Ik Multimedia Hammond B3x

[Luz Tonks]

Fairuse ends when the multimedia creator loses control of his product's use, such as when it is accessed by others over the Internet. Educators or students need not write for permission if their presentation falls within the specific multimedia fair use guidelines; however, "educators and students are advised to note that if there is a possibility that their own educational multimedia project incorporating copyrighted works under fair use could later result in broader dissemination, whether or not as commercial product, it is strongly recommended that they take steps to obtain permissions during the development process for all copyrighted portions rather than waiting until after completion of the project.

This book is an introduction to the issues and practicalities of using multimedia in classrooms - both primary and secondary, and across a range of subject areas. The book draws on material from a range of case studies and focuses on areas of concern for teachers and researchers.

Using IT effectively continues to be a problem for many teachers, and there is still a long way to go toward organising this properly. The book takes a thorough look at IT in the school, discussing and examining issues such as:

* IT and the National Curriculum

* foreign language teaching

* differing curricular needs

* opportunities and constraints of groupwork

* talking books and primary reading

* ways in which multimedia supports readers.

The book also looks at some of the more philosophical issues such as the implications of home-computers and the limits of independent learning, and the notion of "edutainment" - the relationship of motivation and enjoyment to learning.

Finally, the book makes comparisons across the curriculum and between primary and secondary sectors and raises questions about the future of IT in schools, arguing that teachers should make a significant contribution to decisions about future development.

Thanks to new technology called videomicroscopy and the efforts of two Malaspina University-College instructors, parasitology students can now interact with some of the most amazing creatures nature has to offer. Welcome to the wonderful microscopic world of parasites.

Biology instructor Dr. Tim Goater and instructional computing administrator Liz Hammond-Kaarremaa were on a field trip to Bamfield Marine Station with the parasitology (Biology 315) class when they all learned what a world of discovery opens up when you put a high-powered microscope, a video camera, a VCR and a TV together to investigate new parasites in the field or even at home in the lab.

"You only need to hear the excitement in the student's voices to know this is educational technology at it's best," says Hammond-Kaarremaa. "The technology allows you to magnify live marine parasites on a TV screen many thousands of times larger than the actual creature under the microscope."

The new technology allows students to observe and record live microscopic parasites in their host habitate - be it the gills of a fish, barnacles taken from the back of a whale, or the heart of a marine animal. It was at Bamfield where Goater and Hammond-Kaarremaa determined that they needed this equipment for Malaspina's students on campus.

A $7,500 grant from the Ministry of Education, Skills and Training Centre for Curriculum and Professional Development allowed Goater to buy a Lieca Wild M38 microscope capable of magnifying 400 times, an auxiliary Lietz compound microscope, a compact Panasonic video camera, a 21-inch TV monitor, and a VCR.

Of course, once the "critter" as Goater calls them, is on video tape it can be digitized into a computer file. From there it can be edited with sound added, technical graphic details added, or, as Goater is doing, used to make an interactive CD-ROM.

In charge of editing the parasitology class' collection of creatures is third year biology student Shelley Jepps who, as Goater's microscopy assistant, helps fellow-students record the best images of the parasite they are researching as part of their classwork.

Goater is in the final stages of producing a CD ROM titled interactive parasites. This multimedia instructional tool allows students to study parasites at home at their own speed and to trace their particular area of study via sound recordings, video clips and in-depth text references by pointing and clicking their way through the compact disk's layers of multimedia information.

Goater would like to make the videomicroscopy dream complete by adding a digital titlemaker ($1,000) to record scientific data onto the edited video tape, and the ability to make photographic captures ($4,000) to Kodachrome slides to illustrate scientific articles and lectures.

If you have problems with accessing any of the creative works through Flash, please let me know. For further examples of e-lit, you may always look at any of the texts from the Electronic Literature Collections 1, 2, and 3:

Do you find any popular social media platform particularly literary, cinematic, or good for storytelling? Have you ever wanted to experiment with its constraints for creative use? Here is your chance! Choose any popular social media platform and compose an interactive and/or multilinear story. It can be fiction or non-fiction, it can be text-based, photo-based, video-based, or a combination (multimedial).

In addition to this exercise, you will submit a 3-page (double spaced) mini-essay on the process. Suggested personal questions to answer: did you enjoy tampering with existing code or would you have preferred to do something from scratch? What would you like to learn more about in the future? What do you think of collaborative writing? Suggested scholarly questions to answer: What problems did you run into in the process of design? What course readings have we done that relate to this exercise or to your experience as a practitioner, a collaborative writer, and a user? Besides the words, what else did you tinker with, and what were the results?

Please walk me through what you have so far for your Twine project (half-way done would be optimal): tell me about the content or plot, tell me why you chose to design it this way, show me some of your code, ask me questions about how to fix x or y.

The University of Waterloo acknowledges that much of our work takes place on the traditional territory of the Neutral, Anishinaabeg, and Haudenosaunee peoples. Our main campus is situated on the Haldimand Tract, the land granted to the Six Nations that includes six miles on each side of the Grand River. Our active work toward reconciliation takes place across our campuses through research, learning, teaching, and community building, and is co-ordinated within the Office of Indigenous Relations.

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