Issues and Obstacles with Multimedia Authoring (renumbered)

2002

Multimedia development in an academic environment poses both benefits and challenges to project directors and team members due to increased levels of flexibility and changing project roles. Based on our experiences designing and developing a CD-ROM/ Internet-based teacher development tool, intended to help teachers envision and achieve technology integration, we present nine lessons learned during a two-year development process. Lessons relate to multiple project stages including analysis, design, development, and evaluation and include suggestions for planning, cost-cutting, production, managing resources, and capitalizing on flexibility.

1999

The actual research in educational software involves, in engineering, multidisciplinary teams. These teams create common languages in order to obtain products that can solve the problems that the teams are trying to solve. In this work we present developments we are using in our University and the things that these developments have solved. Our work is based on our and other experiences in the design of software for education. Software should solve problems that normally do not appear in the creation on enterprise, business or industrial software. This paper proposes a methodology and a tool for work. The development proposed and its theory permit creation of multimedia/hypermedia software to work in an independent or in a web based environment. Their theory completes a way to coordinate the different persons involved in the real development of that type of software.

Computers & Education, 1991

There are two issues in evaluating multimedia authoring environments such as SHIVA: the effectiveness of the support for authoring and the educational effectiveness of courses designed with the system. There are few evaluation methods which have been specifically designed for authoring systems. Our approach is to use a variety of methods. For the usability of the interface, a variant of Task-Action Grammar known as D-TAG was used to capture the display-oriented nature of the interaction, also think aloud protocols with members of the design team. Detailed observational studies with experienced authors using SHIVA addressed the functional model of authoring underlying the system. One unexpected finding was that experienced users developed a common library of "cliches" of logical sequences of material identifiable from their visual patterns. They were also able to parse flowcharts rapidly, even when unfamiliar with the teaching domain. The spatial layout enabled authors to create a visual course structure of concepts and frames, and the overall visual appearance of the concept network appeared to strongly affect authors' predictions of the teaching sequence. One of the major problems with such an evaluation is one of scale. Meaningful evaluation requires realistic tasks for authoring courses entailing several hours of contact time, where real training needs have been identified, and realistic settings with professional authoring teams. Traditional task-analytic methods are too low-level, and we were unable to represent interface operations which appear at a higher level in the user's task. A thorough evaluation of the system should ideally incorporate a number of methods, each addressing a different aspect of the system's use and at different levels of granularity, preferably over a period of at least 2yr. *SHIVA was developed under the European DELTA programme, project No. 1010. "Advanced Authoring Tools".

Creative Education, 2014

The design and implementation of educational software call into play two well established domains: software engineering and education. Both fields attain concrete results and are capable of making predictions in the respective spheres of action. However, at the intersection, the reports about the development of computer games and other educational software reiterate similar difficulties and an embarrassing degree of empiricism. This study aims to bring a contribution, presenting a model for the conception of educational multimedia software by multidisciplinary teams. It joins three elements: Ausubel's theory of meaningful learning; the theory of multimedia from Mayer; and the study of software ergonomics. The structure proposed here emerged from a theoretical study with the concurrent development of software. Observations gathered in a small scale test confirmed the expected design issues and the support provided by the model. Limitations and possible directions of study are discussed.

1997

In this paper, we present our contribution to meet the main requirements for providing an authoring environment for interactive multimedia documents. The particularity of our approach is to consider multimedia authoring as a whole, from speci cation issues to execution requirements. The results of these theoretical works are validated into a real running application called Madeus.

IFAC Proceedings Volumes, 1998

We describe a design method for educational multimedia software using the principles of concurrent engineering. This requires a close collaboration between the social scientist's and the engineer's approaches and a mutual questioning at every stage of the design process. Thus we present how the educational specifications, the processing/management of data and the multimedia product itself can be developed as well as the relationships each step has with the others. We also take a detailed look at the effect of introducing multimedia tools in education. Our general design method is then applied to the ongoing realization of a specific multimedia project.

The Interservice/Industry Training, Simulation & …, 1993

Training applications using interactive multimedia capabilities are growing in number. The approach followed to produce these multimedia applications is essentially the same (analysis, design, development, implementation, and evaluation) regardless of the instructional delivery system. Data from research studies, combined with development experience, provide insight into "what works best" for this particular delivery system, thus producing the most effective multimedia training in the most efficient manner. This article addresses the procedures for storyboard development and provides specific guidelines for designing interactive multimedia courseware. Guidelines are presented for increasing interactivity, determining extent of learner control, determining most appropriate use of feedback, preparing visual elements (video, text, graphics and animation), audio elements, and programming. All of the guidelines presented in this article are based on data from research studies. The research studies and other literature that support the guidelines are specified by topic in the references.

2021

Proceedings of the fourth ACM international conference on Multimedia - MULTIMEDIA '96, 1996

We view college classroom teaching and learning as a multimedia authoring activity. The classroom provides a rich setting in which a number of di erent forms of communication co-exist, such as speech, writing and projected images. Much of the information in a lecture is poorly recorded or lost currently. Our hypothesis is that tools to aid in the capture and subsequent access of classroom information will enhance both the learning and teaching experience. To test that hypothesis, we initiated the Classroom 2000 project at Georgia Tech. The purpose of the project is to apply ubiquitous computing technology to facilitate automatic capture, integration and access of multimedia information in the educational setting of the university classroom. In this paper, we discuss various prototype tools we have created and used in a variety of courses and provide an initial evaluation of the acceptance and e ectiveness of the technology. We also share some lessons learned in applying ubiquitous computing technology in a real setting.

Proceedings of the sixth ACM international conference on Multimedia - MULTIMEDIA '98, 1998