Multimedia and Hypermedia: Creativity Through Construction (c)1997



SUBJECT:    Assignment #1, Response Paper #8
COURSE:     MCTE 625 - Survey of Courseware
Textbook:   Computers in the classroom:
            Mindtools for critical thinking
            Jonassen, D. (1996)
Chapter 8:  Multimedia and Hypermedia:
            Creativity Through Construction
Professor:  Dr. George Fornshell
Student:    Leanne C. Boyd
Usercode:   boydl ( boydl@scis.acast.nova.edu )
Due date:   November 16, 1997


     Response to Chapter 8, Multimedia and Hypermedia: 
     Creativity Through Construction

     In Chapter Eight, we begin to get to the state-of-the-
art essence of distance learning and the Internet 
capabilities that are reshaping learning and education, as 
we know it. Multimedia is indeed, the integration of more 
than just one media, and it is a form of communication. 
Multimedia presentations are more of an attention-grabber 
than one-media presentations because they stimulate more 
than one of the human senses -- they are MULTIMODAL. One of 
the highest-impact statements of this current reading is 
that when these multiple "channels" deliver complimentary 
information, learning increases. HYPERTEXT is described as 
meaning "more than normal text," and HYPERMEDIA as the 
union of enhanced text with any other visual, auditory or 
interactive offering that is currently possible on the 
Internet.
     It is my belief that our text doesn't go far enough! 
Of course, we are in the remaining weeks of 1997, and our 
text heralds a copyright date of 1996.
     Here we have one of the most important issues to 
ponder when we consider distance learning and the 
multimedia avenues that are becoming the new standards in 
learning. Our text, as accurate as it has been, in many 
ways is no longer valid -- the information is antiquated.
     This is the BREAKING-OFF-POINT, in my estimation, for 
traditional AS WELL AS distance learning, as we currently 
stand in mid-November of 1997! We can no longer define 
methods of learning by standards that have been in place 
for decades or even centuries. We MUST begin to analyze and 
assess learning in somewhat of a "bit-of-the-hair-of-the-
dog-that-bit-you" manner (using technology to solve 
technology-created problems). We MUST begin to assess 
learning in terms of 1s and 0s (one's and zero's) and 
ethereal confines, rather than the old terms of 
blackboards, rote memorization, "scholarly" writings and 
traditional research. Many times, the very data that we 
need to learn is not addressed in any library, schoolroom, 
or academician's head. It IS, however, expounded upon at 
great length on the Internet, with new information being 
added hourly, if not by the second.
     It is essential to note here that these offerings have 
undergone a lightning-speed, subtle change in the past 
short while. Practically every aspect of online 
"journeying" has become a multimedia experience. From the 
information we access, to the news we read, to the 
advertisements that eat up so much download time -- we are 
living in a multimedia, computer-animated generation! The 
format and technology has even begun to change the hard-
copy print we read and the television we watch. As students 
in this medium, we are perhaps closer to the realities of 
current events than the average person. It is awesome to 
see that, even within the study of this technology, the 
items that we are dissecting become *rapidly* out of date.
     Computers have played a major role in education in the 
form of computer-based learning systems for quite a while. 
Because of interactive possibilities, they tend to increase 
the motivation level of the learner. For instance, the work 
of Seymour Papert (creator of LOGO programming language) 
has tremendously influenced distance learning in general, 
and the use of multimedia in particular. Papert believes 
that children can understand concepts best when they are 
able to "make them come alive" through writing computer 
programs! In forming his theory of Constructionism, all 
modes of computer technology, including computer games, can 
play essential roles in helping children learn. (Kearsley, 
1994-1997).
     In our studies of computer-related learning devices, 
or "Mindtools," we can see that Papert and others in his 
arena have paved the Internet Highway for what it is now 
becoming. In fact, it would come as no surprise that some 
of the earliest students introduced to Papert's line of 
thought are the ones who are currently creating the 
exciting multimedia environment of the 'Net. Perhaps being 
allowed such a different mode of learning paved the way for 
the deep and creative thinking that has been necessary to 
formulate this astounding mode of information archival and 
delivery! After all, we see that some "primary cognitive 
processes associated with computer activities are problem-
solving and procedures." (Kearsley, 1994-1997).
     Multimedia and Hypermedia perhaps deliver the "best of 
the best" when it comes to considering Mindtools, as they 
certainly encompass any or ALL types of software 
(mindtools)! In our readings, I simply am concerned that 
for those of us who are, or will be, part of the multimedia 
development of the Internet, our text is only a sampling of 
today's reality!
     What does the term MULTIMEDIA actually mean in today's 
definitions? One thought-provoking online article states, 
"These days it seems you can't take three steps into a 
museum without tripping over 'the multimedia exhibit' - 
one-dimensional CD-ROMs with click-through collections, 
maybe an audio tour, some historical background, a 3-D 
walkthrough. A workstation here, a kiosk there - sure it's 
interactive, but is anybody really getting into it?" 
(Farnady, 1997). This is the point that I am trying to 
make! Current texts, published in 1996 or 1997, cannot hope 
to present this media in its full capacities or glory!
     For a person thinking, dreaming, or passionately being 
DRIVEN to enter the world of multimedia creation, there is 
an excellent example in the city of San Francisco, 
California. The Exploratorium (Museum), from its 
beginnings, has been about participation. Inside the 
museum, you find yourself in a place that is "a cross 
between an airplane hangar and a mad scientist's 
laboratory, where analog demonstrations of echo 
reverberations rub shoulders with a webcast series 
exploring the art and science of severe storm 
visualization." (Farnady, 1997).
     Susan Schwartzenberg, the Exploratorium's media 
director, says that they are reacting against computer 
kiosks because they want to use more enticing multimedia. 
The museum encourages people to interact and explore how 
science and real life are interwoven. (Farnady, 1997). For 
those of us considering a profession as a multimedia 
specialist, we must understand this inseparable mode, this 
right/left-brain mixture, and be able to translate it into 
our work. Multimedia is now certainly much more than 
turning a knob or hitting a hotlink, and passively waiting 
to see what happens!
     We must, as "educators," begin to entertain the 
uncomfortable thought that the new technologies are far 
beyond the capacities of one individual (one teacher/one 
classroom). To be able to train a student to be able to 
utilize the ever-growing number of "Mindtools" available 
for the creation, or even the use of a multimedia 
presentation, we must first start with adding to our own 
repertoire of skills. This, in this rapid day, demands a 
tremendous commitment of time and energy -- much more than 
in previous times.
     The NEW multimedia specialist will most likely (as at 
the Exploratorium) join a team to:
          "...come up with new ideas for educational 
     multimedia exhibits, [and] also build those exhibits 
     using tools of the trade, including HTML, Photoshop, 
     Director, DeBabelizer, Premier, and SoundEdit 16 or 
     its equivalent." This NEW specialist will have "years 
     of multimedia development experience or a master's 
     degree in conceptual design, multimedia, or visual 
     arts, and a passion for science, visual arts, and 
     public education...[t]he daily grind includes 
     conceptualizing, researching, and developing 
     projects on a range of topics including memory, visual 
     perception, and the life sciences." (Farnady, 1997).

     *Let's all take a deep breath and try to be calm!*

     Finally, the NEW multimedia Leonardo/Michaelangelo/ 
Joan of Arc/Wright Bro. Renaissance (wo)man will design 
exhibits for the museum floor as well as for the Web. (S)He 
will do all of this within a position (the Exploratorium's 
current job offer, for instance) that offers 30 hours a 
week, with salary starting just under $30,000...but with 
full benefits!
     Susan Schwartzenberg says, "It's nice to have one foot 
in the world of public education and still be able to be an 
artist." (Farnady, 1997). This writer says that it's 
interesting that the underpaid teacher and the starving 
artist are cited as the standards for this HIGH-skill/LOW 
pay position. This individual will NEED full benefits to 
ensure health and sanity while performing this Supra-
Multimedia job. To further confuse the reader of this 
paper, I would add that I would take this job, if offered, 
in a heartbeat!
     We should examine why many would yearn after such a 
demanding position. Recent online services show that the 
changing world of multimedia as described above is simply 
the tip of the iceberg. Very soon, it seems, those of us 
proficient in the HTML scripting language and creative 
programs such as Photoshop, web editors, and animation 
software, are looking at a brand new "Mindtool." We will be 
expected to not only learn this quickly, but also be in a 
position to teach the new tool to students. What is this 
new gadget?
          "If adopted as a standard, a new World Wide Web 
     Consortium public draft promises to deliver that 
     elusive 'television-style content' over the 
     Web...[which] will have the same effect on multimedia 
     content as HTML had on hypertext content." The new 
     proposed markup language, Synchronized Multimedia 
     Integration Language (SMIL), will allow multimedia 
     designers to interweave simple media objects of 
     different formats (audio, images, text, and streaming 
     audio/video), using just a few simple tags. SMIL is 
     reported to be a simple markup language, without the 
     complexities of current multimedia scripting languages 
     such as JavaScript or dynamic HTML. (Glave, 1997).

     Simple? We can only hope. There is some great news, 
however! This high-level dedication to "keeping up with the 
E-Jones's" is finally pervading the educational community! 
I believe that this will be the only manner in which we 
will be able to re-train today's "teachers," and also to 
train the teachers and professionals of tomorrow.
     Delivery of the new Mega-Multimedia will require high-
quality and "real-time" connections. That is impossible 
using today's slow and overcrowded Internet. A consortium 
of 112 universities has been working on Internet 2, the 
next-generation computer network. "Each of the participating 
universities has agreed to spend $750,000 a year over five 
years to help develop the new network...students already 
are connected to a high-speed campus network that gives 
them access to...video recordings of lectures and tutorials 
[on demand]." (San Jose Mercury News, 1997). The delivery 
method is called asynchronous transfer mode (ATM) 
technology. It moves data over fiber-optic cables at 155 
million bits-per-second (future-capable of 10 BILLION bps) 
-- this leaves the 33,600 bits per second typical of 
current modem connections panting in the dust!

     Are we talking about the (not so) far and (not nearly) 
distant reaches of the next century?

     Listen carefully --
     Internet 2 is to be operational by 1999!

     For all the mind-boggling and rapid changes that are 
at our doorstep, it must be noted that this *will be* the 
future of memory-intensive Multimedia and Hypermedia 
content (educational and otherwise). For those of us 
pondering career changes into the world of the Multimedia 
Specialist, there can only be two possible reasons for 
wanting to embrace this seemingly impossible challenge:

     1)  Clinical insanity.
     2)  We've already seen the *power of the Mindtool.
         *With bated breath,* we anticipate each 
         daring moment!

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REFERENCES

     Farnady, Kate. (1997). SF dream job: The original 
interactive museum. In: Wired News, October 24, 1997. 
Originally appeared in HotWired, Wired Ventures Inc. (1993-
1997). [Online]. Available: 
http://www.wired.com/news/news/business/story/7940.html

     Glave, James. (1997). SMIL hopes to weave the streams. 
In: Wired News, November 6, 1997. Wired Ventures Inc. 
(1993-1997). [Online]. Available: 
http://www.wired.com/news/news/technology/story/8343.html

     Kearsley, Greg. (1994, 1997). Computers. In: _Theory 
into practice (learning theory) database_, George 
Washington University. Last modified: Tuesday, May 20, 
1997. [Online]. Available: http://www.gwu.edu/~tip/computer.html

     San Jose Mercury News, and Newhouse News Service. 
(1997). Superfast second generation of Internet on the way. 
In: San Jose Mercury News, Wednesday, October 8, 1997. 
Mercury Center, ((c)1996-7). [Online]. Available: 
http://www.sjmercury.com/gmsv/breaking/docs/068846.htm