What is the combined term for text audio still images animation video and interactivity?

About multimedia

Increasingly, staff are looking for ways they can use video, audio and multimedia to enhance their teaching materials. Students, too, look for opportunities to use digital skills in their work, for example creating video, podcasts, infographics or animations.

Multimedia is a broad term for combining multiple media formats. Whenever text, audio, still images, animation, video and interactivity are combined together, the result is multimedia. Slides, for example, are multimedia as they combine text and images, and sometimes video and other types.This guide will explain the facilities and tools available to staff.

How can multimedia resources help your teaching?

Multimedia resources can be a great benefit to your teaching, to complement lectures, discussions, and readings. Multimedia resources can be effectively used to:

• Increase student engagement and interest in a topic, for example, with a video/documentary introducing an issue, as opposed to an additional reading.
• Teach complex material in a visual way, which can aid understanding.
• Video and/or audio messages that you create can personalise the learning experience for students.
• Multimedia can be more accessible to students with learning differences and disabilities.

Essential Multimedia Skills Multimedia Skill Set A diverse range of skills—detailed knowledge of computers, text, graphic arts, sound, and video.May be available in a single individual or in a composite of individuals working as a team.Need to analyze content & match it up with effective presentation methodsShould be able to view his own view point according to the users

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• Multimedia is media and content that uses a combination of different content forms. The term can be used as a noun describing a medium with multiple content forms or as an adjective describing a medium as having multiple content forms. The term is used in contrast to media which use only rudimentary computer display such as text-only, or traditional forms of printed or hand-produced material.Multimedia includes a combination of text, audio, still images, animation, video, or interactivity content forms.
  
• Multimedia technology applies interactive computer elements, such as graphics, text, video, sound, and animation, to deliver a message. 

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Table of Contents

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• Is a combination of sound images with text and graphics?
• What is referred to as a result of the combination of text audio still images animation video and interactivity?
• What are the messages created by the combination of text and graphics?
• ICT teacher handbook/Audio visual communication
• Chapter Objectives
• Digital learning resources
• Additional Resources
• Transaction notes for activities
• Level 2 --> 6 weeks
• Level 3 -> 6 weeks
• Digital story telling
• Understanding digital stories
• Making a digital story with images and text
• Audio and video stories
• Assessment of digital stories
• What is a combination of text graphics images audio and video to form a medium of instruction?
• What is the combination of text graphic audio and video?
• What uses a combination of text graphics and video to enhance learning process?
• Which of the following media has a combination of texts videos sounds animations and graphics in the computer platform?

• 1 What is a combination of graphics sound text and images known as?
• 2 Is a combination of sound images with text and graphics?
• 3 What is referred to as a result of the combination of text audio still images animation video and interactivity?
• 4 What are the messages created by the combination of text and graphics?
• 5 Which of the following is a combination of text graphics Audio and video etc?
• 6 Is there any combination of text graphic art sound animation and video delivered to you by a computer or electronic device?

Multimedia is media and content that uses a combination of different content forms. Multimedia includes a combination of text, audio, still images, animation, video, or interactivity content forms.

Is a combination of sound images with text and graphics?

Question: Multimedia is a combination of text, sound, graphics, video, and animation.

What is a combination of text graphics sound animation and video in computer called?

Multimedia is the correct answer. Multimedia is any combination of text,graphics art, sounds, animation and video delivered to you by computer or electronic devices.

What is a combination of text graphics images audio and video to form a medium of instruction?

Multimedia is the combination of multiple forms of media and content such as interactive videos that may include audio, graphics, text, animation, simulations or demonstrations.

What is referred to as a result of the combination of text audio still images animation video and interactivity?

Multimedia is a broad term for combining multiple media formats. Whenever text, audio, still images, animation, video and interactivity are combined together, the result is multimedia. Slides, for example, are multimedia as they combine text and images, and sometimes video and other types.

What are the messages created by the combination of text and graphics?

The combination of audio, text, video, images, graphic elements and animation creates Multimedia.

Which of the following is a combination of text images sound and video that expresses an idea or conveys a message?

Multimedia is any content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.

Which of the following is the integration of text sound graphics?

integration of text, sound, graphics, animation and video into a single unit.

Which of the following is a combination of text graphics Audio and video etc?

Answer: Your answer is Multimedia.

Is there any combination of text graphic art sound animation and video delivered to you by a computer or electronic device?

Multimedia
Multimedia is any combination of text, graphic, art, sound, animation and video delivered by any electronic means.

What is combination of multimedia?

The word ‘Multimedia’ is a combination of two words, ‘Multi’ and ‘Media’. Multi means many and media means material through which something can be transmit or send. They combined all the media elements like text and graphics to make the information more effective and attractive.

YouTube Video

What is Digital Story?

Digital storytelling is the practice of combining narrative with digital content, including images, sound, and video, to create a short movie, typically with a strong emotional component. Sophisticated digital stories can be interactive movies that include highly produced audio and visual effects, but a set of slides with corresponding narration or music constitutes a basic digital story.

The resources available to incorporate into a digital story are virtually limitless, giving the storyteller enormous creative latitude. Some learning theorists believe that as a pedagogical technique, storytelling can be effectively applied to nearly any subject. Constructing a narrative and communicating it effectively require the storyteller to think carefully about the topic and consider the audience’s perspective.

1.    Start with an Idea – All stories begin with an idea.The idea could be anything and everything. Digital stories can be fictional or non-fictional.

2.    Write a Script – Once the idea has been conceived, make it concrete. Write a proposal, craft a paragraph, draw a mind map and prepare a draft for the script.

3.    Illustration and Painting – This is the stuff that makes the magic happen and writing come alive. This is where the transition into visual media takes place.

4.    Voice-acting – Giving the video a voice over makes it all the more effective. Expression through videos and pictures supplemented by voive acting makes the digital story impactful.

5.    Animation – Bringing the characters to life. Animation brings the digital story that is a fragment of our thought to reality.

6.    Publishing - Sharing online has become deeply embedded in our culture. So why not publish the story and share it online. Knowing that other people might see the work often raises motivation to make it the best possible work that one does.

YouTube Video

ICT teacher handbook/Audio visual communication

Note: The different themes have been organized as Levels 1, 2 and 3 based on the complexity of the ICT skills involved and also keeping in mind the syllabus and textbook levels of classes 6,7 and 8 respectively. For audio visual communication, given the complexity of the skills involved, the textbook intends to introduce it only in the second year of the ICT program and hence the starting level is indicated as level 2.

Contents

• 1 Chapter Objectives
• 2 Digital learning resources
• 3 Additional Resources
• 4 Transaction notes for activities
• 5 Level 2 --> 6 weeks
  • 5.1 Audio story telling
  • 5.2 Combining words and sounds to tell a story
• 6 Level 3 -> 6 weeks
  • 6.1 Make an audio book
  • 6.2 Make a read aloud audio visual book

Chapter Objectives

1. Understanding the power of audio visual communication
2. Understanding how to tell a story – a story board and determining how/ when to introduce different elements – audio and video along with text
3. Creating digital compositions (audio and video)
4. Creating an audio book, by combining audio and text
5. Creating a video communication, an audio-visual book, by combining audio, images and text
6. Understanding the pedagogic possibilities in digital story telling
7. Helping student develop a critical perspective on communication for community

Digital learning resources

1. Computer lab with projection equipment
2. Camera, mobile, connectors
3. Audio and video recorders
4. Images, photos
5. Handout for Ubuntu
6. Handout for LibreOffice Writer
7. Handout for Image Viewer
8. Handout for ScreenShot
9. Handout for RecordMyDesktop

Additional Resources

1. The effectiveness of digital storytelling in the classrooms: a comprehensive study

Transaction notes for activities

Level 2 --> 6 weeks

This introductory level of audio visual communication requires six weeks of 3 periods each. 1 period is for teacher demonstration and discussion; two periods for hands-on work by students. A suggested break-up of activity-wise periods is given below. This is indicative, the teacher is encouraged to adjust the periods between activities and also between demonstration and hands on activity as needed.

Audio story telling

1. The objective of this activity is to appreciate the importance of audio as an important aspect of communication and how we can listen to sounds and tell a story. While doing this activity, students will also get an idea of the importance of oral history, how narration and oral traditions have helped in creating knowledge.
2. This activity will have two parts - listening to sounds and telling a story as well as listening to stories and narrations for understanding.
3. The teacher can use this activity to talk about how we are surrounded by sounds all the time, how we make meaning and how lot of information is contained in the different sounds around us - for example, when water is getting filled in a vessel how much is filled can be guessed based on the sound of the water dripping. In addition, also talk to students about oral traditions and how knowledge is handed down through generations.
4. Introduce to students the different ways of recording sounds - using a mobile, a voice recorder or a computer. For more information on how to access audio from different sources and adding to the computer click here.
5. In the teacher activity, some sample recordings for audio listening and a story telling have been given. The teacher is encouraged to record sounds that are present in their local environment and use it for the demonstration activities. You can also include local stories / story telling narrations for listening.
6. As part of the student activities ask them to do the following:
   1. Make a recording of all the sounds for a given situation or story - for example, lunch time at the school, sports period, cooking sounds in the kitchen, sounds of the local festival. They can also record sound clips for image essays already created. Let these be discrete, short duration clips than a long audio. For example, students coming out for lunch can be one clip, the sound of lunch vessels can be one, the sound of plates, the sounds of water for hand washing and the sounds of free play time can be different clips.
   2. Have the students record a story or a description from an elder in the family or community
7. The recordings made by the students can be shared for collective listening. Students can add illustrations to the sounds and narrations they are listening to and digitize them (hand drawn and digitized).
8. Wherever possible, the student work can be cumulated from the previous activities under communication with graphics.

Combining words and sounds to tell a story

YouTube Video

This activity focuses on combining sounds to with spoken words to create stories. as a demonstration, the teacher can record a story or a narration with additional sounds/ music and present it. The story can be recorded without the sounds and with the sounds. This will introduce students to the skill of combining audio clips for a communication as well as help them appreciate how words and sounds complement a communication. You may even find it interesting to record some sounds very specific to a language and play it for the students and ask them to talk about what imagery the sounds evoke in their minds. This is especially useful for Indian languages.

The internet can be a good source of audio and video clips. You can also record your own clips.

In this activity for combining words and sounds, you can use the same story of "The Town Mouse and Country Mouse" and do a retelling of the story as a summary. You can do a short recording of the summary without any sounds and you can do a recording adding the sound clips of mouse squeaking and cats meowing to add to the effect of the story. Combine all these sounds using Audacity.

As part of the students' activities, have them add narrations to the sounds they have already recorded.

For more ideas on using picture stories for digital story telling click here.

Level 3 -> 6 weeks

This level of audio visual communication requires eight weeks of 3 periods each. 1 period is for teacher demonstration and discussion; two periods for hands-on work by students. A suggested break-up of activity-wise periods is given below. This is indicative, the teacher is encouraged to adjust the periods between activities and also between demonstration and hands on activity as needed.

Make an audio book

This is a read-aloud of a book or any textual material. The primary objective is for students to get familiar with a method of creating resources which can supplement textual materials. This can also be an effective method of assessing students' speaking skills (pronunciation, fluency) - either as self evaluation exercises for the students or through peer assessments or teacher led assessments.

The teacher should demonstrate the audio read-aloud using a sample text. The excerpt from Lincoln's letter to his son's school teacher has been given here as an example. The audio file has been linked in the textbook. Encourage the students to discuss if there was any difference between their reading of the text and the audio listening.

The reading aloud can be added to a cumulative portfolio, building upon the following activities completed earlier:

1. Read aloud of the illustrated story they made in communications with graphics
2. Read aloud of the illustrated song they made in communications with graphics

For more ideas on using picture stories for digital story telling click here.

Make a read aloud audio visual book

This activity is an extension of the audio book; the illustrated and textual book is presented along with an audio narration. By doing this activity students can see how the different formats of information - text, images, audio and video - can come together to create. In this activity, a simple video creation tool is introduced, which records an application (a slide show of images, a text document with multiple pages or a poster) running on the computer screen and allows you to add audio. Such an application which records an application on the computer is called a screencast recorder. In this book, we have introduced an application called Record my Desktop which will allow you to create such an audio visual resource.

This is a cumulative activity and students can make the audio visual book using one or all of the following:

1. Adding voice narration to a photo and image essay
2. Reading aloud the illustrated songs and stories
3. Adding a narration to the poster made
4. Reading aloud the comic strip made
5. The audio clips recorded in the first activity can also be combined, for making videos, if applicable.

Digital story telling

The focus of this activity is to develop a digital story for a teaching-learning situation - examples, creating a photo essay for documenting an event or a place, comic strips to tell a story, an audio recording for sharing understanding. The focus on all of these activities is to demonstrate possibilities of using digital stories to express understanding and learning without focusing exclusively on text based methods.

• Contents

• 1 Objectives
• 2 Understanding digital stories
  • 2.1 Notes for the teacher
  • 2.2 Student Outcomes
• 3 Making a digital story with images and text
  • 3.1 1. Telling a story with pictures
    • 3.1.1 Pedagogical possibilities from picture essays
  • 3.2 2. Editing Images and Adding text
    • 3.2.1 Pedagogical possibilities from picture stories
  • 3.3 Other examples of picture stories
  • 3.4 Digital learning resources to be used for making picture stories
• 4 Audio and video stories
  • 4.1 Pedagogical possibilities from audio visual stories
  • 4.2 Digital learning resources to be used for making picture stories
• 5 Assessment of digital stories

Objectives

1. Capturing information in multiple (non-only-textual) ways; what to use when
2. Understanding that digital stories can be picture albums, picture story books, audio books, audio visual books or videos or a combination of these
3. Combining text, graphic and audio visual methods, developing a story and scripting by combining multiple digital methods
4. Learning the effectiveness of digital stories for communication in classrooms; in the case of language teaching-learning how this can be used for learning and assessment. It can be used to document community institutions for social science or explore a topic in science or mathematics.
5. Evaluation of digital stories (by teachers for assessment)
6. Possibilities for inclusion using digital story telling (by teachers for children with different learning needs and abilities)

Understanding digital stories

The first step is in understanding the effectiveness of different kinds of communication. Take a given multimedia communication and discuss with the students the overall message and the role and effectiveness of each of the pieces of the digital story in communicating the idea. For example, take a sample of resources - sequence story of pictures, an animation, a poster, an audio clip or a video - and ask the children to tell the story.

Notes for the teacher

Use the following pointers to evaluate a digital story:

1. What pictures/ images/ sounds/ videos have been captured? How are they important?
2. How different media (audio, video, image) are different?
3. Why has a video been used for a particular message or could it have been captured (better) by a photograph?
4. How have text, images and audio/ video been combined?
5. When to use what?

Student Outcomes

1. Comprehension, verbal (oral) expression from a given story/ resource/ audio/ video
2. Ability to coherently tell a story. Making a story line for a given idea. This is likely to be an iterative process, initially many 'story ideas' can be brain stormed by the students and then a few selected, by explicitly assessing these stories on parameters they use
3. Identifying key ideas for getting photos / images/ drawing pictures
4. Creating, accessing, modifying images and photos and adding descriptive text to develop stories
5. Creating, accessing, modifying audio and video and combining with images and text to develop stories
6. Technical skills of creating multimedia digital stories

Making a digital story with images and text

1. Telling a story with pictures

Digital story with photographs

Here, we have to create a photo / image essay. This could be either be a documentation of an event or a set of images that can be tied to tell a story or an explanation of a process. These images can be created through taking photographs of actual events or taking photographs of hand drawn illustrations. The photographs can be stitched using a slide show.

Making a story with digital art images

In addition to taking photographs, images can be digitally created using paint/ drawing applications. Images can also be created using digital art creation tools like Tux Paint or MyPaint. Screenshots of a digital art creation or snapshots of a video are also methods of generating digital images. Such creations can be combined with photographs in a slideshow.

Pedagogical possibilities from picture essays

There are multiple pedagogical possibilities from picture stories. Picture stories can be used as ways for building communication and expression in students. The choice of what to photograph or illustrate will determine the effectiveness of the photo essay.

Another skill to be built here is the ability to tell stories using photo or image essays. Unlike text, images can give rise to multiple interpretations and hence, multiple stories. This can be used effectively in a classroom to create an inclusive environment for all students to participate.

By asking students to illustrate a given story or a song or a poem, it is possible to assess their comprehension. Students can also be encouraged to make collaborative stories from pictures shared in a classroom.

2. Editing Images and Adding text

Once a picture story has been created, we may now find it useful to add text. For example, when we work for language lessons, we have to help create the story line using related pictures – related to a lesson/ idea/ author that we want to explore. It can be linked to the textbook chapter/ lesson; it need not be. Images can be added to text using a text editor or even a concept map; a concept map can also be presented with images and notes as a story.

There are different levels of combining text and images:

1. Editing the image for size, format, scaling and cropping, inserting into a document.
2. Editing images to improve image quality.
3. Adding a caption to an image.
4. Inserting text into images.
5. Adding descriptive texts and labels to an image; sequencing and telling a story.

Together, the images and text can tell a story. Examples will include a picture story book, a comic strip, or even a poster or brochure. This method of communication can be useful to combine art with other subject areas.

Pedagogical possibilities from picture stories

Picture stories can be effective in allowing students to express their understanding in text, based on their language ability. Pictures can support the narration. The teacher can assess how the students are able to tell a story and their coherence of expression for a given idea. Picture essays and picture stories can also help teachers determine students' levels of documenting and their practices of documenting knowledge (their sources of information, permissions, etc), their skills of combining text and non-textual methods for communicating.

Other examples of picture stories

1. Create a process flow (science) diagram and label it. (Using draw tools, scan from hand drawn process charts and take a screenshot from an existing image of a diagram/ process chart).
2. Even a Geogebra file is one such image / text story.
3. Explaining an experiment using screenshots from simulations is an example.

Digital learning resources to be used for making picture stories

1. Learn Image Viewer
2. Learn Freeplane
3. Learn LibreOffice Writer
4. Learn LibreOffice Impress
5. Learn Tux Paint
6. Learn MyPaint
7. Learn GIMP

Audio and video stories

While we may not be using this very often, even simple audio clips can be used to tell stories. Using sounds and narrations to tell stories as well as adding sounds to embellish a story are possible. Determining when to add an audio or a video is a function of the story telling ability. There are multiple ways of creating audio and video files:

1. Audio recording using a voice recorder or mobile
2. Video recording using a camera or a mobile
3. Screen cast video recording of any application or process being done on the computer
4. Using a voice recorder, narrate the explanation, description or commentary of the process or event to create an audio clip.
5. Combining the audio clip with videos and/or images to create video stories

Pedagogical possibilities from audio visual stories

Audio visual methods can add to the effectiveness of a message. Look at this video below of a short video combining audio(song),video (dance and protests) and animations.

Like in the case of picture stories, deciding on a story line, and correct choice of image or other media will determine effectiveness. Audio visual stories allow for different forms of expression including narration and music to be added and allow for more possibilities for creating an inclusive environment in a classroom.

Other outcomes will depend on the specific objectives of the digital story, whether of supporting deeper understanding of community/social institutions (in case of social science), of nature and natural processes/events (in case of science) and of expression/production (in case of language). Elements of art and music can also be blended into the digital story by the students. The style of presentation and quality of the output can also give the teachers an indication of the student's engagement with the idea/ concept as well as their technical skills.

Digital learning resources to be used for making picture stories

In addition to the tools mentioned, the following tools are to be used:

1. Learn Audacity
2. Learn Record My Desktop
3. Learn OpenShot Video Editor

Assessment of digital stories

Digital stories can be used for assessment of student learning.

1. How well story is developed?
2. The quality of the script and the quality of the images, audio, video, text material used
3. The quality of the language
4. Analysing information presented in multiple formats
5. How well ideas are connected?
6. Accuracy

For a language lesson, you can assess the following:

1. Coherence and the flow of story
2. Language style
3. Vocabulary
4. Richness of ideas and extensions presented
5. Linking of ideas

For social science topics, or projects in mathematics and science, we can assess the following:

1. Coherence and the flow of story
2. Richness of ideas and extensions presented
3. How critical questions are asked and expressed, how dilemmas and challenges are explored
4. Linking of ideas

Some examples of digital stories in schools

Looking at digital stories created by schools for different topics/issues/locations can give an idea of the immense possibilities of this as a pedagogical tool.

What is a combination of text graphics images audio and video to form a medium of instruction?

Multimedia is a form of communication that uses a combination of different content forms such as text, audio, images, animations, or video into a single interactive presentation, in contrast to traditional mass media, such as printed material or audio recordings, which features little to no interaction between users.

What is the combination of text graphic audio and video?

Multimedia is the use of a computer to present and combine text, graphics, audio, and video with links and tools that let the user navigate, interact, create and communicate.

What uses a combination of text graphics and video to enhance learning process?

Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. CAI uses a combination of text, graphics, sound and video in enhancing the learning process.

Which of the following media has a combination of texts videos sounds animations and graphics in the computer platform?

interactive media, also called interactive multimedia, any computer-delivered electronic system that allows the user to control, combine, and manipulate different types of media, such as text, sound, video, computer graphics, and animation.

What do we call the combination of text audio still images animation and video?

When you combine text audio still images animation video and interactivity The result is multimedia *?

Is a broad term for combining multiple media formats whatever text audio still images animation video and interactivity are combined together?

Which of the following terms refer to other forms of multimedia eg images audio and video that stimulate the senses and are incorporated in the links?