Multimedia+Authoring

 **Multimedia Authoring** Brett Cassidy media type="custom" key="9526346" align="right"

Description and Uses of Technology
Multimedia Authoring refers to presenting information such as text, graphics, video or other styles of media in a compelling manner (Webopedia, 2011). In the 1980’s when computer usage started to become more commonplace, few options existed for this type of communication. Therefore, people would have to create their own software to share their information on an engaging platform. Today however, a number of options exist that users can select as a vehicle for sharing information in a compelling way. From a room full of high-level bankers to a classroom of 4th graders, Multimedia Authoring provides the vehicle for one or more people to share ideas and information to match that person’s unique communication style. Charts, graphs, photographs, video files, audio files and interactive features are just a few of the specific tools someone can incorporate into a presentation or show.

Some of the most common systems or software applications people are likely most familiar with using or experiencing are:
 * Microsoft PowerPoint
 * Apple's Keynote
 * Prezi
 * GoogleDocs
 * Glogster

Each of these systems, as well as the countless others, attempt to empower users to be able to easily share their work in an engaging manner. Users can select the system they will use based upon personal preference, availability and system capabilities and limitations. The most well known tool, both in the classroom and outside of it, is PowerPoint. "PowerPointis a software tool that has become a presentation staple in lecture halls, conference rooms, and computer-based training. It is used in over 30 million presentations a day, and its software is on 250 million computers worldwide" (Apperson, J.M., Laws, E.L., & Scepansky, J.A., 2006).

Important Findings on Student Outcomes
Multimedia authoring can be an effective tool, but users must keep their audience in mind as they prepare their presentation. While some research suggests multimedia authoring is an effective tool, nearly all research recognizes the importance of the communicator and how he or she incorporates multimedia authoring into his or her presentation. As the most used system, PowerPoint has been evaluated and critiqued at a number of levels to determine its effectiveness. A fair amount of research, mostly at the University level, has been completed to see if there is a benefit to PowerPoint versus more traditional lectures. "Eighty percent of the students surveyed by Szabo and Hastings (2000) felt that PowerPoint lectures were beneficial and that visual emphasis helped them recall the lecture material during the exam" (Savoy, A., Proctor, R.W., & Salvendy, G., 2009).

Eighty percent is a significant percentage of students, but that statistic does not mention another key aspect of a traditional lecture. Specifically, other findings highlight that the auditory information that is often given adjacent to the visual slides is not retained as well. This should dictate what the presenter chooses to include as a visual in a presentation. Just making a point to make an additional point verbally during a presentation appears to not be as effective as pairing that point with a visual cue of some kind.

"PowerPoint is a useful tool, but like any tool, whether a stethoscope, a scalpel, or a CT scanner, it can be used well or ill. Using it to its full capabilities requires that we regard it less as a crutch that can compensate for our deficiencies and more as a springboard with which to vault presentations higher" (Gunderman, R.B. & McCammack IV, K.C., 2010). Several journal articles reiterate this point. It is important to think of PowerPoint, Prezi or any of these other multimedia options as a tool for making a presentation, and not the presentation itself.

One of the most common misuses is attempting to include too much information. This can have a severely negative effect on the presenter's goal of informing the audience. "When information overload happens, a communication barrier rises between the speaker and the audience. The audience loses interest, and the speaker loses a valuable opportunity to stimulate discussion" (Marasco, 2008). All of these points highlight the importance of making sure the content and the delivery of the content is done so in consideration with how students learn best.

Emerging Trends and Open Issues
The breadth of capabilities of multimedia authoring allows for the incorporation of two key trends, collaboration and interactivity, into its everyday usage. These two aspects of the tool require organization and foresight to implement them properly. For instance, it has become much easier to have multiple users on a presentation via Prezi or a presentation in Google docs. This forum of collaboration permits for the sharing of more ideas and perspectives to be infused into one presentation. In a classroom setting, a teacher must provide tremendous guidance and support to novice users as they attempt to work together in a medium often used independently.

As instructors become more familiar with the features of their preferred system, he or she can include more streaming video or audio files into a presentation for an engaging experience. Additionally, with advanced features in PowerPoint, authors can create “interactive multiple choice review tools which provide immediate and appropriately detailed feedback to student” (Boyas 2008). They can be used in class as a group, or individually outside of class. Depending on availability, instructors can post the file on a Blackboard site or just email it to students. Either way, the student is provided with an interactive portal for learning and the teacher has another way to perform an assessment.

Even as these new capabilities continue to emerge, the major “open issue” with multimedia authoring is that many people misuse the technology, regardless of what system they prefer. It is essential that the presenter consider basic communication and teaching philosophies. He or she must be sure to present the information to the audience in a manner that is most conducive to their learning.

Research shows again and again that PowerPoint and other similar tools rely on their authors to be effective forms of communication and powerful tools for education. The opportunity for engagement is there, and the visual element has proven to be effective. Teachers must consider what is essential for their audience to retain from the presentation, and then make sure they present it clearly so it stands out from everything else.