Discusses the use of beliefs to guide researchers in the development of computer-based learning. Topics include properties of beliefs; beliefs about learning; beliefs about computer technologies; directions for computer-based learning, including multimedia technology, virtual reality, and groupware; and learning rationales, including…

Describes a multimedia project that combined text, pictures, and sound and found that the students could reinforce their reading and writing skills by using a word processor, recording their writing, and drawing pictures. Suggests that teachers have been using multimedia for years and should not be intimidated by the thought of it. (JOW)

Measuring technologies' interactivity in a classroom depends on gaging the level of student interactivity desired. It's not how many buttons students can push, but whether educators can use the technology to spark thoughtfulness and interaction. Three software products (two in math and one in geography) are rated as highly interactive. (MLH)

Provides an overview of the concept of return on investment (ROI) to justify interactive multimedia training. Discusses the calculation of ROI and how it applies to training, the benefits of utilizing ROI as a Level IV evaluation (measure of results), and provides examples. Concludes that multimedia enhances learning although the results are…

Multimedia instruction is a powerful training tool, but to get the most out of the technology requires a basic understanding of its capabilities, what is available, and the difference between good and bad programs. (Author)

Multimedia instruction, which combines visual images, video clips, music, voice, and text, is a compelling way to engage students' interest in geography. The computer, telecommunications, and multimedia are tools that today's students will use in their adult working lives. The National Geographic Society can enhance geography instruction with two…

Discusses the benefits of sharing with students American literature set to music. Presents a listing of audio disks available for classroom use by English teachers, all of which set works of American literature to music. (HB)

Reviews the presentation of the Association for Educational Communications and Technology (AECT) Copyright Committee at a gathering of concerned organizations to discuss the educational fair use guidelines for multimedia programs. The AECT position and recommended guidelines are presented, definitions of multimedia and fair use are suggested, and…

Gives examples of multimedia applications in junior and senior high school programs. Provides a list of producers of multimedia information and products. (SK)

Technologies described include multimedia, CD-ROM, touch screens, printers, laptop computers, imaging, robotics, computer-assisted design, Windows, and telecommunications. (SK)

Provides a general overview of multimedia and its significance in educational applications. Topics discussed include hypermedia; interactive multimedia; storage formats, including analog, digital, and CD-ROM; and multimedia standards, including Compact Disk Interactive (CDI), CD-ROM Extended Architecture (CD-ROM XA), and Digital Video Interactive…

With all multimedia devices and programming being produced for today's student, the AV cart is outmoded as a primary distribution system. Media distribution systems allow many users remote access to centrally located media resources, such as laserdisc players, VCRs, and self-image players. Two types of media distribution systems are described,…

This overview of the types of multimedia technology available for education addresses issues of selection, instructional design and development, and effective classroom applications. (SK)

Gives a historical overview of copyright law and discusses the Copyright Act provisions dealing with fair use. Discusses fair-use issues in the preparation of university coursepacks, and new advances in copyright legislation to accommodate advancing technology. Advises educators to exercise caution in creating multimedia until further fair-use…

Discusses the use of simulation, a form of interactive multimedia training that re-creates the work environment to a degree of near realism, as a training method. Discusses the benefits of simulations and the cost and process of developing materials. (JOW)