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Overview | Why Multimedia | Developing CBI | Higher Education | Authoring Tools | Production | The Future | Apendix A | References |
MULTIMEDIOS Y LA EDUCACIÓN: Artículo de Revisión en Ingles |
Prof. : Edgar Lopategui Corsino
ENHANCING HIGHER EDUCATION TEACHING FOR
Paper Presented by: Prof. Edgar Lopategui
A growing number of colleges
and universities in Puerto Rico, the United States of America, and other
parts of the world are using the computer technology to strengthen their
classroom teaching-learning process. Various higher educational institutions
have developed high-technological electronic multimedia classrooms, and
computer-related faculty training programs. Potential future trends are
clear. Instructional computing is widely used for classroom multimedia
digital media presentations and for interactive computer-based
training (CBT). More and more educators had changed their approach toward
the computer-based instruction (CBI), particularly the authoring
of computerized teaching materials.
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WHY INTERACTIVE MULTIMEDIA CBI AND PRESENTATIONS AT HIGHER EDUCATION SETTINGS? Interactive multimedia encourages
self-expression and discovery by means of its interactive non-linear access
of information. Students will be more motivated to learn, since an multimedia
lesson (in the form of a digital presentation lecture and/or interactive
multimedia computer instruction) can provide near-reality information through
its variety of available media elements (text, sound, animation, and video).
The students may learn by using their multiple senses (particularly sight,
and hearing), which provides new and enriched experiences. The learning
process will be an active one, leaving the students to learn by their own.
The lecture and/or interactive/individualized lesson will provide a stimulating
environment that can improve the learning proccess by enhancing understanding
and retention of the subject matter (Galbreath, 1994; Oblinger, 1992).
1. The self-paced and discovery features of interactive multimedia eventually will result in mastery and increased retention of the information. The use of multisensory channels offers to the students different visual and auditory cues, so that each one can match his/her sensory preferences and needs. Consequently, learning can be enhanced as well as motivation for further interactive multimedia experience. The role of the professor will change from one as a dispenser of information to a one as a facilitator for the educational process. 2. The interactivity nature of multimedia CBI programs assures an active and constructive educational process among the students, since the lecture presentation and or interactive software will be controlled by the students decisions and abilities. Therefore, the students will be more in control of their own learning. 3. Well-developed multimedia CBI applications will allow students to concentrate on the concepts being taught, study particular issues (simulate problems), and encourage problem-solving circumstances. 4. Real-life subjects matters can be incorporated in the multimedia lesson. Such feature provided by the multimedia lessons can supply to the student the capacity to access near-reality hazardous content matters without life-threatening risks. 5. Reinforcement by means of feedback is possible during an interactive multimedia CBI lesson. This encourage motivation and provides for a better understanding of the information. 6. The use of interactive multimedia among students reduce the time required for the learning process. Multimedia-based CBI applications will decrease the time needed by the students to master associated concepts. 7. In terms of cost-effective advantages, interactive multimedia reduce the cost per student for the development of educational material. 8. The delivery of instructional material are more consistent as compared with traditional lecture classes. 9. Interactive multimedia provides individualization and student privacy. 10. The teaching-learning process can also be improved at the higher education level when the professor use online multimedia capable presentation graphics for their class lectures. These multimedia presentations can increase the students attention to the class lecture and clarify complex concepts. Moreover, class discussion and analytical thinking can be stimulated when the professor expose the students with special issues and hidden facts employing the interactive multimedia tools. The professor can use these tools to fulfill the instructional objectives of the class lessons. 11. Higher educational teaching-learning
process can be significantly enhanced due to the nature
hypertext/hypermedia tools which can be incorporated in the multimedia
CBI application or
classroom presentation. For example, previous particular lecture notes/topics
can be easily
12. The content discussed during the lectures can easily be made available at the university computer networks or stand-alone computer stations. Such valuable campus service makes possible afterward reviews of the class lectures and can clarify unanswered questions of the class subject. Likewise, students that had miss one or more presentation lectures can latter view the topic discussed during the computer-generated presentation. Similarly, remedial lessons and test can be scheduled for those students with poor learning skills. 13. During the preparation of the multimedia materials, the professor will have to put more attention on the particular topic developing and to amplify his imaginative pedagogical skills for an effective delivery of the class presentation 14. Interactive CBI can assure an equally access of high-quality education. 15. Education and training cost will
be significantly reduced.
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INTERACTIVE MULTIMEDIA CBI DEVELOPING PROCESS Authoring multimedia. All types of developed instructional lessons and/or presentations have authors. The authors are engaged in the process of composing multimedia elements, incorporating media displays (still and moving images, sound bytes, and plain text), cross-references, and other pieces of information into an integrated hypermedia-based multimedia application (Fisher, 1994). Stated in another form, authoring for multimedia CBI programs and classroom presentation refers to the process by which the developer use an authoring system to create educational programs or on-line presentation designed to serve as an teaching tool. An authoring system represents the software package used to integrate various interactive/multimedia documents into a single multimedia CBI application and/or presentation (Fisher, 1994, p. 269). Commercially available multimedia authoring softwares must be the first choice for the novice professor when planning for the development of interactive multimedia CBI programs. Within the Windows operating system environment, those professors with more experience and some knowlege in programming, it is recommended to combine his multimedia project using an Window-based programming language, such as C and C++ (Perry, 1994, p. 15). The majority of Windows itself is written in C. Therefore, an effective multimedia application would rather be written with C or C++. The interactive programs created with these languages will benefit in terms of speed and execution than those applications generated solely by authoring softwares (Perry, 1994 p. 15). Normally, the authoring of multimedia is a team approach, requiring several different people, each with separate skills. Suggested developmental CBI principles and steps. For any type of CBI multimedia application development process, the professor should follow specific design principles, so that the success of the final product can be assured. Cates (1992) had nicely developed fifteen basic principles. These principles are described below:
Poston (1993) had developed an easy to follow steps when creating interactive CBI applications. These steps consist of:
Planning the interactive multimedia application. Planning the development of an effective interactive multimedia softwares at the the higher education sphere requires a careful following of specific developmental stages/steps. The planning process consist of six general stages or steps (Alessi & Trollip, 1991, pp. 244-273; Fisher, 1994, pp. 223-227; Linderstrom, 1994 pp. 90-129; NRI Schools, 1993, pp. 1-26; Price, 1991, pp. 61-82; Wolfgram, 1994, pp. 139-151), namely: 1) analysis, 2) design, 3) logistics and production, 4) production of supporting material, 5) implementation, and 6) evaluation. Analysis. This fase of development consist of two specific steps: 1) the goals analysis, and 2) the need analysis. 1) THE GOALS ANALYSIS.
It is essential that the professor is capable to determine the
purpose or general idea of what he hope to accomplish from the multimedia
project. In other
words, the professor should analyze and determine the overall goals for
the interactive
multimedia CBI proyect/lesson. Each lesson that comprises the CBI program
must include
particular goals. Goals are general/broad statements. The goal of the interactive
CBI lesson
involves what the student must know or be capable to perform after finishing
the CBI lesson.
2) THE NEED ANALYSIS. It is vital to the establish/assess interest and instructional needs the students (the target audience). This can be carry out by gathering information through brainstorming (generating ideas, solving problem and/or collecting data), observations (direct observation of the group of students involved during specific working class tasks), surveys (using questionaires), interview of experts or other faculty members related to the matter you teach, and literature review. According to Allessi and Trollip (1991), the need analysis of the intended students can be performed by determining the characteristics (such as, age and relevant skills), present competencies, limitations, and familiarization with the subject matter included in the CBI lesson of these students. After establishing the goals and objectives of the project, the professor must determine the best approach to meet these goals. During the need analysis, the professor should analyze the audience (students), determine the content and define the delivery system. a) Analyzing the audience (audience analysis). After the professor had established his general goals, the next step is to identify any characteristics, attitudes, preferences, or expectations of the students. This will help develop the design of the CBI application, which is part of the process of defining the target audience. The professor should know their students, their level of knowledge of the subject matter, expected academic skills, and other characteristics. Defining detailed characteristic of your target students should include the following considerations: demographics (statistical characteristics of your students, such as age, gender, level of knowledge of the subject matter) attitudes (opinions and outlooks shared among the students) preferences (such as, special interests, and dislikes), experiences (such as knowledge level of the subject and computer experience), expectations (will the students expect that the CBI program should provide entertainment as well as an learning experience of the subject/lesson?). b) Defining the content (content analysis). Once the professor have an complete perspective of the particular needs of the intended students, its time to determine more specifically what should be included in the subject matter of the proposed CBI lesson. From the goals, and need analysis, the content and concept will be developed. The content analysis will determine more specifically the subject/topic to be covered of your interactive multimedia CBI application or digital presentation lecture. The content of the multimedia presentation or CBI application defines specific information required to communicate the message (such as, facts, figures, and other data). The content analysis may consist of deciding on a storyline, researching and organizing references information, or outlining the rules of the game. The concept establish the manner in which the professor is going to present the content, so that the pre-established goals can be attained. The developer/professor should determine the limits/scope of the project. Such process will aid in the establishment of the type of application required for the multimedia project. Take time to determine the cost of the production based on the CBI lesson scope. Establish the media resources needed. The most important part of the content analysis is the base knowledge of the subject matter (rules, definitions, concepts, and physical skills/task). In order to develop the content of an educational application, the professor must first create instructional/learning objectives. Based on these objectives, the professor will be capable to create a general outline of the required topics to covered within the content of the CBI lesson. It is recommended to establish specific instructional/learning objectives for both the end of a lesson (general or terminal objectives) and intermediate points during the lesson (intermediate, specific or enabling objectives) (Allesi & Trollip, 1991; Price, 1991). One of the most important aspects to be considered during the content analysis is to adopt an systematic methodology todetermine the topics, content, and approaches used to develop the CAI application. For instance, the topics that should be included in the content of the CBI lesson can be established by means of several methods, such as brainstorming (to generate creative ideas), a preliminary research to gather information necessary to create the CBI program, and other tools. Once the professor had collected and evaluated the information for the lesson, the following step is to organize of it. c) Determining the delivery system. After the completion of the above stages, the professor should analyze the delivery system, so that it he could determined the tools needed. The delivery system refers to multimedia computer-based player that the intended students will employ to view andinteract with the CBI lesson (Fisher, 1994, p. 9.). The When establishing the delivery system, the professor should consider the following factors: (1) physical environment (of the application), (2) the functional requirements, (3) the delivery media, (4) hardware needs, and (5) types application softwares required to develop the proposed CBI lesson.
The first step is to analyze the factors affecting the application's environment. Normally the professors can develop their CBI programs for the campus computer center or for the classroom presentation lectures. In such places, the professor must take in consideration those physical surroundings factors that can negatively affect the student learning process. Such physical entourages factors can be accessibility, distraction/noise, light, and temperature. All these factor will eventually determine the way the professor is going to design the application.
The CBI application developmental process will also be affected by certain functional features to be considered, such as, types of media to be used (e.g., sound, video, graphics, etc.), degree of complexity of the CBI application, special features required, types of hypertext/hypermedia tools to be incorporated, audio and video requirements, and so forth. The above information gathered must now be reviewed to determine the hardware and software requirements of the proposed CBI lesson.
Now is time to determine the way the professor is going to deliver his multimedia CBI application to is target students. For small applications, the professor may deliver his multimedia project on a floppy disk. Another option is to compress the application onto floppy disk for installation on a hard drive. For a larger multimedia project, the professor will require a high-capacity delivery medium such as CD-ROM or laserdisc. There is currently a great deal of interest at many educational settings for the development of multimedia interactive Compact Disks (CD). CBI delivery in the form of interactive multimedia training applications can be more effective if its information can be digitally stored in a CD-ROM. The CD-ROM can store up to 650 megabytes (MB) of data, including multimedia files (e.g., motion video, animation, and sound/music).
The available hardware that the university possess should be considered when deciding how to the deliver the multimedia application to your students. The Three types of hardware used for multimedia are the computer, peripherals, and add-on-boards. The multimedia computer setup requires a fast Central Processing Unit (CPU), such as an Pentium 90 or higher, a minimum of 16MB Random Access Memory (RAM) upgradable to 32MB or more. It is recommended a full tower computer case, builded with a PCI-motherbord system coupled with PCI slots (buses). The CBI lesson requiere basic/important peripherals. Peripherals are devices (such as, monitors, disk drives, printers, modems, and joysticks) that are connected to a computer but are physical separated. The computer monitor should have a minimum of 1024x768 resolution. At least a 64-bit PCI graphic card with 2MB (better with 4MB) of Video RAM (VRAM) and a 15-inch (better with a 17-inch or higher) monitor is required in order to run 24-bit 800x600 motion video and graphics without disconcerting color palette fluctuations. Multimedia performance is greatly enhanced with the use of a quad or six speed CD-ROM drive. Small Computer System Interface (SCSI) host adapters cards are recommended, since it can chain up to seven drives off of a single adapter (making available more peripheral slots for other cards, such as an internal modem, and it provides less conflicts. SCSI host adapters with internal SCSI ports can control a hard disk, with a higher disk speed, as compared with IDE drives. SCSI is most useful when you need to have a variety of different devices active or available simultaneously without conflict. It is suggested a minimum of 1 gigabyte (GB) of hard disk (equivalent to 1,000 megabytes). In addition, removable external or internal storage is strongly recommended, particularly when capturing video clip files. Recently a variety of new relatively low cost removable storage had been launched to the market. Two affordable drives have currently a high demand by their user, these are the the 100 MB Zip drive from Iomega and the 135 MB EZ 135 drive from SyQuest. On the other hand, for multimedia delivery system I recommend a much higher storage capacity. The Iomega corporation have available two fast and relative cheep magneto-optical (MO) drives, namely the Jaz. Meanwhile, Pinnacle micro this year (1996) have available a new high storage capacity drive, the Apex 4.6 Optical Hard Drive, which uses a rewritable MOdisk. Panasonic distribute a removable storage that integrates a CD-ROM Drive, its called the PD/CD-ROM Drives. The Panasonic PD/CD-ROM Drives includes a kit that is composed of a SCSI-2 cable, Corel drivers and one PD cardridge. Another alternate data storage is the use of a CD-Recordable (CD-R) drive system. A CD-R drive can reduce bureau cost to a minimum, and speed up your production process. The final "gold master" can be sent to a duplicator. Scanners can be used capture still images from magazines, books, and so forth. Video cameras, VCRs, or videodisc are sources of video input, so that the professor can capture motion or still video. Add-on boards (expansion boards or cards) are units which plug into the computer and either control some essential function or provide a special feature. Typical expansion boards add memory, disk-drive controllers, video support, parallel and serial ports, and internal modems. If full motion video is required for multimedia, we recommend the use of a frame grabber (video capture board). Video capture cards can be used for digitizing analog video sources into AVI (Audio Video Interleave) file format. For better results, use MPEG or M-JPEG capture and editing systems. The most used video capture card is the Intel's Digital Interactive (DVI). This board is connected into the computer's bus and allows for digitizing, compression, storage, and playback of full-motion video. For sound, an audio capture and playback board is required. The sound system represent an important device for your multimedia computer delivery system. It is very important to choose a sound card that is compatible with your CD-ROM drive. Sound cards are also sold in a bundle with the CD-ROM drive. This will assure that both of these multimedia devices work harmoniously.
In addition, the professor must select the software to develop the application as well to deliver it. The operating system must be defined (DOS or WINDOWS). Any specific drivers required to run the application must be determined. A driver is a program that controls or regulates another device (e.g., a mouse or printer). Media drivers enables a computer to work with media devices, such as CD-ROM, sound card, video capture board, and so forth. At this point the professor must decide if he is going to use a programming language such as Pascal or C, or an authoring system such as Multimedia Toolbook, Authorware, Director 4, HSC Interactive, and others. These authoring systems are softwares tools designed specially for the development of interactive CBI multimedia projects. Faculty members may better benefit of these programs, particularly if they lack of programming skills. The selection of the authoring system must be carry out early in the development process. The majority of the authoring systems allows lay out screen elements (backgrounds, graphics, and text), the creation of simple animations, special effects, and on-screen interactions. Some authoring systems permit to define variables for collecting students input information, and interface the interactive multimedia application with peripherals (e.g., CD-ROM, videodisc players). Many authoring tools are capable to interface with programming languages. Before selecting an authoring software, spend some time understanding how the different types of available authoring tools works. The professor must look for the following features that can provide the authoring tool: 1) help tools, 2) hypertext tools (used when text is the primary type of content), 3) multimedia presentation tools, 4) computer-based training tools (include many interactive tasks), and 4) portable document tools (display on-screen replicas of documents formatted for print). Design. Knowledge of the content and function of the potential application will aid in the development of the preliminary design. In this second phase, the professor should create flow-charts (diagrams describing the operations a computer performs; visual representation of decisions and events) and scripts, so that the final product can be seen. Storyboarding (preparing textual and pictorial displays, drafting the actual instructional messages) is important in this phase. Storyboards includes visual or graphical information, questions, reinforcement (feedback), guidelines/directions, prompts, graphics/pictures, animations/movies, and other key visual sketches that should be incorporated in the proposed multimedia CBI lesson and/or presentation. Logistics and Production. Logistics refers to the determination and management of the resources materials for instructional design (text, storyboarding sheets, graphics arts, a word processor, persons with experience in instructional design, etc.), resource materials for delivery system (hardware, manuals, experts in software development, etc.), and subject-matter resources (textbooks, reference books, original source materials, films, and other people knowledgeable in the area). The production of a multimedia CBI utilizing an on-line presentation delivery form and/or an interactive/random access CD-ROM application (employing an authoring program) requires the use of a hefty array of commercially available softwares. In addition of the authoring application, the professor may need to enhance his multimedia creation using animation/morphing programs, photo/image-editing softwares, paint and illustration (drawing) programs, digital video and audio software editors, and a bundle of royalty-free CD-ROM media clips (photoCD, bitmaps images, vector graphics cliparts, and video and sound clips), and other software utilities (format converters for graphics, audio, fonts and other file types, screen/window capture utilities, draw/trace programs, etc). There are excellent commercially available cliparts, background pictures/textures, animations, and video and sound clips available on CD-ROM (refer to appendix A). Some recent authoring packages and presentation softwares include audio and video editing tools. Use scanners to digitize pictures and/or slides. Production consist of those steps needed to culminate the multimedia project. During this stage of development, the professor will integrate the multimedia elements into the CBI application. This process is possible by means of authoring software tools which aids in an easy-non-programming manner the proposed interactive multimedia application. The final product should be tested and debugged. Production of Supporting Materials. Worksheets, diagrams, exams, photographs (PhotoCD or "scanned"), and assignment sheets. Implementation. The implementation stage may need the employment of a variety of multimedia delivery systems for different kind of multimedia CBI softwares. Evaluation. To asure a high quality production, the professor must constantly evaluate the multimedia proyect during every stage of the development process. It is imperative to make the required changes according to the results of this evaluation. Once the final product is distributed at the campus computer stations or delivered at the lecture presentation, the professor must assess the degree of achievement from the pre-established goals and objectives. This can be performed by collecting feedback and information from the intended students and members of the faculty of your department. The appropriate feedback must be received from the target students, from experts in the computer field (particularly those devoted to develop educational applications), and from specialist in content of the created CBI application. Assess how the multimedia CBI lesson works by observing the results of real students studying the CBI program and assessing how much they learn. Moreover, the professor can further evaluate the multimedia project by using it and having other people with design experience go through it. This stage is vital, since it will determine the the quality of future multimedia productions. The multimedia project must follow the curiculum standards, and should be employed only as an adjunct learning tool. Areas of evaluation that should be solicited from the students, CBI experts, and faculty members include the following (Price, 1991, pp. 110-116): 1) instructional adequacy (for reaching the objectives), 2) aesthetic adecuacy (appearance), 3) program adecuacy (determine if the application runs as originately planned/disigned), and 4) curriculum adecuacy (according to accepted standards and practices). CD-ROM Project Planning.
Planning for the developmnet of an interactive CD includes the folowing
initial steps: 1) defining the project and work, 2) Determining the resources
and budget requirements, 3) establishing the project schedule. Before begining
to work with the authoring tool and/or presentation software, the professor
should try to resolve the design components for the CBI interactive delivery,
namely: 1) User interface, 2) interactive branching, 3) determine the ways
and means the user will be able to access the educational components of
the CBI interactive program, and 4) at what time the multimedia elements
will appear in the courseware (Protus, 1994).
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MULTIMEDIA IN THE HIGHER EDUCATION SETTING Higher education must keep up with the current changes in technology. The most recent revolutionary change is multimedia computing. It is the responsability of the colleges and universities to bring up this new technology to the faculty and classroom. The implementation of a multimedia project at colleges and and universities requires a great deal of planning and development of specific strategies. It is suggested to first evaluate the university faculty interests and needs concerning the development of computer-generated presentations for their classes and instructional interactive multimedia applications (Sammons, 1994). The team approach. The success of a multimedia program at the higher education level will greatly depend on the available human resources. Hardware and software will have meaningless function if the faculty does not know how to use it. A multimedia classroom cant't be developed if the administration of the university doesn't provides the required funding. Oblinger (1992) had suggested the creation of three vital groups for the multimedia project at the educational setting. These are:
Suggested steps for academic multimedia program development. At this point, it is indispensable to organize and appropriately set-up the univerity-based multimedia program. The succeeding list will address over this process (Oblinger, 1992).
Determinants for the incorporation of a multimedia project at higher education level. The effectiveness of interactive multimedia CBI programs at the higher educational setting depends of various factors, such as the available financial resources/funding, the faculty initiate/leadership, staff support, administration support, technical support/services, and available time (Hazen, 1992; Lamb, 1992; Oblinger, 1992; Sammons, 1994). These factor are described below:
Time for the development of multimedia materials. The faculty members should be provided with ample time for the development of multimedia materials and to learn the technical aspects of hardware and software. Possibly, this can done by a reduction of the normal teaching load. Future expectations. According to Dr. Martin B. Solomon (1994), the integration of multimedia at higher education will be adequately developed if the following factors can be implemented: 1. Instead of using expensive multimedia PC systems, the multimedia
can be delivered
2. The material developed by means of multimedia authoring softwares
can be
3. Availability of more commercially high quality multimedia CBI programs. Roadblocks for the widespread use of multimedia at the higher education setting. It is not an easy task the inclusion of an multimedia instructional courseware at the university ambiency, yet is not impossible. Nevertheless, there are some factors that hinders the prosperity of multimedia programs at higher education. Some of these are the following (Solomon, 1994):
Factors affecting faculty participation in computer-multimedia generated presentations of their classroom lectures. In general, it has been stated that college and university faculty members lags behind in the process of incorporating multimedia into their teaching (Sammons, 1994). Within an already instructional multimedia program at higher education setting, only about 2% to 3% of all the faculty members utilizes the multimedia hardware and software (Sammons, 1994). Why does this happens?. Some answers are addressed from an survey study performed at Wright State University for the faculty members of the College of Liberal Arts' Notebook project (Sammons, 1994).
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INTERACTIVE MULTIMEDIA AUTHORING TOOLS FOR THE CBI DEVELOPMENT AND LECTURE PRESENTATIONS
The authoring process. Authoring is the process of sequencing the CBI application or lecture presentation, laying out media elements on the screen, and entering the instructions for the required interactivity. A multimedia CBI author is the professor that plans and designs the interactive CBI courseware, and the related materials. The tool of the multimedia CBI author's trade is referred to as authoring software. Authoring is the heart of multimedia production, where all of the media elements come together and are assigned a place and time. Those faculty members planning to develop an educational authoring application should be sure to allow plenty of time for authoring, especially if they are new to the authoring software to be using. Types of multimedia authoring
softwares. Multimedia authoring applications can be grouped into two
categories: 1) sophisticated interactive multimedia authoring tools, and
Selecting an authoring application. Multimedia authoring software selection is the most important decision you will make for multimedia CBI lessons and/or lecture presentations. Before the professor and/or academic institution engage in the purchase of an authoring software, they should conduct an assessment of the commercially available authoring programs, in which a comparative analysis is performed from a standpoint of software capabilities and ability to support learning objectives (Wulfekuhle, 1994). Those factors to be considered during the evaluation process should be the followings: audio and visual capabilities, level of compatibilty to the existing hardware and software, compatibility and support with multimedia elements, ease of controlling multimedia elements, import capabilities of images/graphics, flexibility/compatibility of the import capabilities and data exchange from other programs (the degree of cross-platform support), degree of dificulty of the authoring program's command language, available testing and feedback options to students, capability to test the student's ability to apply concepts, hypertext-readiness and adaptability to associated multimedia elements, ability to load massive ammounts of information, support of programming variables and/or database elements (their ability to create sophisticated interactive presentations using embedded programming languages) and their hyperlinks capabilities, and required hardware for CBI development and delivery to students, production costs (Wulfekuhle, 1994). Windows-Based Sophistical
Multimedia Authoring Softwares. These are characterized with the ability
to create worldy-wise interactive CBI applications. They represent the
high end of the authoring tools scale. For interactive multimedia CBI delivery,
the use of an authoring tool will be of great help. Authoring tools permits
the user to engage in a free-flowing exploration. Special features that
contribute to authoring tools' power are things like mixing of various
events in a single frame of the presentation, path-based animation, extensive
text controls, environment controls like controlling when an image is loaded,
and memory management. Some tools also offer accelaration,
which is a process by which the presentation is compared frame by frame
and only the differences between them are stored. This accelerated file
can then be played back at a much greater rate of speed than the unaccelerated
presentation. Some of the typical features of a interactive multimedia
authoring tools are: 1) frame-by-frame metaphor (like a movie), 2) non-linear
flow control,
Multimedia Toolbook. Developed by Asymetrix, it's a well-suited software construction set for education and training. Its also commonly used for marketing demos and tutorials. Its scripting language (called OpenScript) is fairly simple and straigthfoward. Similar to HyperCard on the Macintosh, Multimedia Toolbook builds applications using a book metaphor. The Toolbook application that is created is organized in one or more books. The pages of the book is composed of different elements, such as, objects (buttons, fields, graphics, bitmaps) amd multimedia files (video clips, sound and animation. Multimedia Toolbook supports hypertext features. Authorware Professional. Authorware professional from Macromedia follows a lineal model and is built on an icon-based programing language. Its used to create interactive courseware, prototypes, simulations, and training applcations. With Authorware you can extend the system with external programing language. Its easy to create interactive simulations with movable objects, drag-and-drop, hyperlinks and path based animations. Authorware builds its applications using icons on a flowline where the position of the icon indicates the order of the event execution. The icons control all the standard multimedia elements like taking user input, controlling internal variables, and displaing graphics, animations, buttons, and video (also playing MPEG). This authoring tool supports playback of Director and Quiktime animation and video. Laserdisc players can be easily access. The program also supports hypertext and hypermedia, which allows to perform interactive branching, making links from text/objects to other media (video, graphics, sound) in the application. Authorware can create applications for either a PC or Macintosh platforms. The latest version of Authorware (3.0) also adds Open Data Connectivity (ODBC) support and Object Linking and Embedding (OLE 2.0) Macomedia Director. Available of Macintosh platform and for Window's operating system. The files created by Director are compatible with Windows, Macintosh and 3DO. This authoring software had been very popular in developing several award-winning commercial CDs. Director supports the basic multimedia elements needed for a the CBI intercative production, namely, video, sound (.WAV and MIDI) and hot spots. The scripting language that use Director is called Lingo. Based on a visual programming metaphor called a score (borrowed fron the musical score metaphore of MusicWorks, which displayed its notes in a bar graph manner), Director assign steps and sequences to objects and actors on the score. Director's movies contain a Cast (a colection of images, sounds, text, and lingo scripts) and a Score (shows positions of Cast members on a frame by frame basis). Lingo commands are used to create interactivity. Multimedia capable presentation graphics softwares. Most faculty see multimedia as a presentation tool for their classroom lectures. User-friendly presentation softwares are available at the commercial market. The first commercially availalable presentation graphics possessed limited multimedia features, and were designed using the "slide" metaphor. Consequently, these initial presentation softwares was also known as slide show presentation softwares. The initial slide show programs were based on the construction of presentation graphics. By definition, a traditionally presentation graphic software are those capable to create visually enhanced charts and graphics (text, xy charts, pie charts, maps, and pictorial images and drawings) to be used for classroom lectures by means of direct electronic display of these images using computer driven liquid cristal display (LCD) panel or video proyector. The following are typical slide show program features: 1) slide-by-slide metaphor (build a slide, wait, build a slide, wait...), 2) linear flow only, 3) singular interactive control (timing or interactive, not both), 4) simple (if any) animation features, and 5) simple transitions between slides (Wolfgram, 1994, pp. 24-25). With the evolution of the microcomputers, slide show programs incorporated other special effects features that allowed the presentor to build a slide, wait a specified amount of time or for a keypress (or, in some cases, mouse click), then go to the next slide. Normally, each slide can be composed of bullets, animations, icons, images, and background art. Different background templates for automatic creation of entire presentations are available. Current presentation graphics softwares had been improved with multimedia elements and hypermedia capabilities by which powerful interactive multimedia online screen show presentations can be delivered for classroom lectures and business presentations. They usually allow for the playing of music and sound effects and newer versions allows interfacing to video files. These innovative presentation softwares posees new powerful working tools, such as: 1) full featured outliner, 2) simple user interface, 3) powered animation and system controls, and 3) non-linear (branching) data paths (Wolfgram, 1994, p. 29). The most used window-based multimedia-capable presentation sofwares include Asymetrix Compel, Gold Disk Astound, Harvard Graphics, Microsoft Powerpoint, Adobe Persuation, and WordPerfect Presentations. Compel (Asymetrix). This program is oriented toward multimedia presentation developers. Compel its supplied with 154 slide templates groups. Each Compel's groups includes a different slide-style set, including placeholders for video, animation, sound and text, and charts. Within Compel you can create a variety of charts, including area, bar, column, high-low-close, line and pie charts. The effects menu allows the connection of objects to media links (sound, video, animation) and hyperlinks (branching another slide or other application). Slide transitions and bullets transitions are included in the effects menu. From Compel's presentation, the professor can print speakers notes and audience handouts. You can add sound in the form of .WAV files that are triggered by various actions from within the program. Astound 2.0 (Gold Disk, Inc). Following the steps of Compel, Astound's features provide multimedia-hypermedia tools for lecture presentations, integrating a slide sorter, slide outliner, and a editor display window. A peculiar tool of this program is his Timeline window. This function synchronize object animations. Astound incorporates extensive OLE integration. The developer can access digital video and animations from Astound's Place Video tool. A well-designed audio editing tool is included in this package. Version 2.0 incorporates Astound Studio, in which the developer can create and edit the audio, video, graphics, and animation files required for an multimedia presentation. This utility includes an Image Editor, and Actor Editor, Animation Editor, Video Editor, and Graphic Editor. Multimedia file types that can handle this program includes .WAV and MIDI files, graphics (.BMP, .PCX, .TIFF, .GIF, .CGM, and Kodak Photo CD images) and movie files (.AVI, QuikTime, AutoDesk or Gold Disk animation). Astound also includes path animation for objects. Import capabilities of the charting functions allows the access of datasets from Exel and Lotus 1-2-3 as well as delimited text. With OLE, this program allows links to spreadsheets and other Windows applications. Harvard Graphics 3.0 for Windows (SPC Software Publishing). Harvard Graphics for Windows includes a Video Player, Autodesk Animation Player and 15 animation clips. Animation Player-compatible files can be embeded as OLE objects in any slide. Video for Windows .AVI clip files can be set to run within a slide by setting the Video Player to auto-playback mode. Harvard Graphics ScreenShow control the program's slide transitions and audio elements. HyperShow function incorporates interactive control of ScreenShow and can also launch playback with the Video Player. Harvard F/X is a separate application included with the Harvard Graphics package for applying a spectrum of special effects to a presentation. PowerPoint 4.0 (Microsoft, Inc.). Is one of the most popular presentations programs. Text can be entered directly into template slides or in outline form. The program's composition display include: Outline, Sorting, Show, Speaker's Notes and Slide Creation screens. Pre-designed color system are available, slide transitions effects, linkage to CD-quality sound (MIDI, waveform audio), and trigger digital video clips (AVI files) or animation files. PowerPoint uses OLE 2.0 to link and embed media objects from other applications. Windows Media Player can be used to play movies. Adobe Persuation 3.0 (Adobe Systems Corp.). Supports QuickTime Video or any other movie format that has a Windows 3.1-compatible MCI device driver. Starts in an outliner, where you select the graphic design layout for the entire presention from a collection of style templates. Under the slide's headings, you can select a bullet or text to type the subheadings. Persuasion's graphical tools provides 87 chart types. A strong set of drawing tools are available. Interactivity is limited to branching to other slides. Runtime player is available for Windows, DOS and Mac. Word Perfect Presentation 3.0 (Word Perfect, the Novell Applications Group). The process of creating a presentation is facilitated with the utility Show Expert and Coaches. The program allows eye-catching slide transitions. Presentations offer the creation of various types of graphis and charts, including area, bar, line, mixed, pie, radar, scatter, surface, table, bullets, data and organizational charts. Multimedia supports include sound (MIDI, and CD sound tracks, images (TWAIN support for scan images directly into the program). Presentation lets you generate speakers's notes to accompany the slides. This program employs OLE 2.0 to insert media clips into the presentations created. The file is linked by copying it to the clipboard and then pasting the file from the Edit menu. For effective multimedia presentations for your clasroom lectures, follow these general rules (Blaize, Steven, 1996, p. 46): 1) keep the presentation/message simple, clear, and stick to the point, 2) to emphasize the current topic of discussion, use sound or another special effect, 3) avoid endless slide transitions, 3) Rehearse your computer presentation. Before going to the classroom, you can show your presentation to some faculty members and get advice concerning those posible obstacles that impairs the delivery of your lecture topic and main meassage. Utility Software Tools Used the Enhance the the Multimedia Online Presentations and/or Interactive Authoring applications Animation softwares. Animator (Autodesk) is the first choice among the comercially available 2-D animations programs. Animator is used for 2-D animation, paint, and sound synchronization. Morphing softwares. Morphing is the process of changing one image into another over a time sequence. Paint/image processing
packages. These softwares creates and/or alter images to
Video and audio editing
porgrams. The quality of the multimedia project will heavily depend
on the type of video and sound you will incorporate. These programs should
help improve quality of the captured video and/or sound.
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THE PRODUCTION OF THE EXERCISE SCIENCE AND HEALTH CBI DELIVERY Softwares used. As
a faculty member of the Physical Education Department at the Interamerican
University, Metro Campus, I begun to mature some interactive multimedia
proyects. My first experience was using presentation graphic softwares.
Harvard Graphics for DOS was the begining. Later, with the improvements
of Windows operation system, and the development of powerful multimedia
capable Windows-based presentation softwares, I made a radical switch to
the Windows version of Harvard Graphics. Its seems to me a better choice.
With Harvard Graphics for Windows, I was able to produce a variety of standard
graphics (pies, bars, x-y charts), as well as other types of presentations
graphics (bullets, tables, organizational charts, title, drawing charts).
In addition, with Harvard Graphics for Windows I developed custom made
drawings utilizing his drawing tools. The Harvard for Windows drawing tools
was also used to make annotations and other designs within the standard
graphics created. Harvard Graphics for Windows are packed with a variety
of filters for the import of images created in another graphic program
(examples: CDR, PCD, WMF, TIFF, PCX, and others). Moreover, a collections
of over 500 simple clip art drawings are provided by the symbols library
of Harvard Graphics for Windows. Harvard Graphics also allows the import
of raw data created from differente programs, such as, Lotus 1-2-3 and
Exel spreadssheets, ASCII files and the Windows Clipboard. Harvard Graphics
can organize the presentation in slides (or charts). All related charts
(slides) are grouped into a "presentation", and stored together
as a single file. These slides can later be organized into a "ScreenShow,"
using slide transitions special effects and sound. I begun using Harvard
Graphics for Windows to produce 35mm slides (using a film recorder) and
overhead transparencies (printing the slides in an color Hewlett Packard
[HP] Deskjet). At present, I use Harvard Graphics for Windows to create
"ScreenShows" exported to a runtime file, and using the Harvard Graphic
Runtime Player to deliver my presentation. These Runtime files are displayed
by a LCD panel proyector for my lecture classroom presentations.
1. Image/photo and drawing editing softwares. Corel Photo-Paint 5.0 used to edit my scanned bitmap images. CorelTrace 5.0 for tracing scanned bitmaps into a vector graphic format (EPS format). CorelDraw 5.0 to edit, apply color, and export into WMF format the traced encapsulated postscript (EPS) format images. Hijaak Pro 3.0 to capture areas from Windows screen. 2. Animation and morphing softwares. Autodesk Animator, and AutoDesk Animator Pro to create animations. PhotoMoph 2.0 for morphing images into FLC and AVI formats, ASYMETRIX 3D F/X to create 3D buttons, snapshots (bitmaps from a created scene) exportable to Compel and Multimedia Toolbook, and animations (saved in .AVI format) that can be embed in an Object Linking Embedding (OLE) container application. 3. Video capture and editing softwares. Microsft Video for Windows (VFW) to capture, edit and save frame-grabded full-motion video clips from an video recorder (VCR) into AVI formats. VFW is a utility that capture still or motion video and records it on the hard disk. Hardware used. The development of my multimedia presentation utilized the multimedia-computer stations and peripherals (scanners, removable hard disk and video capture boards) connected in a network located at the Center for Instruction Development of the Interamerican University (Metro Campus). My personal home-based multimedia system was also used during my off-campus free time. The development system was composed of the following computer hardware and supporting multimedia equipment: 1. Computer and peripherals. Microprocessor Intel 80486 DX with a processin speed of 33 megahert (MHz). The random access memory (RAM) was 8 megabytes (MB). Video graphics card with a Super Video Graphics Adaptor (SVGA) resolution and 1 mb of RAM. Two hard disk drives that sum aprroximately 800 MB, IntelliPoint Microsoft mouse. Double-speed CD-ROM drive that supports KodakTM Photo CD format. 2. Monitor. I used an high resolution SVGA monitor. 3. Sound card. Creative Labs Sound Blaster Pro (for ISA). 4. Audio speakers. Employed to monitor quality of the sound clips incorporated in my presentations. 5. Video Capture card. Initially I captured by videos with the Creative Labs Video Blaster card (model RT300). I had some problems with dropping frames during the capture. Looking for a better quality of captured frames, I switched to Intels Smart Video Recorder capture card. 6. Scanner. Employed to capture full page images (still images) from magazines, books, and photos with a HP ScanJet IIc scanner. The multimedia delivery system employed during my lectures presentations in the electronic classroom included the following hardware and accesories: 1. Computer system/peripherals. Microprocessor 80486 DX2 and 66 megahert (MHz) speed. 8 MB of RAM. Video graphics card with SVGA resolution. Internal removable SyQuest cartridge and Drive of 270 MB. Mouse. Double-speed CD-ROM drive. 2. Monitor. High resolution SVGA monitor. 3. Sound card. Sound Blaster compatible sound card (Media Vision Pro Audio Spectrum Family) 4. Audio speakers. Labtec CS-550. An external build-up classroom audio system when for microphone use. 5. Audio amplifier for microphone and VCR use. Radio Shack, model MPA-45 35 WATT PA AMPLIFIER. 6. Microphone system/controler. Radio Shack, High Performance Professional FM Wireless Microphone System. 7. Video capture card. Creative Labs Video Blaster card (model RT300), with overlay function. 8. Video recorder (VCR). Panasonic Omnivision VHS-VCR. 9. Projection system.
LCD panel, Próxima Ovation. Overhead projector, model 2900 buhl.
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THE FUTURE OF MULTIMEDIA IN HIGHER EDUCATION The multimedia at higher
education holds great promise for academic instruction. As we move into
the twenty-first century, more higher educational institutions will be
shifting toward the development of the appropriate multimedia-based electronic
classrooms conjointly with more faculty training for the production of
interactive multimedia CBI applications and computer-generated presentations
for the lecture classrooms (includng multimedia presentations generated
and displayed through microcomputers), which will would provide an enhancing
learning environment.
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RESOURCE MATERIALS LIBRARY Description In order to empower the multimedia
and hypermedia capabilities of the proposed development of interactive
multimedia CBI applications and/or computer-based multimedia lecture presentations
it is necesssary to incorporate multimedia elements (text/font, images/graphics,
full-motion video, animation, and sound). Actually, there are two ways
to include these multimedia files to the instructional CBI lessons and
presentations. One way is to develop custom-based multimedia elements utilizing
special hardware/equipment and software, such as a scanner, and/or direct
digitizing of photos and video by means of special digital cameras and
camcorders, respectively (to produce images/photos), video capture board
(to develop full-motion video clips), AutoDesk Animation softwares (for
flic animations), and Sound Blaster compatible cards (for audio input and
editing). The alternate form for incorporating multimedia files into our
presentations and CBI lessons is use royalty-free commercially available
media clips (bitmap photos/images, vector graphic cliparts, MIDI and WAV
sound/music files, AVI video clip files, and animation FLC/FLI files).
The following is a list of royalty-free resource materials of media clip
files that are commercially available and that I had employed for my multimedia
presentations and interactive applications:
Vector Graphic CLIPARTS - General COREL GALLERY Version 2.0 TASK FORCE Clip Art:
Fax: (613) 727-8190 Customer Support: (613) 727-0884 INCREDIBLE 25,000 IMAGE PAKTM CLICKART - The Instant Image Resource KEY Mega ClipArt 15,000TM (3 CD-ROM) - 1995 (CD-ROM - 1995 File Formats: WMF File Formats: WMF T/Maker Company SoftKey International Inc. 1390 Villa Street One Athenaeum Street Mountain View, CA 94041 USA Cambridge, MA 02142 USA Telephone: For Products: Telephone: Technical Support: Voice: 800-9-TMAKER 1-770-428-0008 Fax: 800-986-2538 General: Voice: (415) 962-0195 Fax: (415) 962-0201 E-MAIL: clickart_inf@tmaker.com tech_support@tmaker.com CD CLIP ART COLLECTION #1 - 2 IMAGES WITH IMPACT FOR WINDOWS (2 CD-ROM) - 1995 Vol. 1 (1993) File Formats: WIN - BMP; MAC - PICT File Formats: WMF Expert Software, Inc. 3G Graphics, Inc 800 Douglas Rd. 114 Second Ave. South, Suite 104 Coral Gables, FL 33134 Edmonds, WA 98020 Telephone: Voice: (305) 567-9996 Telephone: Voice: (206) 774-3518 Fax: (305) 443-0786 Fax : (206) 771-8975 Presentation TASK FORCE V4.0 CLIPART LIBRARY (CD-ROM) - 1991 (CD-ROM) - 1994 File Formats: WMF, CGM File Formats: WMF New Vision Technologies, Inc. PC PAINTBRUSH 38 Auriga Drive, Unit 13 SoftKey International Inc Nepean, Ontario Canada K2E 8A5 One Athenaem Street Cambridge, MA 02142 USA Publisher's TASK FORCE - Volume 1 Telephone: Technical Support: (CD-ROM) - 1994 (404) 428-0008 File Formats: WMF, CGM Customer Service: New Vision Technologies, Inc. (800) 227-5609 38 Auriga Drive, Unit 13 Nepean, Ontario Canada K2E 8A5 KEY COLOR CLIP ARTTM Telephone: Voice: (613) 727-8184 (CD-ROM) - Fax: (613) 727-8190 File Formats: WIN/DOS - WMF, CGM, PCX Customer Support: (613) 727-0884 MAC - PCX, TIFF Softkey International Inc CLIPART GALLERY (CD-ROM) - 1994 One Athenaem Street File Formats: WMF, BMP Cambridge, MA 02142 USA Digital Systems Research, Inc. DRS Software, Inc. CLIP ART IMAGES 5 Park Plaza, Suite 770 (CD ROM) - 1994 Irvine, CA 92714 File Formats: BMP, PCX Telephone: Voice: (714) 553-6575 Cristal Vision Software Fax: (714) 553-6585 2245 Camino Vida Roble, Suite 100 Carlsbad, California 92009 CorelDRAW - Corel ArtShow Corel ArtShow Series 2-5 (1991-1994) PUBLISHER'S PARADISE V2.0 (4 CD-ROMS) Sample CD - 1995 File Formats: CDR (Corel Draw) File Formats: WMF. EPS, PCX, TIFF An annual publication of Corel Corp. Media Graphics International Corel Corporation 8175-A Sheridan Blvd #355 1600 carling Avenue Arvada, Colorado 80003 Ottawa, Ontario Telephone: (Voice): 427-8808 Canada K1Z 8R7 Telephones: Voice: (613) 728-8200 LINE ART SHOWCASE CLIP ART SERIES Fax : (613) 728-2891 (1994), File Formats: CGM DataCal Corporation 531 E. Elliot Rd. Chandler, AZ 85225-1152 USA Phone: Tech Support: (602) 545-8089 Fax: (602) 545-8090 Vector Graphic CLIPARTS - Backgrounds PUBLISHER'S PARADISE: MediClipTM V1.0 BACKGROUND IMAGES (CD-ROM) - 1992 (CD-ROM) - 1993, Release B File Formats: File Formats: WMF, CGM, WPG, TIF IBM - CGM, EPS, WMF, TIFF Media Graphics International MAC - EPS, TIFF, PICT, PNT 8175-A Sheridan Blvd #355 Alpha Media Arvada, Colorado 80003 4501 Glencoe Avenue Telephone: (303) 427-8808 Marina del Rey, CA 90292-6372 Telephone: Voice: (310) 577-0400 MasterclipsTM Graphics, Inc Fax: (310) 577-0402 Series 07 - Backgrounds/Borders Order: 1-800-832-1000 File Formats: CGM Master Clips, Inc. Vector Graphic CLIPARTS - Food IMSI Microcomputer Softwares, Inc. CLICART EXPRESS - Food & Beverages 5201 Ravenswood Road (CD-ROM) - 1995 Suite 111 File Formats: WMF Fort Lauderdale, FL 33312-6004 T/Maker Company Telephone: (305) 983-7440 1390 Villa Street Mountain View, CA 94041 USA BORDERS & BACKGROUNDS Clip Art Telephone: Voice: (415) 962-0195 (CD-ROM) - 1994 Fax: (415) 962-0201 File Formats: WMF, EPS, CGM, PCX E-MAIL: clikart_inf@tmaker.com Pro OneTM Software a division of SOFSOURCE MasterclipsTM Graphics, Inc P.O. Box 16317 Series 21 - Food Las Cruces, NM 88004 File Format: CGM Telephone: Support Hotline: Master Clips, Ic. 1-505-523-6200 IMSI Microcomputer Softwares, Inc 5201 Ravenswood Road, Suite 111 Vector Graphic CLIPARTS - Medical Fort Lauderdale, FL 33312-6004 MasterclipsTM Graphics, Inc. Vector Graphic CLIPARTS - Sports Series 10 - Medical File Formats: CGM CLIKART EXPRESS - Sports & Recreation Master Clips, Inc. (CD-ROM) - 1995 IMSI Microcomputer Softwares, Inc. File Formats: WMF 5201 Ravenswood Road, Suite 111 T/Maker Company Fort Lauderdale, FL 33312-6004 1390 Villa Street Telephone: (305) 983-7440 Mountain View, CA 94041 USA Telephone: Voice: (415) 962-0195 SUPER ANATOMY 1 (CD-ROM) - 1994 Fax: (415) 962-0201 File Formats: WMF, CGM, EPS E-MAIL: clickart_inf@tmaker.com TechPool Studios 1463 Warrensville Center Road Cleveland, Ohio 44121-2676 USA Telephone: 800 - Lifeart (800) 543-3278 Outside US: (216) 291-1922 MasterclipsTM Graphics, Inc PHOTO CD GALLERY #1 Series 04 - Sports (CD ROM) -1995 Series 13 - Leisure/Entertainment File Formats: BMP, TIF File Format: CGM Expert Software, Inc. Master Clips, Inc. 800 Douglas Rd. IMSI Microcomputer Softwares, Inc. Coral Gables, FL 33134 5201 Ravenswood Road, Suite 111 Telephone: Voice: (305) 567-9996 Fort Lauderdale, FL 33312-6004 Fax: (305) 443-0786 Telephone: (305) 983-7440 KEY Photo Gallery COLOR CLIPS (2 CD-ROM) - 1995 Sports Edition - 1993 File Format: TIF Compu Works SoftKey International Inc The WizartWorks Group One Athenaem Street 3850 Annapolis Lane North, Sute 100 Cambridge, MA 02142 USA Minneapolis, MN 55447-5443 USA Telephone: Technical Support: Telephone: Customer Hotline: 1-770-428-0008 Voice: (612) 559-5301 Fax: (612) 559-5126 ALLEGRO NEW MEDIA Scenic Photos CLICKART Studio Series Graphic Textures Sports & Recreation Graphic Photos T/Maker Company File Formats: IBM/MAC - TIF 1390 Villa Street Allegro New Media Mountain View, CA 94041 USA 387 Passaic Avenue Telephone: Voice: (415) 962-0195 Fairfield, NJ 07004 Fax: (415) 962-0201 Telephone: Voice: (201) 808-1992 Bitmaps Graphics Cliparts Bitmaps Graphics CLIPARTS - Textures KPT Power Photos EXPESIV TEXTURES Volumes 1-V (CD-ROM) - 1994 File Formats: TIFF File Format: TIF Series One, Volumes 1-V WorldArt HSC Software a unit of TigerDirect Inc. 6303 Carpintería Ave. 9100 S. Dadeland Blvd., Suite 1503 Telephones: Voice: (805) 566-6200 Miami, FL 33156 Fax: (805) 566-6385 Telephone: Technical Support: (305) 445-6304 COREL PROFESSIONAL PHOTOS - CD-ROM 300 SEAMLESS TEXTURES Food - Series 25000 (1993 Textures for Profesionals Amateur Sports - Series 226000 File Formats: TGA, TIF Recreational Sports - Series 206000 Visual Software, Inc File Format: PCD 21731 Ventura Blvd., Suite 310 Corel Corporation Woodland Hills, CA 91364 1600 Carling Ave. Telephone: Voice: (818) 883-7900 Canada K1Z8R7 Fax: (818) 593-3737 Telephone: Voice: (613) 728-3733 Toll Free (US/Canada): (800) 669-7318
FAX: (613) 761-9176
MEDICAL ILLUSTRATION LIBRARY KABOOM!TM for Windows - 1994 General Anatomy I-II (1994) Nova Development Corporation File Formats: IBM & MAC 23801 Calabasas Road, Suit 2005 William & Wilkins Calabasas, California 91302-1547 A Waverly Company Telephone: Customer Service: 428 E. Preston Street (818) 591-9600 Baltimore, MD 21202 Fax: (818) 591-8885 Telephone: Toll Free: (800) 527 -5597 MusicBytesTM - 1991 Outside US:(419) 528-4532 ProsonusTM Fax: (410) 528 - 4422 11126 Weddington North Hollywood Video Clips California 91601 Telephone: Voice: (818) 766-5221 SPORTS IN MOTION (1993) Fax: (818) 766-6098 File Format: AVI Jasmine Multimedia Pub., Inc WIRED SOUND PRO CD 6746 Valjean Ave. Aristosoft Van Nuys, CA 91406 7041 Koll Center Parkway, Ste. 160 Telephone: (800) 798-7535 Peasanton, CA 94566 Telephone: (800) 338-2629 MEDICAL VIDEOS (Not Royalty Free) (800) 426-8288 File Format: AVI Fax: (510) 426-6703 Century CD WANCA SRL SoundWAV Eugenio Garzon 3746 CD-ROM - Volume1 , 1993 Buenos Aires, Argentina Data Express Inc Telephone: Voice: (404) 621-9210 MICROSOFT VIDEO FOR WINDOWS Fax: (404) 621-9122 Digital Video Samples - 1992 File Format: AVI Microsoft Corporation Sound Clips KEY SOUND SENSATIONS!TM - 1994 Softkey Internationa 201 Broadway Cambridge, MA, 02139-1901 100 of the World's Greatest Sound EffectsTM - 1993 Interactive Publishing Corporation Customer Service 300 Airport Executive Park Spring Valley, NY 10977
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Revised: March 21 1996
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Rev. 23/enero /2006
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