Practical Hypermedia: Using Hypertext and Multimedia in the Real World  

Multimedia and hypertext are two of the hottest topics in technical communications today. Multimedia, in one form or another, has been around for decades—so has hypertext. Both have been of enormous interest to the technical communicator specifically, and the computer user in general. Lately, we have seen advancements in computer technology that can allow a computer user to produce presentations of considerable quality. Just as the advent of the Macintosh ushered in the era of desktop publishing, the rapidly falling prices of digital video cards and image editing software are about to pave the way for another revolution in desktop computing.

Radecki, Steven Lewis. STC Proceedings (1993). Articles>Multimedia>Hypertext

Practicing Professional Communication Principles by Creating Public Service Announcements    

A primary goal of most introductory business and technical communication courses is to introduce students to the idea that the professional communication most of them will engage in is different from the writing they do for academic purposes. This overall idea covers several principles concerning professional writing. First, in an academic essay, a student may tell all he or she knows about a topic to an expert reader (the instructor); in professional writing situations, however, writers are most likely sharing only a small part of the information they know with nonexpert readers. Second, when writing in professional situations, writers must actively envision audiences different from themselves, audiences that will have different concerns and purposes than the writers do. Finally, the audience, purpose, and medium of a professional communication situation drive the choices a writer will make. If students are to understand these principles, discussing them in class is insufficient; students must also practice them. Implementing active learning that applies these principles authentically can be challenging. The makeup of many business and technical communication courses means that not all students share expertise in a given field that they can draw on for common assignments. Hypothetical assignments may not give students a deep sense of context, and students may continue to perceive the instructor as the real audience for such assignments.

Frederick, Terri. Business Communication Quarterly (2008). Articles>Education>Business Communication>Multimedia

Producing for the Ear

'Writing for the ear' is an effective way of making content engaging and interesting. Examples of this are audio-based sentence structure, writing around audio clips, making informed word choices and creating a narrative arc for your podcast. Listeners, who are often occupied with other things while listening, need audio and content that transports them to another state of mind. With this in mind, Bond explains techniques and provides examples of how podcasters can anticipate what their audience expects to hear, and how they meet listener expectations while still providing something new.

Bond, Stacy. Podcast Academy (2006). Articles>Multimedia>Audio>Podcasting

Production Design for Dialogue Recording

Bad audio will certainly sink an otherwise good project! That being said, let's look at how other Departments can help the Sound Department improve the quality of the recorded dialogue.

Ginsburg, Fred. Equipment Emporium (2006). Articles>Multimedia>Audio

Proposed Multimedia Courseware Documentation Design  

With the growth of multimedia, design techniques to manage the contents and data structures for the media are becoming required We call this courseware in distinction from hardware or software, and we produce a production model by developing a uique technique not in imitation of the conventional ones using the following three points, layout, framework and linkage management.

Hayashizaki, Akira. STC Proceedings (1993). Articles>Education>Multimedia>Documentation

Psychologically Unsound 15 Second Sitcoms

"It made me laugh, I love it," is not what you want to hear about an expensive TV commercial. Did it leave you with a powerful desire to obtain the benefit the product offers, so that you plan on purchasing it? Find out why silly TV commercials, that fail to communicate why the product is superior, are doomed to drain budgets and let the competition gain ground.

Streight, Steven. Blogger.com (2004). Articles>Multimedia>Marketing>Cognitive Psychology

Putting the Poetry of Film to Use Online  

This article helps technical communicators become better informed producers of interactive, cinema-like new media objects (help systems, public information and ordering kiosks, promotional technical presentations on the web, and so on) by providing a summary of how cinema works, and then by proposing a few ways that some basic cinema editing and display techniques can be integrated into on-screen technical communications practice. The author makes the claim that if we are to begin thinking and working like film makers, the fundamental poetics and information designs we use in our new media design and development work must also change.

Gillette, David. STC Proceedings (2005). Articles>Documentation>Multimedia>Video

Quantitative Evidence For Differences Between Learners Making Use Of Passive Hypermedia Learning Environments  

This paper presents a summary of the results of several relatively large studies which attempted statistical analysis of audit trails created by learners accessing information in typical hypermedia or hypertext learning environments, and interpreted them in relation to learner characteristics and study tasks. Significant differences in the information access strategy, amount of information accessed, student estimates of achievement and knowledge outcome were observed between learners in these studies. This paper concluded that some learners may be systematically disadvantaged where support for (or the delivery of) the curriculum depends on hypermedia, such as via a networked learning environment delivered passively over the WWW. It is suggested that the audit tools available from the WWW provide an opportunity to develop multi-discipline evaluation mechanisms which may enable researchers to provide learners with standard 'learning profiles' with which to reflect on their own learning effectiveness when using hypermedia educational materials.

Quentin-Baxter, Megan. ACM Computing Surveys (1999). Articles>Education>Multimedia

Recordable DVD: Worth the Wait or Worth Waiting For?

It may be a bit hasty to declare the end of the CD-ROM era, but the signposts are pointing in that direction. Although the CD provides a convenient way for presenters to store multimedia, distribute data and back up hard drives, the medium's space limits in the coming era of 100GB and larger hard drives and ever more ambitious multimedia projects will become increasingly evident. Indeed, many see the recordable DVD as the next killer app in computing – the one that makes the most compelling use of all that digital horsepower sitting idle on desktops everywhere, at home and at the office. More than a million recordable-DVD drives were sold in 2001, and the market research firm International Data Corp. (IDC) predicts that number will grow to more than 30 million by 2005. Apple, Compaq, Dell, Hewlett-Packard, Sony and other major computer manufacturers already ship recordable-DVD drives with their top-of-the-line models. Drives supporting the highly anticipated DVD+RW format (a format presenters should like because of its greater flexibility and superior write speed) have finally hit the market. And, as with almost all digital technology, recordable-DVD drives and media, not to mention video camcorders and software, are getting cheaper and more widely available by the day.

Kawamoto, Wayne. Presentations (2003). Articles>Presentations>Multimedia>DVD

Requirements for Embedding Macromedia Flash Movies in Microsoft Powerpoint Presentations

Embedding is based on the Shockwave Flash Microsoft ActiveX component, an ActiveX component created by Macromedia that allows its content to run in Microsoft Internet Explorer.

Flashgeek.com (2005). Articles>Presentations>Multimedia>Flash

Review: Review of 'Podcasting Solutions: Complete Guide to Podcasting'

I thoroughly enjoyed reading Podcasting Solutions: A Complete Guide to Podcasting by Michael W. Goeghegan and Dan Klass. I was able to digest the material quickly. The frustrating thing for me was that the title just didn't seem to fit the approachable and practical content that made the book such a treasure. For example, the subtitle 'A Complete Guide' is a bit overstated, because it is not a compendium but a getting starting guide. Especially as time goes by and the field progresses, and more techniques and tools are developed, this book will become more out of date.

Albing, Bill. KeyContent.org (2006). Articles>Reviews>Multimedia>Podcasting

A Review of Digital Video Production in Post-Secondary English Classrooms at Three Universities  

Digital video production in composition courses is both new and exciting. However, this newness comes with challenges and obstacles as well as more questions than answers. What exactly is so fun, attractive, liberating, and transgressive about digital video work? Is it the time invested in editing minutes or hours of footage into seconds of film clips? Is it the sheer thrill of having the power to overlay images, words, and sounds to produce an effect impossible in the real world and highly effective in the multimodal, rhetorical one? Is it that the composition teacher is finally asking for a product where grammar (understood as punctuation and sentence structure) is mostly invisible? Is it the crisis moments when the software, the hard drive, and/or the accompanying hardware crashes and we are still left with a classroom full of students to teach? Or, is it the mesmerizing effect of the screen that promises sustained attention to a composition assignment? The answer, we think, in all cases is 'yes'--yet sometimes that yes is a hesitant one.

Meeks, Melissa and Alex Ilyasova. Kairos (2003). Articles>Education>Multimedia>Video

Rich Media Management and Business Agility

Understanding how rich media assets are used by the enterprise, of course, remains the central prerequisite for the enterprise’s ability to capitalize on the deployment of a rich media content management platform. The keys to a successful platform for rich media management include an approach to development based on service-oriented architectures (SOA) and a rich underlying content repository that exposes both the content and its metadata.

Trippe, Bill. Gilbane Report (2004). Articles>Content Management>Multimedia

Script Design for Information Film and Video-Intermediate  

In this all-day seminar we'll expand the knowledge we garnered in the basic seminar on script design for the information film and video or on our experience. We'll explore advanced concepts in the grammar of film and video and learn new filmic design techniques. Throughout the seminar we'll view and critique a number of films and videos to see how other producers have applied such filmic techniques to solving specific communication problems.

Shelton, S. Martin 'Marty'. STC Proceedings (1993). Articles>Multimedia>Writing

Script Design for Information Film, Video, and Multimedia  

In this all-day seminar we'll explore the basic concepts in the grammar of film, video, and multimedia; and we'll learn some filmic design techniques. Throughout the seminar we'll view and critique a number of films and videos to see how other producers have applied such filmic techniques to solving specific communication problems.

Shelton, S. Martin 'Marty'. STC Proceedings (1995). Articles>Multimedia

Selection and Use of Lavalier Microphones

Hiding a microphone under clothing requires a great deal of attention to detail. Not only must the mic be hidden from view, but you must also contend with the problems of clothing noise.

Ginsburg, Fred. Equipment Emporium (2006). Articles>Multimedia>Audio

Sennheiser Wireless Lavalier Microphones

Discusses how to use Sennheiser EW112P(A) Wireless Lavalier Microphones to ensure high-quality audio in video multimedia projects.

Tesdell, Ramsey and Zach Paskiet. Studio for New Media (2004). Articles>Documentation>Multimedia>Audio

Show Me Demos and Captivate

In this audio-visual age, technical writers need an easy way to deliver Flash-based, dynamic screen demos for their help content.

Johnson, Tom H. and Kevin Siegel. Tech Writer Voices (2007). Articles>Documentation>Multimedia>Flash

Some Notes on Simulacra Machines, Flash in First-Year Composition, and Tactics in Spaces of Interruption  

This article is an examination of the discourse surrounding a new media tool, Macromedia's Flash, and a discussion of a qualitative study of Flash's use by students as part of an electronic portfolio assignment in a first-year composition course. My article explores how the software industry constructs Flash as a discursive object for the regulation of information flow, while also examining how the present generation of students interacts with these new media environments, making meaning within them through the use of simulacra tools.

Ellertson, Anthony. Kairos (2003). Articles>Education>Multimedia>Flash

Stairway to Expertise

Tools like Captivate, Camtasia, and TurboDemo make it possible for teachers and communicators to create effective software simulations--without programming. Even simple presentation tools, such as PowerPoint can create truly interactive simulations.

Horton, William K. III. WritersUA (2005). Articles>Multimedia>Interaction Design

Storyboarding and Collaboration  

For technical communicators, storyboarding is a path to collaboration with team members and users. Collaboration and storyboarding help technical communicators get new ideas, find new structures, and discover new modes of expression. In this workshop, you will learn about storyboards and how to develop them. You will also participate in exercises on conducting and collaborating on a storyboard review and on writing a storyboard specification. You will discover how collaboration helps create the context, organization, and design of a document through the use of storyboards.

Trapasso, Linda S. STC Proceedings (1993). Articles>Multimedia>Collaboration>Writing

Strategies for Using Compressed Video Effectively  

Interactive media for distance training require special presentational strategies. Compressed video, an interactive medium using fiber optics, has unique characteristics which users must know. The video creates a lack of direct eye contact and a sense of separation. The compression creates flattened images and extremes of colors. Effective presenters in this medium must plan concise, horizontal graphics. They must schedule short, varied activities with limited use of uninterrupted lecture. And they must plan frequent interactive activities--such as questions, group work, and demonstrations--for an effective session.

Connors, Patricia E. STC Proceedings (1996). Articles>Multimedia>Streaming>Video

The Structure of FlashHelp Skins

The real magic of FlashHelp, however, lies in its Flash-based presentation layer, or 'skin.' You can completely customize FlashHelp skins to match the look and feel of any application, no matter how unique.

Joseph, Amar 'AJ'. Adobe (2004). Articles>Documentation>Multimedia>Flash

Structuring Complex Interactive Information

To improve the structure of complex information when it is to be presented electronically, technical communicators may turn to ideas taken from object-oriented programming, to clarify and revive the structure of the material in existing documents before mounting them online. But when an organization starts moving information onto the Web, technical communicators may go through a phase transition, as the system becomes so much more complex it exhibits emergent behaviors, and demands new attitudes, concepts, and work from the technical communicator.

Price, Jonathan R. Communication Circle, The (1997). Articles>Information Design>Multimedia

A Survey Of Multimedia On CD-ROM  

CD-ROM (compact disk read only memory) multimedia technology has opened the door to vast quantities of readily accessible information for personal computer users. For a product to qualify as a multimedia effort., it must incorporate sound (recorded music and voice) and dynamic graphics (video and/or animation), as well as static text and graphics.

Owens, Raymond P. STC Proceedings (1994). Articles>Multimedia>CD ROM