Chap01

Multimedia in
the 21st Century
UNIT CONTENTS
This unit contains the following chapters:
Chapter 1 Chapter 3
Exploring the World of Multimedia and Society
Multimedia Multimedia and Business
What Is Multimedia? Multimedia and the
Types of Multimedia Workplace
Productions Publishing, News, and
The Development of Entertainment
Multimedia Multimedia and Education
Multimedia in Society Multimedia and Health Care

Chapter 2
The Internet and Multimedia
How the Internet Developed
Connecting to the Internet
Navigating the Web
Searching the Web
Communicating via the
Internet

2

Exploring the World of
Multimedia
OVERVIEW OBJECTIVES
Understand the concept of
Integrating Words, Images, and Sounds multimedia.
Identify the components
Imagine yourself soaring on a hawk’s wing past the Eiffel Tower, the Grand of multimedia and the
Canyon, or the pyramids of Egypt, hearing the wind rush by as you take in forms those components
the panoramic view. Picture a baby’s face changing smoothly into that of a can take.
five-year-old, then a teenager, and then a middle-aged adult—all in a mat- Identify the types of
multimedia presentations.
ter of seconds. Consider the colors, sounds, and animation that add texture
and realism to a favorite video game. These are all examples of multimedia, Understand how each
element of a multimedia
with the power to capture the imagination and attention of the viewer. production contributes to
the user’s experience.
In this book, you will read about the use of computer technology to cre-
Discuss the historic devel-
ate, distribute, and view multimedia, and about the influence it exerts on opment of multimedia.
our lives. You will also read about the individual elements of multimedia Cite examples of how
and the use of computers to create and integrate these elements into pow- multimedia is used for
erful tools for education, business, and social development. This chapter business, education, and
recreation.
examines the concept of multimedia and offers an overview of multi-
media in today’s world. It also discusses how multimedia developed over
the last century.

The explosion of multimedia materi-
als in business, education, and recreation
has made them important elements of our
everyday lives. How does multimedia affect
your life at home or school?

3

WHAT IS MULTIMEDIA?
Any means of conveying information can be called a medium. This word
comes from Latin, and the plural form is media. (When we talk of the
media, however, we are referring to avenues of mass communication, that
is, radio, television, newspapers and magazines, and the Internet.) Text,
which consists of written words, numbers, and symbols, is one kind of
media. Sound, video, and animation are other kinds of media. Graphics
are a kind of media, too, regardless of whether they are still photographs,
sketches, or great works of art.
In the strictest sense, a teacher using a slide projector and playing a music
tape is delivering a multimedia presentation, because the presentation includes
Textbook Web Site the media of sound and images. You could even describe newspapers, newslet-
Did you know this book has its ters, magazines, and many books as multimedia, because they also combine
own Web site? To find interesting
information and activities about the media of text and images. In general, though—and throughout this
multimedia, visit the Introduction book—the term multimedia refers to the integration of still and moving
to Multimedia Web site at images, text, and sound by means of computer technology.
www.intromm.sec.glencoe.com.
One of the places where multimedia is frequently used is on the Internet.
The Internet is a network of computers all over the world that are con-
nected to each other. A Web page is a location on the Internet. When
images, text, and sounds are linked so users can switch easily from one
medium to another, or change screens or position within a program or Web
page, multimedia also becomes hypermedia. One example of hypermedia
would be a listing of colleges where clicking on the name of a college takes
you to a different display with photos of that college and information about
it. You will read more about the Internet and Web sites in Chapter 2: The
Internet and Multimedia.
All of the elements that contribute to multimedia are not necessarily pres-
ent in every multimedia production, but the use of computer technology
to create and distribute them is common to all. For example, a multimedia
Activity 1-1 Working educational program that includes text and graphics might not include
with Text in Microsoft sound, but it still qualifies as multimedia if computers are used to create it
PowerPoint
and to deliver it to students.
Practice additional
hands-on multimedia Although it depends on computer technology, multimedia is more than just
skills on pages 302–303. computers and software, the coded instructions that tell computers how to
perform tasks. Its effectiveness and appeal depend on the creativity of the
people who develop the visuals, sounds, and text that make up the content
of a multimedia production. Publishing a multimedia product takes tech-
nical know-how, but creating and assembling the words, sights, and sounds
that give the message its power requires imagination, organization, man-
agement, and originality.

Words
Virtually all multimedia productions include words. The words can be
written, spoken, or sung. Multimedia productions do not always include
sound, but generally do include written text. The text might be in the form

4 Chapter 1

Figure 1.1
Web sites often include written
text, especially commercial
sites such as the homepage for
the McGraw-Hill Companies. How
is text used on this page? Do
you think it is used effectively?

of paragraphs, just as in books and other printed media, or it might glide
across a display screen. Text can also be used to label pictures in a multi-
media production, describe the buttons for navigation, and provide links
to other screen displays.
What the text says, of course, depends on the purpose of the multimedia
production. Sometimes the team creating the production is responsible
for what the text says; sometimes the client may provide the text or the
team may hire outside writers to create the text. Always, though, the team
is responsible for how the text looks in the finished presentation: its color,
the way it is arranged with the other elements in a screen display, and the
size and shape of the characters. These attributes must be chosen care-
fully to capture and hold the attention of the readers and get the message
of the text across to the viewer. Chapter 7: Text discusses ways of adding
visual appeal to text and integrating it with other elements of a multi-
media production.

Images
Multimedia productions nearly always include images. These are called
graphics, which include drawings, charts, diagrams, paintings, and pho-
tographs. Even the buttons, arrows, and other visual elements that help Activity 1-2 Insert
users navigate their way through a multimedia production are consid- Graphics in a
ered graphics. Presentation
Practice additional
Graphics in multimedia productions are often animated. Animation is the hands-on multimedia
representation of motion in graphics or text. For example, text can be ani- skills on page 304.
mated so that it seems to roll or bounce onto a screen. A drawing of a bird
might be animated so that the bird’s wings flap. An elaborate simulation

Exploring the World of Multimedia 5

Figure 1.2
Photos are graphics, and so are
images such as navigation but-
tons. Most multimedia produc-
tions use one or more kinds of
graphics. What are the different
types of graphics used in this
Web page?

Activity 1-3 Insert Sound
in a Presentation
Practice additional
might create a virtual environment, which is an invented setting that closely
hands-on multimedia resembles a real one. In Chapter 8: Graphics and Animation, you will read
skills on pages 305–306. about different kinds of still and animated images in multimedia and the
tools and methods used to create them.

Sound
Figure 1.3 Sound adds interest and appeal to a multimedia presentation. In multi-
Audio adds interesting effects media development, live or recorded sound is referred to as audio. Audio
that help to make a multimedia in multimedia can take the form of speech, such as a voice-over or narra-
project more dynamic. How do
you think the audio is being tion. The speech could be pre-recorded and played along with the pre-
used in this application? sentation, or a presenter may talk during the presentation. Another form
of audio is sound effects—sounds that are
added to a presentation to emphasize infor-
mation. Multimedia may also include music,
another form of audio. Music can play in the
background during the presentation or be a
central element of the production. Music can
establish moods, add weight to words and
images, and make simulations more realistic.
Not all multimedia productions include audio,
but in many it is an essential ingredient. A catchy
tune, for example, can capture an audience for
a multimedia advertisement that might other-
wise be ignored. A voice-over recorded with a
video can explain the significance of the action
you are watching. A multimedia program for

6 Chapter 1

medical students about heart disease might include sound effects like the
heartbeats of a healthy patient and patients with various heart conditions—
a far more effective training tool than written descriptions of the sounds.
Activity 1-4 Add Anima-
Most audio in multimedia productions is recorded, but it can also be live. tion to a Presentation
For example, a multimedia conference might include people in far-flung Practice additional
hands-on multimedia
locations who use Internet connections to carry on a live conversation while skills on pages 307–308.
one of them draws a diagram as the others watch. You can also listen to live
radio broadcasts over the Internet. You will read about technology and meth-
ods for capturing sound and integrating it into multimedia productions in
Chapter 9: Audio.

Video Figure 1.4
Video consists of live or recorded moving images and is found in many Video is often included in a multi-
media product to demonstrate a
multimedia productions. On the Internet you can find many examples of point or concept. How effective
recorded video: you can play the latest music video from your favorite is the use of video in this
band, you can see video clips of presentation?
recent stories on news sites like
CNN, and you can even watch
original movies made just for the
Internet. With the appropriate
hardware accessories, the Internet
can also provide access to live
action all over the world. For
example, an Internet user in Los
Angeles can see live video of a vol-
cano erupting on Hawaii or cur-
rent traffic conditions on a local
freeway. Video is not used only on
the Internet, however. Multimedia
training programs often include
videos to illustrate procedures, and
sales presentations may include
videos that demonstrate a prod-
uct. In Chapter 10: Video, you will
read about capturing video and
integrating it into multimedia
productions.

Analyzing Multimedia With your instructor’s supervision, find a Web site that
incorporates the multimedia elements discussed in this section.
1. Identify the components of a multimedia presentation in the Web site.
2. Analyze and discuss the effectiveness of layout, color, special effects,
and media objects like graphics, video, and audio.


TYPES OF MULTIMEDIA PRODUCTIONS
There are many different types of multimedia productions—also called pre-
sentations or applications. Which kind of production developers choose to
create depends on the information being conveyed and the intended audi-
ence. Whether you want to teach, inform, train, entertain, or report, you
must decide which production will be the best way to present your topic.
The types of multimedia applications discussed in this book are slide show
presentations, tutorials, games, simulations and Web pages.

Presentations
Presentations are sequences of slides, also called pages or screens, that usu-
ally incorporate text, sound, graphics, and animations. The term presenta-
tion here refers to a specific kind of multimedia production, a digital slide
show presentation—but be aware that the term can also be used generically
in the multimedia industry to refer to all types of multimedia productions.
Presentations are also called slide shows because, in most cases, the viewer
or presenter goes from screen to screen in a linear fashion, one screen after
another in a prearranged sequence, just like a traditional slide show.
Microsoft PowerPoint, Apple Keynote, and AppleWorks are presentation
programs that use linear progression as their basic structure.
Presentations are most often viewed on a computer monitor or on a pro-
jection screen. The user or presenter presses either a button or mouse to go
to the next screen, or the presentation can be set up to automatically move
from screen to screen after a set amount of time. The amount of time spent
on one screen depends on the amount of information on the screen.
Presentations generally have limited amounts of text, often written as lists with
bullets or symbols in front of each point. By animating the text, the informa-
tion can be viewed one point at a time, with the text moving onto the screen

Figure 1.5
Multimedia presentations are a
popular means of presenting
information to groups of people.
How has multimedia changed
the way some business meet-
ings are conducted?

8 Chapter 1

in a variety of ways. There can also be animations, also known as transitions,
or transformations, between screens that show a transition when going from
one topic to the next.
Presentations are often used in business to present information or reports
to groups of people, such as at sales meetings or in conference settings.
Presentations can also be used by teachers or students to deliver course infor-
mation in the classroom.

Tutorials
Tutorials are a popular form of computer-based instruction that teach
skills or procedures. Computer-based instruction refers to applications
that train or teach using a computer. Tutorials can be used for educational
or training purposes. In business they are often used to train people who
want to improve their workplace skills or who need to know about an
organization’s systems, products, or procedures. Educational tutorials can
be used in school or at home to teach subjects like typing, math, foreign
languages, and computer software.
Figure 1.6
Tutorials are an excellent way to
teach new skills, making it possi-
ble to meet learners’ individual
needs and allow them flexibility.
Why would a company want to
use computer-based tutorials
to train employees?

Tutorials generally use all of the elements of multimedia—text, graphics,
sound, video, and interactivity. Users can move around the tutorials in a
variety of ways, choosing from multiple paths pre-set by the developer. For
instance, you can choose which topic you want to learn. In the lesson, you
may respond to questions or activities that require you to make choices.
Usually a correct choice will take you to the next concept and an incorrect
choice will refer you to previous information for review.
In the past, companies or instructors often taught large groups of trainees
or students at one time. This was ineffective because instruction had to be
scheduled for certain times and might include different levels of learners.
With interactive computer-based tutorials, an instructor can give a learner
the exact level of training he or she needs, when the person needs it.
Interactive tutorials also allow the learner to choose the subject matter that
is most important and schedule the training time that is most convenient.


Simulations
Figure 1.7
Although simulations are gener- Multimedia is often used to create simulations, which are computer-based
ally included as an important models of real-life situations. Simulations can be used for training, enter-
element in computer games,
taining, or informing. Training simulations might show a help desk trainee
they can be valuable teaching
tools as well. What how to deal with customers or
are some examples provide practice for a medic’s
of simulations used emergency responses. They are
in video games or
training CDs?
often used when the “real thing”
is dangerous or requires access to
locations or materials that are not
easily accessible to the user. For
example, simulations have been
used in the Armed Services to
train fighter pilots, using multi-
media computer programs rather
than actual jets to test the pilots
under challenging conditions.
Simulations are usually inter-
active, allowing a user’s choices to
affect the outcome of the experi-
ence. They often use animation,
video, and sound to reproduce the
environment or situation the sim-
ulation is imitating. Simulations are also often used for training tutorials, such
as teaching a person how to use a computer program or providing customer-
service practice for salespeople.

Games
Games are another type of multimedia. They are played by manipulating
images on a monitor or television screen. Games, like tutorials, give the user
Figure 1.8 choices because the developer has designed the game to move the user in
Computer games are a popular predetermined paths based on the decisions he or she makes. Games gener-
form of entertainment but can
also be used to teach and train. ally use all of the elements of multimedia, relying strongly on sound, graph-
What multimedia ics, animation, and video for prompts, feedback, and
components seem setting. Games are an excellent example of the pow-
most important in
your favorite com-
erful use of multimedia.
puter games? Although games are often used for entertainment,
they can be useful training tools as well. Some tuto-
rials use games to help teach important information
or skills. Games may also include interactive simula-
tions. For example, an interactive game that simu-
lates car racing would show the car’s steering wheel
and dashboard, duplicate the sounds of a speeding
car, and show the track moving past as you controlled
the car’s speed and direction.

10 Chapter 1

Web Pages
Web pages can include any type of multimedia applications and can be
used for entertaining, informing, training, reference, and research. Web
pages can make use of all of the best elements that multimedia has to
offer. Many of the newest multimedia developments are first utilized on
the Internet.
Since you cannot literally turn a page in a Web site, Web pages use hyper-
media, which allows users to skip between pages in any order they wish.
Hypermedia also makes it possible to link images, text, and sounds so that
users can switch easily from one medium to another. You would be using
hypermedia if you were on a band’s Web page and you clicked on a button
that let you hear one of their songs and then clicked on a photo that took
you to another Web page showing photos of the band. Hypermedia pro-
grams use links to allow the user to navigate randomly to different screens.
The user may or may not choose to use the links, so the original program-
mer cannot anticipate where the user will ultimately end up in this chain
of events.

Figure 1.9
A Web page can be a wonderful
use of multimedia, combining
text, graphics, video, and sound
while allowing for unlimited
interaction. Identify the differ-
ent media objects on this
Web page and analyze their
effectiveness.

Putting It All Together Text, images, and sounds can be combined into
different kinds of multimedia productions or presentations.
1. Identify the types of multimedia presentations and give an
example of each.
2. When is multimedia also hypermedia? Give your own example.


PREPARING FOR A CAREER IN MULTIMEDIA
Multimedia technology is used in a wide range of computer graphic design, it is also helpful to become
fields, and is often used to do amazing things. Doctors comfortable with stylus-based graphic tablets.
use graphic simulations of the human bloodstream
Business 101 Taking a class on the basics of the busi-
to predict the behavior of pathogens. Scientists use
ness world and its economy is always a good idea.
complex graphic models to determine the paths of
Even if you end up working in one of the “fun” fields
stars and find new planets. Virtual reality simulations
of multimedia, like game programming or Web design,
help new pilots learn to fly.
your job will still be part of the business community
and will still play by its rules.
Multimedia has become an important teaching tool, both in
the classroom and at home.
Operating Systems Every computer in use runs an
operating system (OS), and learning to take advan-
tage of the strengths of each OS will serve you well.
Microsoft Windows and Mac OS are both widely used
in the multimedia world, as are more complex sys-
tems like UNIX and Linux.
Understanding Internet Architecture Even if
your career path does not lead you to an Internet-
related job, it is very helpful to understand the basic
framework of the Internet and how it works. This
includes understanding Internet protocols, how
domains are assigned and maintained, browser
security, and the concepts behind widely distributed
networks.
Multimedia also plays an important role in the worlds Teamwork Skills Multimedia projects are often
of business and entertainment. Companies use inter- group affairs—seldom does one person work entirely
active multimedia presentations to sell their prod- on his or her own. Rather, decisions are often made
ucts and educate employees and customers. by committee, and frequent meetings and planning
Educational facilities use new streaming technology sessions keep projects on track. Learning how to work
to teach students at distant locations. The video and with others and how to share both responsibilities
computer game business generates billions of dol- and rewards are crucial skills.
lars every year.
Although the career options in multimedia are diverse,
there are still a handful of basic skills that are neces-
sary for any of them, such as being familiar with the
Answer the following questions.
multimedia process. If you are thinking about work-
ing in multimedia, consider focusing on these skills: 1. What are some examples of real-world uses of
multimedia?
Keyboarding and Mouse Skills Proficiency with stan-
dard computer interfaces like the keyboard and the 2. What skills are valuable in preparing for a career
mouse is extremely important for any technical career. in multimedia?
If you are going to work in artistic fields such as

12

THE DEVELOPMENT OF MULTIMEDIA
Advances in combined media, such as filmstrips and slide presentations with
coordinated audio tracks, revolutionized training and presentations in the
early 1970s. These advances followed more than a century of breakthroughs
in graphics, video, and audio. Multimedia, as discussed in this book, became
possible as a result of these innovations combined with the development of
personal computers powerful enough to store and play audio and video.

Graphics Figure 1.10
People have been drawing and painting since the days of the cave dwellers. Cameras in the nineteenth
With the invention of photography in the nineteenth century, it became century were unwieldy devices
that recorded images on glass
possible for graphics to reproduce images from life rather than from an plates and used gunpowder to
artist’s memory and imagination. The earliest cameras were large, heavy create a flash. Who created
devices that recorded images on glass negatives or tin prints. Smaller, less the first camera for the con-
expensive cameras that used film became available in sumer market?
the early twentieth century. George Eastman created
the first popular consumer camera. He named it
Kodak because of the sound it made when the but-
ton was pushed to create the photograph.
Beginning in the mid-1980s, personal computers
began to be equipped with devices and software for
creating drawings and other pictures. A few years
later, moderately priced cameras were introduced that
recorded images on electronic disks rather than on
film. They were called digital cameras because of the
way they recorded the images. Digitally (electroni-
cally) created computer graphics and digitally
recorded photographs do not need to be scanned into
computer systems, as images on paper do, and are
therefore much easier to integrate into multimedia.

Audio
Speech was almost certainly the first medium that human beings used to
convey information, and it long predates the beginning of writing. Similarly,
archeologists have found musical instruments that date back to the
Neanderthal era. Although we have long had the ability to write, even to
write musical notation, it was not until the nineteenth century that we devel-
oped the means to record sound.
The first radio broadcast of voice and music in the United States occurred
in 1906. Early radios were large wooden boxes filled with vacuum tubes
that conducted electrical signals. Radios became smaller in the 1950s, after
the invention of the transistor. The transistor, which replaced vacuum tubes,
led to other developments that resulted in smaller electronic devices of many
kinds, including computers. Now, some radios are no bigger than wrist-
watches, and you can record and play audio on devices smaller than wallets.


Figure 1.11
People once gathered around
radios to listen to news or enter-
tainment. Listeners had to imag-
ine the action based on voices,
music, and sound effects. Has
greater access to television
encouraged more quality
family time or isolated
family members?

Audio can be recorded on electronic disks rather than magnetic disks, which
makes it easier to integrate them into multimedia productions.

Movies
Movies, like still photography, were invented in the nineteenth century. At
first, movies did not include sound. Instead, live piano players provided
music to complement the action on the screen. The earliest movies with
sound were sometimes called “talkies,” because instead of reading subtitles
on the screen, the audience could actually hear the actors speak.
Until recently, motion pictures were recorded only on film. Later, cameras
were able to record movies on magnetic tape. Cameras that record video
electronically were developed in the 1990s. Converting film-based movies
for use with a computer is a difficult and expensive process, but movies
made with electronic digital video cameras are relatively easy to integrate
into multimedia productions.

Television
Fifty years ago, television was just beginning to make its way into living
rooms. Early televisions were expensive. Their screens were small, picture
quality was inconsistent, and the images were black and white. Programming
was limited to a few channels, which signed off at night with the “Star
Spangled Banner.” Television was very different from what we take for
granted today: there was no cable or satellite dish service, no 24-hour pro-
gramming, no shopping channel, and no such thing as a VCR to record
favorite shows. Few people then would have envisioned a time when many
houses had a TV in every bedroom.
The past few years have seen some merging of television and computer tech-
nologies. For example, televisions can now be equipped with devices that
use computer technology to record shows on disks that you watch on your
television or your computer. So far, although it is possible to watch some

14 Chapter 1

television shows over the Internet, few people see much reason to do this.
Someday soon, though, a personal computer, television, and cell phone may
be combined in a single device.

Computer Technology
Multimedia is a new field because computers with enough power to record
and play audio and video have been widely available for only a few years.
Your parents and teachers may remember when computers were very large,
very expensive devices used mainly for big jobs like processing corporate
payrolls and making complex calculations for scientists and engineers.
Personal computers began showing up on desktops in the early 1980s.
The earliest PCs were multimedia tools in only the narrowest sense. They
lacked sufficient memory, processing power, and storage capacity to han- Figure 1.12
The modern laptop computer,
dle the full-color pictures and animations that you can now produce and so lightweight you can carry it
edit on even the least expensive home computers. In fact, most of these wherever you go, is more power-
early computers had monitors that displayed text on a green or orange ful than the room-size comput-
ers of the 1940s. Who might use
background and were not capable of displaying color pictures. a laptop computer?
Today’s personal desktop computers have many more
capabilities in a much smaller package. Laptop com-
puters have now become indispensable to many people
who travel for business or take work home from the
office. Handheld computers such as Personal Digital
Assistants (PDAs) have become very popular for par-
ticular tasks, including some that involve multimedia,
and many people have access to the Internet from hand-
held computers.
In Chapter 2: The Internet and Multimedia, you will read
how multimedia presentations have become available
to billions of people around the world through the vast
series of computer connections that make up the
Internet. Chapter 4: Hardware and Multimedia will
introduce you to computers and associated devices for creating and playing
multimedia. In Chapter 5: Operating Systems, you will learn about the pro-
grams that give computers their startup instructions and enable them to
run the software for creating and playing multimedia. Chapter 6: Software
and Multimedia introduces the programs that make computers useful.

Evolving Multimedia Technology New technology has changed the way
information can be shared and has helped multimedia evolve.
1. Describe three advances in technology that have contributed to the
development of multimedia.
2. Why was multimedia not as widespread 25 years ago as it is today?


THE HISTORY OF MULTIMEDIA
In the strictest sense of the word, multimedia simply of the mouse with the Macintosh forever changed the
means “more than one medium.” In other words, tel- way people interacted with the computer.
evision programs, movies, even illustrated books are
In 1985, Microsoft released the first version of its
all examples of multimedia—they all use combina-
Windows operating system. That same year,
tions of text, images, sounds, and movement.
Commodore released the Amiga, a machine which
many experts consider to be the first multimedia com-
Multimedia has come a long way from its humble roots to puter due to its advanced graphics processing power
today’s cutting-edge modern animation and interactivity. and innovative user interface. The Amiga did not fare
well over the years, though, and Windows has become
the standard for desktop computing.
Innovations Both Windows and the Macintosh oper-
ating systems paved the way for the lightning-fast
developments in multimedia that were to come. Since
both Windows and Mac OS handle graphics and
sound—something that was previously handled by
individual software applications—developers are
able to create programs that use multimedia to more
powerful effect.
One company that has played an important role in
multimedia from its very inception is Macromedia
In the real world, though, when most people talk about (formerly called Macromind). In 1988, Macromedia
multimedia, they are talking about computer multi- released its landmark Director program, which allowed
media. The word has come to represent the realm of everyday computer users to create stunning, interac-
computer graphics, video games, on-screen presen- tive multimedia presentations. Today, Macromedia
tations, and a whole world of other possibilities. Flash drives most of the animation and multimedia you
see on the Internet, while Director is still used to craft
Where Did It All Begin? That is hard to say, but one
high-end interactive productions.
of the earliest and best-known examples of multime-
dia was the video game Pong. Developed in 1972 by Each new development of each passing year is absorbed
Nolan Bushnell (the founder of a then-new company into next year’s technology, making the multimedia
called Atari), the game consisted of two simple pad- experience, better, faster, and more interesting.
dles that batted a square “ball” back and forth across
the screen, like tennis. It started as an arcade game,
and eventually ended up in many homes.
A New Revolution In 1976, another revolution was Answer the following questions.
about to start as friends Steve Jobs and Steve Wozniak
1. Describe some examples of multimedia that you
founded a startup company called Apple Computer. A
have encountered. Which aspects of multimedia
year later they unveiled the Apple II, the first computer interest you the most?
to use color graphics. The computer revolution moved
quickly: 1981 saw IBM’s first PC, and in 1984 Apple 2. What do you think the next great innovation in
released the Macintosh, the first computer system to multimedia might be?
use a graphical user interface (GUI). The Introduction

16

MULTIMEDIA IN SOCIETY
The use of multimedia is spreading rapidly as more and more organiza-
tions harness computing power to create and distribute information.
Already, multimedia has become a valuable resource for education, busi-
ness, and recreation.

Education
Multimedia has made it possible for students to learn in new and stimulat-
ing ways that textbooks alone cannot provide. It has given them the ability
to integrate and apply their knowledge creatively in reports and presenta-
tions that include graphics, sound, and video. Thanks to the Internet and
its multimedia features, students have instant access to fascinating informa-
tion on an enormous range of subjects. Schools all over the world can be
wired to the Internet, which has become a valuable research tool and a way
for students to communicate with the rest of the world.
Educational multimedia also includes computer-based instructional mate-
rials that students can use without being on the Internet, such as CD-ROM
software. Computer-based instruction may sometimes seem like a game
with its interactivity and use of media, but it is an essential teaching tool.
Increasingly, schools and universities are using computer-based instruction
as a way of reaching students in remote locations. Students can watch and
hear a lecture on their computer screens that a professor is delivering thou-
sands of miles away. They can then take online tests, or they can write papers
and e-mail them to the professor.

Business
Banking once required a face-to-face exchange with a teller who stood behind
a counter. Today, making a deposit in a bank account is likely to be a

Figure 1.13
Computer-based instruction
can be entertaining as well as
educational. What are some
educational CDs that you enjoy
using? Why?


multimedia experience involving an automated teller machine (ATM). Many
ATMs now use text as well as graphics and video to lead customers through
the different screens to complete their banking business. Many people use
home computers to do their banking online, and multimedia is often used
on these Web sites to make the process easier and more interesting.
Other businesses are developing much more sophisticated multimedia pro-
ductions for a wide range of purposes. Project teams use multimedia tools
to collaborate and share resources. Executives use multimedia presentations
to enliven speeches and deliver information. Employees learn and practice
Media History difficult procedures using interactive training programs and tutorials. Lively
Go to the Introduction to combinations of sound, animation, and text advertise goods and services
Multimedia Web site to learn on computer display screens in public places. Businesses are using multi-
more about the history of media. media in all of these ways and more to streamline their operations, train
employees, reach new customers, and increase their profits.

Leisure and Recreation
If you have ever played a video game, saved a music file from the Internet,
conversed with friends or strangers in an Internet chat room, or simply
surfed the Internet, then you have used multimedia for recreation. Even as
computers have become more powerful, their prices have fallen dramati-
cally. Their multimedia capabilities have turned them into recreational
devices on a par with televisions and DVD players, which in time they might
even replace. The increased use of handheld devices, such as game players,
PDAs, and multimedia cell phones, allows users to experience multimedia
in almost any setting.
Leisure time activities may involve multimedia both in the planning and
in the execution stages. Travel to various destinations can be planned on
computer. Web sites for leisure activities often have extensive multimedia
presentations showing what is available at a particular site. Many recre-
ational activities have interactive kiosks to direct people to various attrac-
tions. Even ordering your food at a restaurant can involve a multimedia
experience—some restaurants give you a disk that will light up and make
sounds when your order is ready. Many museums have interactive displays
incorporating graphics, sound, and text to enhance the viewing of exhibits.

Identifying Multimedia Applications With your instructor’s approval, select a
Capstone 1 Plan a
Web page or a CD-ROM that uses many elements of multimedia.
Multimedia Project
Practice additional 1. Is the site or CD-ROM used for business, education, recreation, or some
hands-on multimedia other purpose?
skills on page 395.
2. Analyze your example to determine what kind of multimedia application
it is and what multimedia elements it includes.

18 Chapter 1

CHAPTER 1

SUMMARY
What Is Multimedia?
■ The term multimedia refers to the use of computers to integrate different media—
namely text, images, sound, and video—into a presentation for an audience or user.
■ Images can include illustrations, photographs, and other graphics, as well as
animations or even video.
■ Multimedia can be used to simulate real situations for recreation or training.
Simulations are often interactive.

Types of Multimedia Productions
■ Some types of multimedia applications include presentations, computer-based
instruction, tutorials, games, Web pages, and simulations.
■ Completed multimedia productions can include one or more of these different kinds
of applications.

The Development of Multimedia
■ The invention of photography in the mid-nineteenth century made it possible to
reproduce images from life. Cameras available today at moderate prices can record
images electronically for easy integration into multimedia productions.
■ The first sound recordings were made in the late nineteenth century. Audio can now
be recorded electronically for easy integration into multimedia productions.
■ The earliest movies did not include sound. Currently movies can be recorded digitally
for easy integration into multimedia productions.
■ Today’s computers have more capabilities than earlier ones to utilize the benefits of
multimedia and have made multimedia available to people all over the world.

Multimedia in Society
■ Multimedia is widely used for education, business, and recreation.
■ Multimedia in education provides access to concepts and experiences not possible
with books and allows students more flexible scheduling for learning.
■ In business, multimedia allows for sophisticated sharing of resources, training, and
communication through the use of multimedia technology.


CHAPTER 1

KEY TERMS
animation, 5 Internet, 4 text, 4
audio, 6 media, 4 transition, 9
computer-based instruction, 9 medium, 4 tutorial, 9
games, 10 multimedia, 4 video, 7
graphics, 5 presentation, 8 virtual, 6
hypermedia, 4 simulation, 10 voice-over, 6
interactive, 10 software, 4 Web page, 4

REVIEWING KEY TERMS
1. __________ consists of written words and numbers.
2. The term __________ refers to the integration of still and moving images, text, and sounds
by means of computer technology.
3. A(n) __________ is a computer-based representation of a real-life situation.
4. The coded instructions that tell computers how to perform tasks are called __________.
5. __________ consists of live or recorded moving images.

REVIEWING KEY FACTS
1. Text, images, and sounds that are linked so that users can move easily from one medium to
the other are called
A. software. C. interactive.
B. hypermedia. D. simulation.
2. Photographs, drawings, charts, and diagrams are all
A. multimedia. C. software.
B. graphics. D. simulations.
3. Multimedia today owes a great deal to advances in
A. combining media. C. powerful computers.
B. graphics. D. all of the above
4. The first cameras recorded images on
A. glass. C. paper.
B. film. D. electronic disks.
5. Early television had no
A. sound. C. color.
B. animation. D. all of the above

20 Chapter 1

CHAPTER 1

UNDERSTANDING KEY CONCEPTS
1. Planning a Project Think of an activity, organization, or other subject that interests you.
Possibilities include a hobby, sport, musical group, business organization, club, car, friend,
family member, or pet. Then imagine a multimedia production that would inform other
people about this subject. Decide whether it would be a tutorial, presentation, Web page, or
simulation. Then write a paragraph describing why you chose this type of presentation and
how you envision the final production.
2. Organizing Information In a table like the one that follows, fill in the columns and rows to
outline the multimedia production you chose for the activity above. For example, in the text
column, describe any text you would include, and in the graphics column list any pictures you
would use. If possible, include the actual graphics in the table. Indicate where you would use
animation or interactivity.

Subject: Greyhound Rescue Services
A Multimedia Presentation

Text Graphics Video Audio Interactivity
Overview of Photo of Movie of Narration of the User clicks on
mission of greyhounds greyhounds need for families still video image
Greyhound racing at the getting off to save the to play entire
Rescue dog track the plane greyhounds video clip
Volunteers Photo of a Video of one of Dog barking User clicks on
Listing of local greyhound with the dogs playing hello button to hear
contacts its new family with its new audio
owner(s)

APPLYING MULTIMEDIA SKILLS
1. Researching and Developing a Presentation On your own or with a group, research the
powerful impact multimedia has had on business. Create an outline for the presentation.
Create charts or graphs showing how business has become more and more dependent on
technology. Add these and other visual materials to the presentation outline.
2. Making a Presentation Make an audiovisual presentation to your class that presents your
research about the impact of multimedia on business. Write a short audio script for the
narration and use the visuals you created above as you produce your multimedia presentation.
3. Analyzing Audio and Visual Media With your teacher’s approval, find two media-rich Web
sites about the same subject. Analyze how each site uses its visual and audio elements and then
describe which site uses them more effectively and why.


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