At the Learning Center for Anthropology at Santa Fe Community College (Gainesville, Florida), various experiences using different types of media were substituted for the traditional academic menu. (Author)

Suggestions are offered for using multimedia (a number of different media) and multiple-image (more than one image at a time) presentations to make training programs more effective. Electronic equipment, described and pictured, includes multimedia programmers, controllers, and dissolvers. (Author/MS)

A "poor man's" multimedia approach to assisting physical underachievers is discussed. (MM)

Argues that the proper use of the tools of instructional technology, and familiarity with the principles governing their use, are prerequisites for professionalism in teaching. The development of a pilot series of conceptual multi-media modules in anatomy is described. (VT)

A survey of nine Western European countries concerning use of the new information technologies in higher education is reported, the status of educational technology in Swiss universities is examined, and issues arising in the widespread adoption of educational technology in higher education are discussed. (MSE)

Two critical factors affect the adoption of new educational technologies: (1) whether the organizational structure of the existing media in education is highly integrated, and (2) whether the existing organizational structure will allow the new technologies to fit. (MD)

Describes a project whose objectives are to bridge the gap between second language instruction and computer-assisted instruction, explore multimedia combinations, and stress productive language in language learning. (MSE)

Nonprint media are under attack as examples of education gone soft; in fact, they offer a vehicle for students to understand and cope with the realities of life. (Author/KS)

This is the fifteenth in a series of profiles documenting experiences with the use of instructional technology at 24 colleges and universities. The report describes why and how the use of multimedia has become intrinsic to the educational process at Brigham Young. (Editor/LBH)

The choice of what to include in educational software is an issue with which instructional designers are regularly concerned. Multimedia capacity, standard on today's desktop computers, gives designers the opportunity to provide learners a more exciting learning experience than simply looking, clicking, and then looking some more. One feature that…

Building on the materials in the two previous successful editions, this book features approximately 40% all new material and updates the previous information. The authors use the DDD-E model (Decide, Design, Develop--Evaluate) to show how to select and plan multimedia projects, use presentation and development tools, manage graphics, audio, and…

Multi-media instruction needs to be adapted to assist students in achieving objectives of instruction. Multi-media approaches need to stress quality sequence, and also need to provide a meaningful context for student learning. The developers of multi-media class resources should provide for diverse styles of learning and need to develop materials…

This collection of papers begins with a preface by Victor Ordenez, followed by opening speeches by Federico Mayor, Tetsuo Misumi, Heitor Gurgulino de Souze, and Wichit Srisa-an, and a keynote address by Takashi Kosugi. Three working papers include: "The University of the Future" (Edgardo J. Angara); "Institutional Challenges,…

This book is designed to be used in conjunction with a training workshop which helps experienced educators meet the unique challenges of mentoring beginning teachers. The training helps participants explore the mentoring process, understand the problems and concerns of the beginning teacher, identify the six essential qualities of a…