of data to enhance the computer's role as a communications device (Dillon & Leonard, 1998).
...the uses of more than one medium to present information -- computer integrating text, graphics, animation , and sound...(Tway, 1992).
...sequential use of a number of media for instruction or other communication (Kemp & Smellie, 1989).
...expanded the "definition" of multimedia to include web development resources (Levine, 2003).
The growing use of technology in society has given rise to numerous efforts to incorporate it into the teaching and learning environment. Although technology has been in use in education for years, the new developments in this area have see renewed interest in how this technology might be used more effectively in the teaching and learning process. As teachers sought to motivate their students, technology was being used in different combinations, resulting in the use of the term multimedia.
Multimedia has been loosely referred to as different media being used merely for the purpose of instruction. It has also been used in reference to computer software which contain different media components. Multimedia is however much more than that. Heinich, Molenda and Russell (1989) described multimedia as the sequential or simultaneous use of a variety of media formats in a given presentation or self-study program.
Tway (1992) stated that multimedia more recently has come to mean more than the integration of text and simple graphics but encompasses sound and moving graphic images, sometimes call animation. An important aspect of multimedia is the level of integration accomplished in working with different types of media during the process of instruction of just transmitting information. Multimedia combines among other things touch-sensitive displays, full-motion video, photographic images, animation, illustrations, high-fidelity voice recordings, sound effects and music (IBM, 1992).
Multimedia applications have their roots in standard training and education courses with or without exercises, CBT (computer-based training) programs for education and training, and video games, simulations and stories for fun and entertainment (Dillon & Leonard, 1998).
ADA (Americans with Disabilities Act) compliance is an important issue to be considered when producing applications for people with disabilities who are the end users.
Components of Multimedia
Visual: Video, animation, photos, graphics and text
Audio: Narration, music and sound effects
Multimedia Product Applications
Multimedia publications can be used to enhance the presentation of information on many levels adding video, graphics, sound or other multimedia elements to the traditional text can hold user attention and improve the retention of information. Multimedia projects do not have to be interactive to function effectively. Users can connect to content and messages using only eyes and ears just as they do at the movies or watching television. This form of presentation, which starts at the beginning and runs to the end, is called linear. Multimedia projects with navigational controls allowing the user to move through the content at will are referred to as non-linear or interactive. Designs and applications for linear, non-linear and combination multimedia forms will be discussed in future units.
Multimedia products have obvious application in the areas of:
education
business and industry
information resources
Some less obvious applications include:
full text content from books and magazines access
distance training projects
online language translation of multimedia information
virtual reality training at remote sites
remote location advertising
entertainment
shopping services
interactive computer based training
interactive help systems and guided tours
voice and video annotated documents
desktop presentations
This lists but a few of the potential uses of multimedia products. The
rapid advance of technology continues to expand the list, bringing increased
capabilities and new innovation roles for multimedia.
Dillon & Leonard (1998) give the following definition of multimedia applications:
"Though the decade of the 1990's has witnessed an explosion in what are being called multimedia titles, few have stopped to question what type of content denotes a multimedia application. We offer the following three-part taxonomy as a tentative starting point for defining the array of multimedia applications."
Structured pathways are largely training applications -- often called tutorials -- that tightly constrict the user's movement through a series of interactive presentation sequences designed to achieve a specific set of learning objectives. This genre of multimedia is most often used with regard to content that requires a large measure of rote memorization. Drill-and practice programs for grade school math and end-user training for software applications are two common examples of this type of multimedia. It is best employed with learners who bring very little base knowledge to the learning experience and therefore require that the scope and sequence of the content be laid out for them.
Exploratory is probably the most common type of multimedia title coming onto the market today; it lies on the opposite side of the learner continuum from structured pathways as it works best with users that are already quite familiar with the content. The exploratory category is best typified by programs that are termed hypertext or hypermedia. It provides a navigational interface to large volumes of hyperlinked or relationally associated content. Electronic museums, electronic encyclopedias, online help systems, medical databases, and surrogate travel programs are all examples of exploratory multimedia (i.e., hypermedia). This type of program is fairly easy to build as it does not demand sophisticated software logic. Exploratory programs rise or fall on the merits of two factors: the desirability or appeal of their content and the quality of their navigational interface.
Gaming is the most demanding of the three from the standpoint of software design. Gaming multimedia programs succeed by providing an engaging context in which users are challenged to achieve one or more well-specified goals (e.g., find the buried treasure, slay the appropriate villains, earn the imaginary fortune). Well-constructed games provide abundant feedback and are highly interactive. Most games inspire repeated use by implementing what educators call the ladder of challenge: once the player has obtained mastery at one level of challenge, the program automatically upgrades that challenge to a heightened level of difficulty. Though games are frequently scoffed at by those in the corporate world, a deeper look would reveal that the much-respected business simulation is in fact, based on the same software design principles as games. The only substantive difference between the two is that simulation is placed on a job context with real-world variable and feedback systems."
What have you learned? Take the Unit 1 Quiz.
References
Dillon, P. & Leonard, D. (1998). Multimedia and the Web from A to Z. (2nd Ed. ) Phoenix: Oryx Press.
International Business Machines Corp. (November, 1992). Instructional media and the new technologies of instruction. New York: McMillian Publishing Company.
Kemp, J.E., & Smellie, D.C. (1989). Planning, producing, and using instructional media. New York: Harper and Row Publishers.
Levine, A. (2003). Multimedia Authoring Web. Maricopa Center for Learning and Instruction, Maricopia Community College. Retrieved July 23, 2003 from http://www.mcli.dist.maricopa.edu/authoring/
Tway, L. (1992). Welcome to multimedia. New York: Management Information Source Inc.
Unit 2:
Introduction to Quest.
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This unit will provide basic knowledge of the mechanical workings of Quest 7.0. The student will learn the Quest title structure, methods of interconnection, design and scripting of frames (pages), and file structure. Quest C is the programming language used to enhance computer-based multimedia training.
Authorware in its earliest beginnings was a programmer's tool to create a shell in which multimedia activities take place. Today, authorware is a programming for non-programmers.
Unit Objectives
Upon completion of this unit, students will be able to define:
Unit Information
Quest allows the developer to build projects that consist of two elements to hold content: frames and modules.
How do you create training in Quest?
The file you create and save your training to is called a project. It uses a .qp6 extension, which stands for Quest project using software version 6.
Frames contain a single screen of interaction. Frames consist of several different elements, such as graphics, animation, text and so forth. Modules contain frames and are used to organize or divide your title into logical chunks or groups. In Quest, the student arranges frames and modules in a flow chart. The flow chart is a flexible organization of your title. The student identifies how many modules and frames are needed; how modules and frames are connected to each other and where users can gain access to modules and frames.
The following is an example of a project in Quest. It also identifies some other elements you can use to control the "flow" of your title.
This part of Quest is called Title Design.
What's beyond Title Design?
Once you add a frame at the Title Design level, go into the frame and add objects. Objects are the items your users see on the screen or that create interaction.
Some examples are:
Graphics
Rectangles, lines, ellipses
Text
Buttons
Animations
As you add objects to your frame, Quest adds them to the frame's object list.
To control how and when you want objects to appear on the screen or action to take place, use the following.
Watch Fors - tells Quest to constantly watch for something to happen. This "something" is called an event. When it does happen, Quest executes the item inside of the Watch For.
For example, when users click the
"Next" button, you want to go to the
next screen, which is called Frame
2. To do this, you would use
the following sequence.
Wait Fors - tells Quest to wais for an event you specify before it moves on to the next item in the object list.
For example, you present a video on the screen and want to wait for the video to stop before you show a the "continue" button. To do this, you would use the following sequence.
You can also wait for five seconds (or 5,000 milliseconds) for the end user to read text before moving on or wait for an animation to stop before showing the "Next" button.
Branches - this command tells Quest to go to the frame you specify.
For example, the following command branches the title to "Choice" when users click the "Continue" button.
Object Services - this command tells Quest to carry out an action you specify on the object you select. Services include hiding and showing objects, enabling and disabling objects, and identifying or setting object attributes.
For example, you want to hide a "feedback panel with a button" (so users can't click it) while your background and text appears. When the user answers the question, enable the "feedback panel with a button" so users can click it to move on.
Variables - use the declare variable tool to add a variable to your project. Variables keep track of things that change or occur at different times in your project. You can also type the variable directly onto your list without using the tool.
For example, declare a variable called "Count" in the M Choice frame to count the number of incorrect answers to the multiple choice question that keeps track of a user's test score.
Function Calls - perform a task over and over again with one piece of code that you store and then call when you need. There are standard Quest C functions you can use or you can write your own directly in the object list.
for example, you use a thread module to show your navigation graphics in your project. Suppose you don't want this to show on your main menu.
Declare a function that hides the thread when users access the main menu.
F() Function Call HideThreadWindow(Navigation);
Upon completion of the tutorial (handout), students will be able to:
Assignment: Unit 2 Questions
Unit 3: Organizing the Multimedia Production Project
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This unit will show students how to
formulate the scope and content of a
multimedia project. In this unit,
students will learn how to analyze what
skills, time, budget, tools and
recourses are available for multimedia
product development, how to organize
their multimedia plans and ideas into a
logical flowchart for developing the
multimedia product.
Unit Objectives
Unit Information
Before we can begin to process, plan and produce, team roles must be established. The team leader must decide how these roles are to be distributed. It is suggested that on the first project, people should be put into roles according to their skills. The leader may assign roles or agree upon roles by consensus.
The establishment of roles prior to processing is important, so that all components of the multimedia production have someone who is responsible for their production and placement.
Multimedia Development Team Members Roles
Multimedia Team Members - Job Titles:
Team Leader
Other job titles: Project Leader,
Project Manager
Instructional Design Specialist
Other job titles: Courseware Developer,
Technical Writer
Audio-Visual Producer
Other job titles: Audio-Visual
Specialist
Media Authoring/Programming
Specialist
Other job titles: Authoring Systems Specialist; Software
Engineer
Text/Graphics Producer
Other job titles: Graphic Artist
Instructor/Subject Matter Expert
Other job titles: Content Specialist
Role and Responsibilities of Each Multimedia Team Member
1. Team Leader
- Responsibilities
Coordinate overall team activities
Monitor work completion deadlines
Ensure availability of needed materials, equipment, and assets
Evaluate and refine project goals and objective
Review and refine team
progress meetings weekly
2. Instructional Design Specialist - Responsibilities
Evaluate, develop and refine topics and objectives
Develop flow charts for planned development sequence
Storyboard to determine the graphics, audio/video materials, animation, and layout required to create an effective presentation.
Discuss asset needs with other
team member specialist
3. Audio/Video Producer - Responsibilities
Select video required for presentation
Write audio script
Produce wave file
Test the operation of the
script with the presentation
materials and modify as needed
4. Media Authoring/Programming Specialist - Responsibilities
Gather components from other team members
Organize media assets
Interpret storyboard into story
Verify story assets are in sequential order
Ensure that the story runs
Produce Beta version of presentation
Produce final version after
editing
5. Text/Graphic Producer - Responsibilities
Discuss text/graphics ideas with the Instructional Design Specialist
Create files for graphic assets
Create files for text assets
Verify that text/graphics
assets include all needed
ideas/features
6. Instructor/Subject Matter Expert - Responsibilities
Identify subject matter content
Validate subject matter tasks to be developed
Develop course objectives and topic outlines
Meet with the subject matter advisory committee members
Refine flow of multimedia objectives, topics, and presentation methods
Present medial presentation to advisory committee for evaluation
Solicit feedback on multimedia presentations from advisory committee
Refine media assets based on
feedback
REMEMBER: No one is to function as a "Lone Ranger."
There are six development
stages in multimedia production
Idea Processing - identifying multimedia project purpose/goals, flow charting product look, feel, structure, etc.
Planning - estimating resource availability, timelines, budgets, etc.
Designing - translating ideas and concepts into detailed resource development parameters
Production - performing each of the tasks required to develop the multimedia product
Testing - verifying that the multimedia product does what it was intended to do
Delivery - getting the product to end user
Successful multimedia project organization requires advance planning on the part of the multimedia project team members.
Here are several questions to consider during the idea processing and planning stages of multimedia product development.
FLOW CHARTING or mapping the structure of a multimedia project, must be started early in the organizing/planning stage of every multimedia project. When meeting to discuss themes, goals, objectives, etc..., sketching flow charts and specific rough storyboards help to get complicated ideas into a visual and understandable form. Flow-charting provides the developer with a table of contents, a graphic look at the logical flow of the project components, as well as the flow of human interactive interface.
Four primary types of flow charts are used in multimedia project planning:
Linear flow charts provide a visual outline or map to navigate sequentially from one program screen or bit of information to another. That is, a linear program will take the user from a point A to point B along a predetermined path. The user has no control over the path followed or the final destination of the program. A good analogy of a linear flow chart would be an escalator, it automatically takes them to a predetermined location. The user has no control of over where the escalator goes. This is the same way linear programs work. Linear flow charts allow litter or no human reaction.
Hierarchical provide a visual outline or map for navigating along branches of logical information. These branches depict a tree structure that is shaped by the logic of the content presented. A hierarchical program allows the user limited control over the flow of the program. The user is limited to navigating one branch at a time. While the user can select any branch, the program is limited to the select branch, which must be exited before the user can move to another branch. A good analogy of a hierarchical flow chart would be an elevator. While on the elevator, the user can select any floor, for example the second floor. Once the user gets off the elevator, they can explore all the rooms on the second floor. To explore rooms on the other floors, the user must exit the second floor back to the elevator and choose the desired floor. Hierarchical flow charts allow for limited human reaction.
Composite flow charts provide a visual outline or map for navigating along both sequential and hierarchical paths. A composite program allows the user to moderate control over program flow. The user may be occasionally constrained to follow a linear presentation or a hierarchically organized information. A good analogy of a composite flow chart is a multi-level shopping mall with both elevators and escalators. The user is free to explore the level. Most interactive multimedia projects are developed using composite flow charts. General information such as directions and introductions are provided in linear fashion, while specific content information is presented hierarchically. Composite flow charts allow for moderate human interaction.
Non-linear flow charts provide visual outline or map for navigating freely throughout the project content, unbound by predetermined paths. A truly non-linear program would allow the user to move from any program point to any other point at any time. A good analogy of a non-linear program is difficult to design, requiring multiple menus option keys, and hot spots on every screen. Non-linear flow charts allow for maximum human interaction.
CONCEPTUAL FLOWCHARTS AND STORYBOARD usually consist of very rough sketches about ideas, path of interaction, minimal content, structure, etc... working and/or final flowchart and storyboards are based on these sketches.
CONTENT DEVELOPMENT is by far one of the most time-consuming and expensive tasks in multimedia projection is collecting and validating the project's content. It is of utmost importance that the project team plans ahead and allows enough time to collect and validate the content prior to starting the production phase.
PROJECT TEAM MEMBER COMMUNICATION - For any team project to be successful, it is imperative that all team members communicate well with each other. Listed below are 12 communication errors that must be avoided if team members are to communicate effectively. Avoid:
MULTIMEDIA PROJECT PLANNING WORKSHEET
Assignment: Unit 3 Questions
Unit 4: Designing the Multimedia Project
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This unit will show students how to develop the final planning stages for designing a multimedia product. In this unit, students will identify available multimedia resources and formulate final developmental plans utilizing storyboards for each screen of the multimedia project.
Unit Objective
Upon completion of this unit, the student will be able to:
Unit Information
Storyboarding
As described in Unit three, flow charts outline the connections and pathways between the various content areas. While flow charts furnish the roadmap, storyboards provide the specific screen by screen detail on how multimedia components (video, audio, clipart, text, animation, digitized stills, and data ) are to be employed. Storyboards are in effect, married to the flow chart during the entire design process. Messages and content should be organized along a stream of major topics that permit the user to follow a logical sequence of events, but also go back to the previous screen. Three primary types of storyboard used in multimedia product development are conceptual storyboards, designer storyboards, and programmer storyboards.
The CONCEPTUAL STORYBOARD is the simplest, providing the design specialist with a rough outline from the client of their initial concept for the project. The conceptual storyboard is very informal and may consist of written notes, stick-figure sketches, or a combination of the two. Conceptual storyboards provide only a rough outline. Two or three storyboards may cover the entire project.
The second type of storyboard is the DESIGNER STORYBOARD. Designer storyboards provide detailed information and development parameters for each screen to be presented. When all storyboards are placed in sequential order, they form a detailed outline of flow, interaction, information, and resources needed to complete the multimedia project. Each storyboard lists all the resources, information, and design ideas required to deliver one screen to the user.
While designer storyboards are detailed and provide specific design parameters, they are not etched in stone and can be changed if needed. Though there are many storyboard formats available, the format selected is far less important than ensuring that all needed information and parameters are provided for development.
The third type of storyboard is the PROGRAMMER'S STORYBOARD. This type has all the information found on the Designer Storyboard, plus file names and locations for all resource components needed for programming. Unit Five will provide more detailed information about Programmer Storyboards.
Storyboard Design Tips
Design Mistakes to Avoid
Remember that storyboards are not set in concrete. If a storyboard concept does not work on the screen, change the storyboard. Multimedia design and development may require many hours of editing and fine tuning to achieve the effect that works just right.
Using Designer Storyboard Worksheets
The designer storyboard worksheet consists of three main areas: The storyboard information area, the screen parameters area, and the screen graphics area.
The Storyboard Information Area includes the storyboard title that identifies the screen that the storyboard represents. For example :Opening information - Screen #2" or "Branch 2 - Screen 6", etc. This area also includes the screen objective, which briefly summarizes the screen components and their order of occurrence. For example, "Background music begins to play, background graphic fades onto screen, music fades, text rolls up as narration plays."
The Screen Graphics Area is the centered box area in which the designer provides visual of graphical representations of the screen's appearance. The designer provides details of pictures, text, positioning, etc., as they will appear o the screen. The more specific the detail, the more likely the programmer will carry them out as the designer envisioned.
The Screen Parameters Area is the area around the graphics box in which the designer writes detailed information concerning needed resource components. The designer may also include such specific information as color, text style, sizes, location, etc. For example, "Background music-high tech sounding music," or "Background Video-Hyperspace stars rush toward the viewer from center screen."
Assignment: Unit 4 Questions
Unit 5: Preparing to Program the Multimedia Project
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In this unit students will plan and prepare to program a multimedia project. Students will learn to identify and locate multimedia resource components to be used in programming. Students will then compile this information into a programmer's storyboard.
Unit Objectives
Upon completion of this unit, the student will be able to:
Unit Information
The programmer storyboard, like the designer storyboard, provides detailed description of the resources needed to deliver the planned content. In addition to providing detailed screen information and parameters, the programmer's storyboard adds component file name and their locations. If the storyboard had a video component, the component's file name and location would be listed under the video section of the programmer's storyboard. The proper recording format would include a file location, file name and file extension, for example,
D:\VIDEO\CHS.AVI
D:\GRAPHICS\GROUP.JPG
D:\AUDIO\WORLD2.WAVD:\indicates the drive location.
VIDEO is the subdirectory name.
CHS is the file name.
AVI is the 3 character file extension.
Clear communication between designers and programmers is crucial to accurately transform creative visions to the screen. Programmer's storyboards with detailed descriptions of all components, provide programmers the blueprint to build the multimedia product as envisioned.
The designer's storyboard forms the framework for developing the more detailed programmer's storyboard. Each resource produced adds specific description and file information for the components they are responsible for. The programmer's storyboards are then reviewed for accuracy and coherence by the entire production team before they are given to the programmer. It is most helpful for the programmer to participate in storyboard review sessions to hear specific comments and clarify any questions regarding design aspects. Again, storyboards are never set in concrete. The programmer may find that an effect of file cannot be used with a particular software. Some hardware constraints may necessitate storyboard changes. Designers and programmers working together and communicating effectively can ensure that the intended message remains on target despite revisions.
Tips for Developing Programmer Storyboards
Assignment: Unit 5 Questions
Unit 6: Screen Design, Using Color, & Creating Animation
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In this unit students will learn how screen design affects users, and what the common practices are in multimedia screen design.
Unit Objectives
Upon completion of this unit, the student will be able to:
Unit Information
Basics - The purpose of the educational multimedia screen is to convey information that the student is to acquire. The placement, consistency, appropriateness, and color of the information are important to the comprehension, usability, and retention of the information. This is true for all visual communication. It is very important in educational multimedia.
There is a tendency among novice multimedia creators to fill the screen with words, graphics, animation, video, etc., to make the presentation exciting. While gaining and keeping attention is important, it is more important to convey the information. Dazzling effects should be used sparingly, and only when they add to the learning experience.
Balance
A B
Balance is achieved when objects on the screen are evenly spaced on the screen, so that the screen does not appear to want to tip over. Figure A shows an unbalanced screen where the objects are weighing down the right side of the screen. Figure B shows the same objects arranged in a balanced lay out.
C D
Balance can either symmetrical of asymmetrical. Figure C is symmetrical. Figure D is asymmetrical. Both are balanced.
Select the links below to learn about:
Assignment: Unit 6 Questions
Unit 7:
COLOR
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Unit Introduction
In this unit students will learn how color schemes affect users, and what the common practices are in multimedia color usage.
Unit Objectives
Upon completion of this unit, the student will be able to:
Unit Information
Basic Color
Color is a powerful tool in the multimedia kit. Used properly, it can improve learning, navigation, aesthetic presentation and concentration. Used improperly it can be distracting, overwhelming, and even painful.
Color schemes commonly fall into three categories: monochromatic, complementary, and analogous. Complementary colors are opposite each other on the color wheel (Figure 1). Every color has an opposite color (figure 2).
RED - GREEN
VIOLET - YELLOW
BLUE - ORANGE
These color combinations offer the highest color contrast available. While contrast is desirable in many situations, to highlight important words, or draws attention to a new navigation option, excessive use of highly contrasting colors can cause eye fatigue and even headaches.
Monochromatic color schemes are combinations of colors of the same hue. These color combinations offer less contrast than complementary but are easier on the eyes. they make for a more relaxed and comfortable viewing experience.
Analogous colors are next to each other on the color wheel and are closely related. For example, blue, blue-green, and green all have the color blue in common. Families of analogous colors include the warm colors (red, orange and yellow) and the cool colors (green, blue and violet). Analogous colors are sometimes referred to as adjacent colors.
Symbolic colors can be used to represent something else or a feeling. Soft pastels can give a feeling of serenity. while reds and dark violet can give a sense of urgency or danger. Many colors are used universally for communicating material. White can represent purity while green can represent nature.
Other Color Concerns:
Age of the end user makes a difference; children prefer warm colors, while adults prefer cool colors. Drop shadows are placed on text to separate it from the background. When there is text that is similar in intensity to the background, it is important to add a drop shadow. Drop shadows do not need to be black. If the program will be shown on an LCD projector, the colors need to be more intense. They will wash out during projection.
Assignment: Unit 7 Questions
Unit 8:
ANIMATION
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Unit Introduction
Students will be provided the opportunity to learn what types of animation are used in multimedia, what the common practices and terms are in animation, and how to use animation to improve educational effectiveness of multimedia productions.
Unit Objectives
Upon completion of this unit, the student will be able to:
Unit Information
Animation can add visual impact to the multimedia project. Designers can animate the entire project or can animate here and there to emphasize a message or attract the viewer's eye. In a multimedia production, animation can range from the most basic use of wipes, fades, zooms or dissolves to true object location movement where objects may appear to spin or move across the screen. Before the introduction of motion video, animation provided the primary means to employ action and movement in multimedia presentations. Applied intelligently, animation can be a great attention grabber, focusing viewer awareness wherever needed. Animation can also be detrimental if improperly applied. Overuse can make a screen appear excessively busy and distracting.
Types of Animation
Moving an object can achieve several instructional goals. An object moving across the screen can gain the users' attention. Gaining attention is the first of Gagne's nine events of instruction. Moving objects across the screen can show the relative position of objects such as moving a graphic of a car part to its proper location. This may provide for another instructional event, perhaps both maintaining attention and providing guided learning. The movement of an object across the screen can be automatically accomplished or the result of user interaction. The user could move the car part to the proper location. Users dragging objects to proper locations may be a good way to elicit performance or assess performance.
An animation can be used to highlight details or specific information. Highlighting information is a good way to recall prior learning, present new materials or provide guided learning.
Animation can be used as a transition between information on a frame. Such a dissolving between two text objects to avoid cluttering the frame.
Animation Tips to Remember Include:
Assignment: Unit 8 Questions
