Review of Orchestrating Multimedia by Marilyn Welsh, 2(2)
R. L. Legassie
rllegass@acs.ucalgary.ca
Training Development Officer - Canadian Forces
University of Calgary (PG Training)
Calgary, Alberta, Canada
Toronto, Irwin Publishing, 1998, 165 pages, $59.95 (Cdn) ISBN 0-7725-2462-9
Orchestrating Multimedia is one of the few books on multimedia I've seen lately that is actually written in a language normal people can understand. Welsh avoids excessive use of technical jargon and computer language, yet manages to present a detailed discussion of how to design effective multimedia. The enclosed CD-ROM complements the text by providing interactive examples of multimedia and electronic worksheets for planning your project.
The Introduction is a quick review of how multimedia evolved from an expensive hobby to its status as a panacea of effective training. Welsh lists her early experiences with multimedia as a collection of "slides, film, music and verse intermingled" in stage productions in her native Scotland (p. 12). Her definition of multimedia is in line with current research: "multimedia [is] the interactive use of a combination of media such as text, graphics, audio, video and animation to impart information" (p. 11). She briefly reviews some of the major themes in multimedia development today--on-line books, simulations, virtual reality and the Internet--and provides some quick examples of where these technologies are being used the most. However, this section would have been more useful with the inclusion of some additional resources or URLs discussing each topic in more detail.
In chapter one, Welsh has tried to outline some of the essential elements required for effective multimedia. She defines and discusses text, graphics, audio, video and animation. Again, her treatment of each is somewhat superficial and could have been bolstered by Internet links or suggestions for further reading. However, one of the best aspects of the chapter is the explanation of two key concepts usually overlooked in other works on multimedia--a discussion of the levels of interactivity (p. 42) and the levels of human interaction (p. 44). As Welsh notes, most literature deals with only four levels of interaction, but her list of five seems to be more in line with today's technology. The table below outlines her concept of interactivity in multimedia courseware. She asserts that adding these five levels to the levels of human interaction is necessary for effective multimedia. Ignoring them can have serious consequences for the novice developer.
| Level | Definition | Examples |
|---|---|---|
| 1 | Simple presentation software. Interaction limited to pushing selected buttons designated by the software. | PowerPoint, WP presentations, Harvard Graphics |
| 2 | Limited branching is available in the program. User control/interaction is still designated by the developer | Limited branching is available in the program. User control/interaction is still designated by the developer |
| 3 | Complex Branching is available. CMI functions begin to appear. Improved 2-way interaction. Feedback loops and remedial loops may be included. | Most computer based training programs. Commercial off-the-shelf software such as computer games and advanced computer software help files (i.e. MS Office 97 Assistant) |
| 4 | Program analyzes user response and adapts courseware to requisite learning | Simulations Electronic performance support systems (EPSS) Embedded Training |
| 5 | User has complete control over the computer generated environment | Virtual reality (VR) Artificial intelligence (AI) |
I saw no relevance to putting chapter two in the text. In it, Welsh introduces various examples of Multimedia gathered from education and industry. The text simply repeats the information presented on the CD-ROM, which provides working demonstrations of the software. I would recommend that readers skip this chapter altogether and go directly to the Examples section of the CD-ROM. A more effective use of this Chapter would be to provide some critical analyses or lessons learned from the examples provided on the CD.
Chapter three is a good example of combining a text and CD-ROM for educational purposes. The purpose of the chapter is to guide the reader through the process of multimedia development. Welsh begins with needs assessment and target population review and leads in to a discussion of the multimedia project team and responsibilities, project management, budgeting and storyboarding. Throughout the chapter she uses several different examples to illustrate each process, but I felt this would have been more effective if she had worked the same example from beginning to end (the example of vacation planning discussed on pages 104-107 would be my choice).
Included in the book are several reproducible worksheets for conducting a needs assessment, budgeting, storyboarding, content preparation, and team development. These worksheets are also available on the CD-ROM, but the choice of the Windows Default Text Editor as the presentation program for this interaction often makes it hard to read or understand. Also included are an appendix summarizing the research of learning styles (p. 146-150) and a very useful section on copyright concerns for multimedia development (p. 151-158). Welsh has inserted examples of copyright release forms for new material (p.157) and requests for clearance for previously produced material (p. 155-156). This section alone is worth the price of the book. The glossary contains definitions and explanations of many of the current catch phrases used in multimedia today.
Overall, I found Orchestrating Multimedia a good blend of text and multimedia. Instead of being two separate documents, as most CD-ROM/book combinations turn out to be, Welsh has created two entities that seem to complement each other. With the exception of chapter two, the CD-ROM expands upon much of the information presented in the text, yet it is still possible to understand multimedia without even looking at the CD-ROM. The examples of courseware included on the CD provide new and experienced developers with some good ideas about how good multimedia should look. The exercise section could have been more useful if it was designed to run with existing Word Processing software such as MS-Word or WordPerfect. This would make the electronic forms more useful and encourage readers to put more thought into their multimedia planning.
I would recommend this book for any introductory course in multimedia development. The price is reasonable, the content is Canadian, and the software examples are a good mix of the various levels of interactivity available in multimedia programs. The downfall of the book is that, in several areas, I was waiting for more detail or at least some suggestions for further reading. To supplement this shortfall, I suggest readers use the Web to find additional information on multimedia development. Several software companies provide good guides. Asymetrix Corporation, developers of ToolBook and IconAuthor, present The Concise Guide to Multimedia. The on-line tutorial walks you through the process and lets you complete some assignments along the way; its only problem is that it is built for ToolBook II. If you want to keep abreast of the latest research and applications in multimedia development, have a look at The Multimedia and Internet Training Newsletter. Although this an expensive service, serious multimedia developers may find some value in the steep membership fee ($285 US). However, if you are new to the multimedia game and do not know where to start, Orchestrating Multimedia will calm your fears about getting started and guide you through some of the more common problems that often sabotage novice developers.
Author Note
Training Development Officer - Canadian Forces
University of Calgary (PG Training)
Calgary, Alberta, Canada
rllegass@acs.ucalgary.ca