#30716
Bill Gates' Last Day At Microsoft
Bill Gates gave his last keynote at the 2008 CES show in Las Vegas and he started it out with a spoof of what his last day might be like and includes cameos from a number of Microsoft executives and some Hollywood stars, celebrities and politicians. This video is just an excerpt of the longer keynote.
Catalyze (2007). Careers>Workplace>Multimedia
#26270
Blogs, Podcasts and All That Stuff
I think podcasting is powerful because it gives us the opportunity to reach people in ways we cannot with blogs and websites. Don't get me wrong, blogs and sites have their place. But let's face it, people have information overload! It's often a choice between reading your blog and the 15 other things they need to read. But with podcasts, people tell me that they listen via their iPods while in the gym. They burn them to CD and listen in their car during their commute. They listen on their computer with a headset or speakers.
Morley, Catherine. Creative Latitude (2005). Design>Web Design>Multimedia>Podcasting
#30778
Technical communicators must adapt to the changing dynamics presented by the addition of rich media in the technical documentation space. Discover some suggestions for how to do so.
Ortega, Dan. Intercom (2008). Articles>Documentation>Multimedia>Flash
#27931
Break the chains of EMBED and live free. Elizabeth Casto explains how to embed movies without using invalid markup.
Castro, Elizabeth. List Apart, A (2006). Design>Web Design>Multimedia>XHTML
#32045
Camtasia Studio or Captivate: A Comparison
I have spent the last two weeks switching between Captivate and Camtasia Studio. Talk about schizophrenic. I spent a lot of time trying to remember which command I had to use in which program, but overall it’s been an interesting experience.
Technical Writer (2008). Articles>Multimedia>Video>Screencasting
#26991
Information about how to use the Canon Elura 50 camcorders for technical communication multimedia.
Arnold, Jenni and Christina Kitson. Studio for New Media (2004). Presentations>Multimedia>Documentation>Video
#26980
Introduces developing multimedia using the 'prosumer' Canon GL2 digital camcorder.
Knox, Jessica and Maja Grgurovic. Studio for New Media (2006). Articles>Multimedia>Video
#22988
There are two methods for adding captions in QuickTime. There are advantages and disadvantages to each approach. The first allows you to maintain a single file, making the captioned video easier to distribute. The second approach allows you to easily deliver a captioned and non-captioned version of your movie, but requires an understanding of SMIL (it's not too hard).
WebAIM (2003). Design>Multimedia>Accessibility>Video
#22990
RealPlayer uses SMIL to combine media content with a RealText (.rt) file. The .rt file contains the captions themselves and information about how and when they should appear. The SMIL file is really just a pointer file. It contains information about where and how your captions and media content should display.
WebAIM (2003). Design>Multimedia>Accessibility>Video
#22989
Windows Media Player adds captions using Microsoft's Synchronized Accessible Media Interchange (SAMI). SAMI, like SMIL, which is used by Quicktime and RealPlayer, is an XML-based text language. A SAMI file contains the captions and definitions for how and when the captions should display.
WebAIM (2003). Design>Multimedia>Accessibility>Video
#26364
Captions and Audio Descriptions for PC Multimedia
This article discusses the various types of captions, when to use captions, as well as the various types of audio descriptions.
Microsoft (2002). Articles>Multimedia>Documentation
#25969
Captions and Audio Descriptions for PC Multimedia
This article discusses the various types of captions, when to use captions, as well as the various types of audio descriptions.
Microsoft (2002). Design>Multimedia>Accessibility>Audio
#14131
Case Studies in Instructional Technology and Design
Multimedia cases allow novices and experts to explore issues and practice in instructional design. During the course of study in instructional design, often only a few design projects can be completed. Case studies serve as a valuable supplement, providing students with opportunities to experience and respond to complex practice issues in a variety of professional settings. In the process, students reflect on relevant theories and techniques as they attempt to understand a real problem, develop a response, and consider the potential consequences. Once each year, we sponsor a case event, and invite universities across the country to advance a team. Teams analyze the case, while experts pose probling questions, evaluate case responses, and contribute their own perspectives on the cases.
University of Virginia. Academic>Course Materials>Instructional Design>Multimedia
#25060
CD-ROM Development At AG Communication Systems: How We Did The Wrong Thing The Right Way 
Time constraints prevented our team from rewriting our user's guide for online use. Early user testing and off-the-shelf electronic tools were key elements that ensured our success in enhancing usability to cancel the deadening effect of data dumping. We added menus and graphical navigation aids for user convenience. Interleaf provided automatic hypertext links and support throughout the project. We included an installation-and-reference guide to inform new-to-online users how to install and use the our product.
McDermott, Roberta J. STC Proceedings (1994). Design>Multimedia>CD ROM
#15098
Luongo describes how technical communicators can produce their own CD-ROMs.
Luongo, Al. Intercom (2000). Design>Multimedia>CD ROM
#30270
CD-ROM Publishing: Personal Coaching From Industry Experts
Are you considering publishing your documentation on CD-ROM? Sign up for a consultation with experts from leading CD-ROM firms. NOTE: This 'workshop' takes place in individual 15-minute one-on-one sessions. Please try to arrive early and sign up for your time slot; then you're on your own (visit the exhibits? call your office?) until your session time. This way, all participants receive the complete attention of a CD-ROM consultant. We'll work with drop-ins if any time slots remain unassigned.
Gale, John, Stephanie L. Rosenbaum and Pamela Sansbury. STC Proceedings (1994). Articles>Multimedia>CD ROM
#26992
Introduces how to use a CD/DVD duplication tower to make a few copies of your CD, CD-ROM, DVD-video and DVD-ROM multimedia.
Johnson, Rachel and Codi Prachar. Studio for New Media (2006). Presentations>Multimedia>CD ROM
#26993
Introduces producing video special effects, using ChromaKey technologies and Apple's Final Cut Pro.
Stanerson, Nick and Nick Boesel. Studio for New Media (2004). Presentations>Multimedia>Video>Final Cut Pro
#30397
Clarifying Abstract Concepts Through Multimedia: Principles for Technical Communicators
Multimedia can sometimes convey meaning in ways that text and graphics alone cannot. This paper offers two principles for understanding how multimedia can clarify abstract concepts. The first principle is that multimedia is excellent for conveying any kind of change, such as change in quantity, size, shape, or relationship. The second principle is that multimedia can help present complex concepts by providing information in both the visual and auditory modes simultaneously. These principles can guide technical communicators in evaluating whether multimedia is a cost-effective way to present their information.
Garb, Rachel and Claudia M. Hunter. STC Proceedings (1993). Articles>TC>Multimedia>Visual Rhetoric
#21042
Clearing Rights for Multimedia Works 
The ground-breaking aspects of undertaking to create a multimedia work are more than just technological; much as the technology is growing by leaps and bounds in response to the needs of creators and consumers, so also must the methods and techniques for transferring from owners to new creators the rights to utilize existing works. As this industry began to take on form and vision, much excited speculation and wonder quickly turned to disbelief, if not outright horror, as creators began to understand what a labyrinth 'clearing rights' would be.
Harper, Georgia K. University of Texas (2003). Articles>Intellectual Property>Copyright>Multimedia
#24431
Come Play! Using Games to Teach, Motivate, and Engage
What have you done lately to make your training lively, fast-paced, innovative, participative, and imaginative? Baranich and Currie discuss using games in learning and business environments.
Baranich, Karen L. and Cynthia C. Currie. Intercom (1995). Articles>Education>Multimedia>Games
#13943
Communicating Effectively With Interaction 
The ability to build interactions that support, enable, and improve communication is a valuable skill for help developers, Web-site designers, multimedia content developers, information-rich user interface designers-anyone who designs and develops information to be used online. This paper presents the basics of interaction design for information products and describes some basic underlying human factors and user-interface design principles.
Ames, Andrea L. ACM SIGDOC (2001). Presentations>Information Design>User Centered Design>Multimedia
#21255
Communication Videotape Strengthens ISO 9001 Employee Awareness 
Employee awareness training communication for a new company Quality System is enhanced through an internally produced videotape in interview format showing real people doing real jobs. The videotape introduces guiding principles, shows both company executives and employee co-workers, and places responsibility for successful operation of the Quality System on employees. Audits are pictured to reinforce the requirement for timely and accurate records. The videotape may be used in groups or individually in any location. Success of the communication program is in the continuous improvement of quality, and the auditor’s recommendation for ISO 9001 registration.
Keller, Leland C. STC Proceedings (1995). Articles>Multimedia>Education>ISO 9001
#20566
Comparison of Flash and Director
Only six years ago the web did not support graphics and CD-ROM based games asked users if they had 4Mb of memory on their computer with possible hard drive space of 20Mb to play any games. Today, oh heck, that seems archaic.
David, Matthew. School for Champions (2002). Design>Web Design>Multimedia>Flash
#31049
Composing Across Multiple Media
This is a qualitative case study of two students' composing processes as they developed a documentary video about the Dominican Republic in an urban, public middle school classroom. While using a digital video editing program, the students moved across multiple media (the Web, digital video, books, and writing), drawing semiotic resources from each as they did so. Using sociosemiotic and dialogic-intertextual theoretical frameworks, the author examines how the interface of the video editing program influenced the students' composing by making new types of semiotic resources available and new means of combining these resources. As they moved across these media in a nonlinear fashion, the students created an interactive context for composing that transcended the individual possibilities of each respective medium. This suggests that multimedial composing environments offer a rich intertextual landscape and unique ways of making meanings.
Ranker, Jason. Written Communication (2008). Articles>Education>Writing>Multimedia
