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Study Guide

Introduction to Internet Multimedia By

Lisa T. Cordeiro

About the Author

Lisa Cordeiro served in the Marine Corps in Okinawa, Japan, and later received dual bachelor degrees from the University of Massachusetts and a master’s degree from Harvard University’s Extension School. Ms. Cordeiro cur- rently works as a Web manager and technical communicator, writing and distributing online press releases and other Web content. She has written for numerous publications and books and created many courses for Penn Foster. For more information, visit www.lisacordeiro.com.

Copyright © 2015 by Penn Foster, Inc.

All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Requests for permission to make copies of any part of the work should be mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton, Pennsylvania 18515.

Printed in the United States of America

All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalized. Use of a term in this text should not be regarded as affecting the validity of any trademark or service mark.

INSTRUCTIONS TO STUDENTS 1

LESSON ASSIGNMENTS 5

LESSON 1: INTRODUCTION TO MULTIMEDIA 7

LESSON 2: ANIMATION, VIDEO, AND MULTIMEDIA SKILLS 25

LESSON 3: FROM PLANNING TO PRODUCING 39

LESSON 4: INTERNET AND MOBILE PROJECTS AND DELIVERY 53

FINAL GRADED PROJECT 65

ANSWERS 71

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INTRODUCTION Welcome to the world of Internet multimedia!

Though you may think that you’re new to multimedia, you’ve been exposed to it your entire life. In its most basic form, multimedia includes the combination of more than one medium, such as photos, music, animation, movies, and so on. With the explosion of the Internet in recent years, there has been a growing interest in multimedia, especially for the Web. Digitized media is a way of capturing media in a code that computers can read and transmit easily over computer net- works. Interactive multimedia is a way of letting users change and work with media, such as customizing the view of a Web page.

The benefit of using multimedia in your Web pages is that you’re able to reach more users than with a static text Web page. People learn differently—one person may learn better by listening, while another learns better by reading—but most people respond to a variety of styles in order to retain what they’ve learned. And with the millions of Web pages out there today, you need to make your Web pages both user-friendly and attractive enough so that users will return.

This course will build on information that you already know about the Web, but assumes that you have little or no infor- mation about the various types of multimedia you can include for Internet projects. So maybe you’ve experimented with using graphics on your Web pages, but never tried adding video. This course provides the basics for multimedia that you can use on the Web, including graphics, sound, video, and ani- mation.

Begin this course with the understanding that Web develop- ment is valuable knowledge in today’s world. People around the world use the Web to communicate, and if you know how to make your Web pages stand out from the rest, then you’re ahead of the game. Therefore, success in this course will give you invaluable knowledge that you’ll be able to apply at work and in your studies.

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OBJECTIVES When you complete this course, you’ll be able to

� Discuss the various forms of multimedia, such as text, graphics, sound, video, and animation

� Describe best practices to incorporate multimedia into your projects

� Describe the stages of a multimedia project

� Identify several tools to aid you in multimedia projects

� Define different team roles in multimedia projects

� List where to find the talent you may need for your projects

� Identify testing types and delivery options before launching your project

� Plan and design an attractive Web site using multimedia

COURSE MATERIALS This course includes the following materials:

1. This study guide, which contains an introduction to your course, plus

� A lesson assignments page with a schedule of study assignments

� Introductions to lessons and assignments that emphasize the main points in the textbook

� Additional information and illustrations that pertain to the topics in your lessons

� Self-checks and answers to help you assess your understanding of the material

� Exercises and project suggestions to help you apply the knowledge you’ve gained in practical ways

2. Your course textbook, Multimedia: Making It Work, which contains the assigned reading materials

Instructions to Students2

Instructions to Students

YOUR TEXTBOOK Your textbook, Multimedia: Making It Work, Ninth Edition, by Tay Vaughan, contains the material on which you’ll be tested, so it’s important that you read it carefully and completely. It contains many features that make your study easy, including the following:

� The table of contents, on pages viii–x, which indicates the breakdown of topics. You can determine what’s covered in each section of the chapters from these pages.

� A glossary that starts on page 450 that you can use to use to easily look up any unfamiliar terms

� The index beginning on page 468, which you can use to easily find information on any topic in your textbook

You’ll want to begin by reading the About This Book section on the pages preceding the table of contents, followed by the Introduction on pages xv–xvi. You’ll find that the author’s goal is to provide you with a solid introduction to multimedia. It also tells you about the features of the textbook.

YOUR STUDY GUIDE This study guide is a companion to your textbook and provides a lesson plan that will help you in your studies of Internet multimedia. The course and the study guide are divided into four lessons. Each lesson in the study guide provides a prac- tical overview of the areas covered, as well as several reading assignments, additional information and illustrations that pertain to the topics in your lessons, and highlights of important points from your textbook.

After you finish each reading assignment in the study guide, complete a short self-check to help measure your progress. You’re also strongly encouraged to try the projects and exer- cises suggested within the study guide for a chance to apply the knowledge you’ve gained in a practical way.

For every lesson, you must complete a multiple-choice examination. To finish the course, you’ll also complete a final graded project.

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Instructions to Students

YOUR STUDY PLAN Think of this study guide as a blueprint for your course. You should read it carefully. The study guide divides the course material into four lessons, which are further divided into assignments. Each assignment includes reading from your textbook and exercises that will help you practice what you’ve learned.

Each lesson ends with a self-check exercise to check your understanding of what you’ve learned. You should use the following procedure to help you receive the maximum benefit from your studies:

1. Read the lesson introduction in the study guide to introduce you to concepts discussed in the textbook. The lesson introduction provides an overview of what you’ll learn, as well as objectives.

2. Read the assignment in the study guide to get an idea of what you’ll learn. Then, follow along in your study guide as you read the assigned pages in your textbook. To grasp the content in your textbook, pay close attention to all of the details.

3. After you’ve finished each lesson, try the suggested exercises and projects.

4. Answer the questions provided in the self-check exercise and check your answers with those given in the back of the study guide. If you miss any questions, review the material covering those questions. The self-checks are designed to reveal weak points that you need to review. Do not send your answers to the school; they’re for only you to evaluate your understanding of the material.

5. After you’ve completed the self-checks for a lesson, take the lesson examination.

6. Once you’ve completed all the lessons, complete the final graded project.

Feel free to e-mail your instructor for assistance at any point during your studies.

Now you’re ready to begin Lesson 1.

Good luck!

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Lesson 1: Introduction to Multimedia For: Read in the Read in the study guide: textbook:

Assignment 1 Assignment 1 Chapter 1

Assignment 2 Assignment 2 Chapter 2

Assignment 3 Assignment 3 Chapter 3

Assignment 4 Assignment 4 Chapter 4

Examination 402417RR Material in Lesson 1

Lesson 2: Animation, Video, and Multimedia Skills For: Read in the Read in the study guide: textbook:

Assignment 5 Assignment 5 Chapter 5

Assignment 6 Assignment 6 Chapter 6

Assignment 7 Assignment 7 Chapter 7

Examination 402418RR Material in Lesson 2

Lesson 3: From Planning to Producing For: Read in the Read in the study guide: textbook:

Assignment 8 Assignment 8 Chapter 8

Assignment 9 Assignment 9 Chapter 9

Assignment 10 Assignment 10 Chapter 10

Examination 402419RR Material in Lesson 3

Lesson 4: Internet and Mobile Projects and Delivery For: Read in the Read in the study guide: textbook:

Assignment 11 Assignment 11 Chapter 11

Assignment 12 Assignment 12 Chapter 12

Assignment 13 Assignment 13 Chapter 13

Examination 402420RR Material in Lesson 4

Final Graded Project 40242100

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Lesson Assignments6

Note: To access and complete any of the examinations for this study

guide, click on the appropriate Take Exam icon on your student portal.

You should not have to enter the examination numbers. These numbers

are for reference only if you have reason to contact Student CARE.

Remember to check your student portal regularly. Your instructor may

post additional resources that you can access to enhance your learn-

ing experience.

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Lesson 1: Introduction to Multimedia In Lesson 1, you’ll be introduced to multimedia. You’ll begin by learning what multimedia is and defining many terms you may encounter before studying individual aspects of multimedia. First, you’ll read about text, and then, you’ll move on to images. Lastly, you’ll go over how sound is used in multimedia.

The material is broken into easy-to-understand chunks, so as long as you follow the instructions in the course, you’ll stay right on track. To get the most from this course, follow the outlined directions, and read and complete the assignments.

OBJECTIVES When you complete this lesson, you’ll be able to

� Define basic multimedia terms

� Point out examples of multimedia in today’s world

� Identify tools and best practices for text, images, and sound

ASSIGNMENT 1: WHAT IS MULTIMEDIA? Read the following assignment in your study guide, and then read Chapter 1 in your textbook. Read the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

In Chapter 1, you’ll be introduced to multimedia with several examples of how you can see it in daily life. In its essence, multimedia is a combination of more than one type of media, such as text, art, sound, video, and animation. Multimedia is presented to the viewer in a digital or electronic format.

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Introduction to Internet Multimedia8

Definitions Pay close attention to this section; you’ll be introduced to a variety of common multimedia terms you’ll hear throughout the course, such as authoring tools, integration, and interactive. Multimedia elements are typically sewn together into a proj- ect using authoring software tools designed to manage individual multimedia elements and provide user interaction. The project becomes truly integrated when source documents such as montages, graphics, video cuts, and sound merge into a final presentation.

When you create an experience that allows the user to control elements of the project, you’re creating interactive multimedia. Essentially, the user is interacting with the multimedia project to create an experience the way he or she wants. For instance, the user can click on elements to move to another location in the project. These clickable links are called hypermedia.

You’ll also gain information on how to qualify the characteris- tics of multimedia. One such characteristic is if a project has nonlinear and linear content. Linear projects start at the beginning and run through to the end, like a movie, while nonlinear projects allow the user to wander through the content at will, like a Web site.

Where to Use Multimedia After reading basic definitions and examples of multimedia, you’ll read about where multimedia is used. Web-based multimedia has extended to all purposes of the Internet, from credit card purchasing to Web-based training. Newspapers and magazines include multimedia in their Web pages, so they differ greatly from their printed counterparts. Games and entertainment have also included the latest advances in mul- timedia (Figure 1).

Lesson 1 9

When it comes to business, you’ll learn about the many applications of presentations, training, marketing, and adver- tising that businesses use to communicate. Regarding schools, you’ll read the radical advances in education with the advent of technology, such as through e-learning, instructional videos, and Interactive TV. Finally, you’ll read how multimedia has changed our lives, from home hobbies and home repair to computers and video games.

Multimedia has reached almost every aspect of public life. Looking around hotels, supermarkets, train stations, and more, you’re bound to see terminals or kiosks with interactive multimedia. You can purchase plane and train tickets through interactive kiosks. You can check out of a hotel without waiting to speak to a customer service representative by interacting with a kiosk. You can visit a museum and navigate through a multimedia exhibit to enhance your experience.

FIGURE 1—Nick.com includes a variety of multimedia, such as text, graphics, and video, on its Web site.

Introduction to Internet Multimedia10

Meanwhile, virtual reality is a multimedia experience designed with technology to give you a lifelike experience. You may use goggles, helmets, gloves, or other devices to navigate through the virtual world, changing your perception through each maneuver. Be sure to take a moment to con- sider why the author states how virtual reality is multimedia at its fullest extension on page 9 of your textbook. How do you see the elements of multimedia used to create a virtual world?

Be sure to also read Takis Metaxis’s statement on people who work in virtual reality on page 9 of your textbook. Why do you think those in the field consider themselves outside of multimedia?

Delivering Multimedia The last part of Chapter 1 deals with the technology needed to provide these multimedia experiences. Large amounts of digital memory, or bandwidth, are required to deliver the data. CD-ROMs and DVDs that are currently used are being replaced by flash drives or other technology. The broadband Internet is another way information is shared online. As you’ll read, this is an industry that’s rapidly changing and has many exciting developments and possible setbacks to come.

Review and Application When you finish reading the chapter

� Take the Key Term Quiz and Multiple-Choice Quiz at the back of the chapter and compare your answers to the key at the end of this study guide. If you’re not sure of an answer, go back to the chapter to check. These quizzes will not be scored so don’t send them to the school; they’re for you to gauge your progress. If there are any questions you don’t understand, refer back to the textbook and reread the assignment.

� Try Project 1.1 on pages 15–16, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

Lesson 1 11

� Take a moment to complete Self-Check 1. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Self-Check 1 At the end of each section of Introduction to Internet Multimedia, you’ll be asked to pause

and check your understanding of what you’ve just read by completing a “self-check” exercise.

Answering these questions will help you review what you’ve studied so far. Please complete

Self-Check 1 now.

Indicate whether each of the following statements is true or false.

______ 1. A linear project is one in which the user can navigate through the project at will.

______ 2. Using ITV, students in various locations can connect with a teacher for a class lecture.

______ 3. Virtual reality is separate from multimedia since it does not use any basic elements of

images, sound, animation, and so on.

Provide the correct answers on the blanks below.

4. The digital memory required for distributing multimedia over a network is called _______.

5. _______ is the combination of media elements, such as text, images, or video.

6. Users can click or navigate through interactive multimedia known as _______.

7. The _______ is the display of a multimedia project on a screen.

Check your answers with those on page 71 of this study guide.

Introduction to Internet Multimedia12

ASSIGNMENT 2: TEXT Read the following assignment in your study guide, and then read Chapter 2 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

In Chapter 2, you’ll learn about one of the most important media elements: text. With text, you can communicate to the reader through words, symbols, sentences, and more. The power of text is undeniable. It’s one of the primary ways we connect with others.

The Power of Meaning English is one of the most common languages for communi- cation in the global world. However, words are often cloaked in many meanings, so strive for accuracy and conciseness when choosing them. Also affecting communication is the irregularity of spelling driven by technology limits. Those who send and receive text messages worldwide have created a number of shorthand phrases and acronyms that are becom- ing understood by more and more people, such as “LOL.”

About Fonts and Faces When discussing text, it’s important to note the following terms:

� A typeface is a family of graphic characters (e.g., Arial).

� A font is a collection of characters belonging to a typeface (e.g., 12-point Arial bold).

� Leading is the spacing between lines of text.

� Kerning is the spacing between pairs of characters.

Be sure you understand the difference between serif and sans serif fonts as explained on pages 25–26 of your text. Note the situations in which each font would be more appro- priate in print or on screen (Figure 2).

Lesson 1 13

Using Text in Multimedia In this section, you’ll learn to balance the use of text in your projects to make them attractive, readable, and complex. On pages 27–28, you’ll read suggestions for choosing fonts. These tips will save you time and effort in choosing fonts for your projects.

Following the guidelines, you’ll read other useful tips about fonts for designing multimedia projects, such as using installed fonts versus downloading others. If you’re using HTML, view the list of Cascading Style Sheet (CSS) options on page 30 to add variation to your text. CSS is a style sheet language that allows you to customize your multimedia project. There are also helpful suggestions for using menus, symbols, icons, and buttons for aesthetic purposes as well as functionality, like navigation and readability.

Computers and Text In the section beginning on page 41 of your textbook, you’ll read a brief description of the evolution of computer fonts as well as different character sets. Knowing that there’s a wide selection of available characters and understanding how to use them will broaden your creative range when you design your own projects. You’ll also read about using text in HTML, such as inserting special characters and creating Web pages with multiple languages. Always keep in mind that the fonts you have installed on your computer may not be installed on someone else’s, so if you use a unique font in your project, you run the risk of it being replaced by an ill-suited default font.

FIGURE 2—Here you see

a short phrase shown in

different font styles.

Introduction to Internet Multimedia14

Font Editing and Design Tools Pages 53–56 in your textbook explore how you can go about using design tools to create your own font. Yes, you can even create your own, if that’s something you want to try! If so, here are some sites you could check out:

� www.fontpanda.com/make-a-font.html

� www.gnu.org/software/gfe

� www.fontstruct.com

� www.myscriptfont.com

To download fonts created by others, visit one of the sites below:

� www.fontfoundry.com

� www.larabiefonts.com

� www.fontlab.com

Hypermedia and Hypertext Hypermedia (interactive multimedia) and hypertext (linked words, sections, and thoughts) are the terms when you make a media element or text interactive. For instance, if you con- vert text to a link that redirects the user to another page or section by clicking it, you converted your text to hypertext. Hypertext is on computers rather than printed pages, and in a fully indexed hypertext system, all words can be found immediately, making this a very valuable search tool.

Review and Application When you finish reading the chapter

� Take the Key Term Quiz and Multiple-Choice Quiz at the back of the chapter and compare your answers to the key at the end of this study guide. If you’re not sure of an answer, go back to the chapter to check. These quizzes will not be scored so don’t send them to the school; they’re for you to gauge your progress. If there are any questions you don’t understand, refer back to the textbook and reread the assignment.

Lesson 1 15

� Try Project 2.2 on page 69, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 2. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Self-Check 2 Indicate whether each of the following statements is true or false.

______ 1. Italic is an example of a font style.

______ 2. Serif fonts are usually used for headings in printed text.

______ 3. Dithering blends colors from text to background to make a smoother transition.

Provide the correct answers on the blanks below.

4. _______ is the amount of spacing between pairs of characters.

5. When text is made interactive by converting it to a clickable link, it’s then known as _______.

6. Translating multimedia into another language is known as _______.

7. _______ are where typefaces are created.

Check your answers with those of page 71 of this study guide.

Introduction to Internet Multimedia16

ASSIGNMENT 3: IMAGES Read the following assignment in your study guide, and then read Chapter 3 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

You’ve probably heard the saying “a picture is worth a thou- sand words,” right? A picture possesses much power when it comes to communicating with the viewer. That’s why it’s so important to use the right graphics and images in your multi- media project. In Chapter 3, you’ll read about images and some best practices to improve your skills in working with images.

Before You Start to Create Although it’s tempting to jump right in and begin creating images, you’re better off planning your approach first. Sketch some design with pencil and paper to work out the designs in your head. Then think about the best tools you can use to create your designs and how to organize them. You’ll also need to ensure your computer’s workspace is configured, so consider using two monitors to view and work on your project more efficiently and make sure your computer’s operating systems can support any extra hardware and software you may need.

Making Still Images You’ll read about the different types of image formats in this section. Two methods computers use to create images are

� Bitmaps, which are matrices of individual pixels that form an image

� Vector-based, which are drawn graphics

You’ll spend some time reading about these two main types of images and where they’re best suited. You’ll also read about some tools to create these images on your own. Make sure you finish the chapter with a basic understanding of their differences.

Lesson 1 17

3-D drawing is a special type of image creation. There is animation software, like Daz3D, NewTek’s Lightwave, and Blender, to help you create these 3-D illustrations, animations, and multimedia productions, but keep in mind that they’ll take time to learn and practice. Furthermore, production values of multimedia projects have increased dramatically, resulting in end users’ higher expectations of the final presentation. Expect to take some time if you want to draw in 3-D as it involves a number of more complicated steps than a simple line or shape drawing. If you’re just getting started with 3-D design and want a basic overview, pay close attention to pages 84–89 in your textbook.

Color Colors are very important in multimedia creation; each one can communicate a dif- ferent tone and feel and may be interpreted differently by other cultures. You’ll begin with a description of natural light and color and then read about the different types of computerized color (Figure 3).

In additive color, color is created by com- bining light sources. In subtractive color, color is created by combining colors that absorb some of the light and reflect others.

You’ll read about different terms concerning computerized color, including

� RGB—red, green, and blue; best used for Web projects

� CMYK—cyan, magenta, yellow, and black; used primarily in printing Note: K is for blacK because B already stands for Blue.

� HSB—hue, saturation, and brightness; color or hue is specified on a color wheel. Saturation and brightness are displayed as percentages.

� Hexadecimal—a scale of 16 numbers and letters that represent the required 8 bits needed to specify the intensity of red, green, and blue

FIGURE 3—You have a wide variety of colors to

choose from, such as this sample seen here.

Remember that colors can communicate differ-

ent tones to different people.

Introduction to Internet Multimedia18

You’ll also be introduced to color palettes (mathematical tables that define the color of a pixel display on the screen) and dithering (a process whereby the color value of each pixel is changed to the closest matching color value in the target palette, using a mathematical algorithm). Read pages 96–99 for a closer look at these concepts.

Image File Formats Lastly, you’ll read about different types of image file formats and the jobs they’re best suited for. Some of these file for- mats include

� GIF

� JPEG

� PNG

� BMP

� TIFF

The first three—GIF, JPEG, and PNG—are the most common and can be displayed by all browsers.

Review and Application When you finish reading the chapter

� Take the Key Term Quiz and Multiple-Choice Quiz at the back of the chapter and compare your answers to the key at the end of this study guide. If you’re not sure of an answer, go back to the chapter to check. These quizzes will not be scored so don’t send them to the school; they’re for you to gauge your progress. If there are any questions you don’t understand, refer back to the textbook and reread the assignment.

� Try Project 3.3 on page 106, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

Lesson 1 19

� Take a moment to complete Self-Check 3. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Self-Check 3 Indicate whether each of the following statements is true or false.

______ 1. The three primary colors in an additive color method are red, yellow, and blue.

______ 2. The color white is a combination of all colors in the light spectrum.

______ 3. Pixels can be turned on or off in bitmap images.

Provide the correct answers on the blanks below.

4. _______ occurs when a computer applies the effects to an image based on your instructions.

5. In vector drawing, the pairs of numbers that describe points in two-dimensional space are

known as _______.

6. The simplest digital element is called a/an _______.

7. _______ and _______ are the two main ways a computer generates images.

Check your answers with those on page 71 of this study guide.

Introduction to Internet Multimedia20

ASSIGNMENT 4: SOUND Read the following assignment in your study guide, and then read Chapter 4 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

In Chapter 4, you’ll learn about sound, another important element you can use in your multimedia projects (Figure 4). You’ll also gain information on how to use digital audio to respond, process, and edit sound; determine which audio file formats are best used in a multimedia project; and cite the considerations involved in managing audio files and integrat- ing them into multimedia projects.

The Power of Sound You’ll begin by reading the power of sound and how people hear sounds differently. Sound is energy and, when at too high a volume, can damage people’s hearing. Acoustics focuses on the study of sounds, and sound levels are meas- ured in decibels. Examples of sounds at different decibels are given on page 109.

FIGURE 4—Sites like this one offer a number of sounds you can download for your projects. Always

make sure you’re downloading from a reputable site and not violating any copyrights.

Lesson 1 21

Digital Audio Digital audio refers to the representation of sound waves as numbers. This process is also known as digitizing. When sound is digitized, a sample of a sound is taken at regular intervals. The frequency at which the samples are taken is known as the sampling rate.

In this section, you’ll learn some best practices for making quality digital audio files. Some of the basics you’ll read about are

� Setting recording levels

� Editing digital recordings by trimming, splicing, assem- bling, equalizing, and more

� Choosing a suitable file size

A higher audio resolution (8- or 16-bit) makes a higher-quality file. It also makes a larger file size so you need to find a balance between file size and quality. You’ll read some suggestions with formulas on how to find this balance.

MIDI Audio Musical Instrument Digital Interface (MIDI) audio is a standard of communications for electronic sound. MIDI differs from digitizing audio; it involves the process of storing audio in numerical form. If you want to create your own music, MIDI is a quick and flexible tool to do so. At the same time, it’s also difficult to create audio from scratch and it takes some time to learn how to create MIDI files. To make MIDI scores, you’ll need notation software, sequencer software, a sound synthesizer, and perhaps a MIDI keyboard.

MIDI Audio vs Digital Audio Unlike MIDI, digital audio stores actual representation of the sound stored in samples. Most of the advantages are for MIDI files are due to their compact size. However, MIDI files do have disadvantages, stemming from how they represent musical instruments rather than speech sounds.

Introduction to Internet Multimedia22

Furthermore, MIDI is unreliable when it comes to consistent playback quality. Therefore, digital audio is used far more frequently than MIDI data for multimedia sound delivery. Digital audio also has a wider selection of application software and system support for both Mac and Windows platforms, and its preparation and programming don’t demand knowledge of music theory.

However, MIDI is preferable in these situations:

� You have limited memory or bandwidth.

� You have a high-quality MIDI sound source.

� You have control of the playback machines.

� You don’t have any spoken dialog.

Audio File Formats There are several audio file formats you can use to store your audio and you’ll read about those in your textbook. Perhaps you’ve heard of some of them already, such as the MP3 for- mat often used on CDs, or the MP4 format that can store audio and video. To compress audio for storage and decom- press it for playback, you’ll need a codec, which is software for compressing and decompressing audio or video.

Adding Sound to Your Multimedia Projects When adding sound to your multimedia projects, you may need to follow this process:

� Determine the compatible file formats

� Determine sound playback capabilities

� Decide the sound type needed

� Decide between digital audio or MIDI data

� Acquire source material

� Edit the sounds

� Test the sounds

Lesson 1 23

After you follow this process, you’ll need to store your sound files. You’ll read the factors to consider and file sizes, as well as how to keep track of your sounds in a good database. You’ll then read about specific types of sounds, such as ringtones and Internet sound.

When building your sound collection, keep copyright laws in mind. Unless it’s in the public domain, you generally need permission from a sound’s copyright owner in order to use it. If you don’t have a legal right to use audio, don’t use it. Instead, play it safe by creating your own custom sound from scratch or using sounds that have a clear and paid-for ownership and permission trail.

Review and Application When you finish reading the chapter

� Take the Key Term Quiz and Multiple-Choice Quiz at the back of the chapter and compare your answers to the key at the end of this study guide. If you’re not sure of an answer, go back to the chapter to check. These quizzes will not be scored so don’t send them to the school; they’re for you to gauge your progress. If there are any questions you don’t understand, refer back to the textbook and reread the assignment.

� Try Project 4.5 on page 143, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 4. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Introduction to Internet Multimedia24

Now, review the material you’ve learned in this study guide and the assigned pages in your textbook for Assignments 1– 4. When you’re sure that you completely understand the information presented in those assignments, complete your multiple-choice examination for Lesson 1.

Self-Check 4 Indicate whether each of the following statements is true or false.

______ 1. MIDI data is a type of digitized sound.

______ 2. Audio resolution is the accuracy that sound can be digitized.

______ 3. According to Vaughan’s Law of Multimedia Minimums, the audience can be satisfied by

an acceptable minimum level of adequacy.

Provide the correct answers on the blanks below.

4. The study of sound in physics is called _______.

5. In digitized sound, a/an _______ is taken at regular intervals.

Check your answers with those on page 72 of this study guide.

25

Lesson 2: Animation, Video, and Multimedia Skills In this lesson, you’ll delve into more individual elements in multimedia. You’ll begin with animation and how you can use the power of motion in your projects. Then you’ll move into video and how to best shoot, edit, or obtain video clips. You’ll then study the various stages in a multimedia project and the tools and software you can use to help you in this process. Lastly, you’ll learn the various members of a multi- media team and what their roles and responsibilities are.

OBJECTIVES When you complete this lesson, you’ll be able to

� Define animation and how it can be best used in multimedia

� Identify tools and best practices for video

� Describe the stages in a multimedia project

� Identify software tools and authoring systems to help you create multimedia

ASSIGNMENT 5: ANIMATION Read the following assignment in your study guide, and then read Chapter 5 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

In this assignment, you’ll begin with a discussion of what animation is. Animation can be a powerful way to communi- cate to viewers. A static presentation comes alive thanks to animation, in which objects can move, spin, fade, transform, and so on.

L e

s s

o n

2 L

e s

s o

n 2

Introduction to Internet Multimedia26

Principles of Animation Animation is made possible because of our brains interpreting what we see thanks to two phenomena known as the persistence of vision and phi. What this means is that something we see stays in our minds for a brief period after it disappears. Your textbook explains the foundation of animation on pages 145–146.

Animation by Computer Computers have revolutionized the way animation can be created. Think of the movies you’ve seen that have used ani- mation and how they’ve changed over the years. Compare an animated cartoon from the 1930s to a more recent animated film, such as Avatar, to see how far this field has come.

There are different animation techniques, including cel animation, which is what Disney was famous for in its earlier films. A series of graphics, or cels, were presented on each frame for a movie. Keyframes indicate the first and last frame of action. The action between keyframes and the path of action is referred to as tweening.

Computer animation uses the same ideas as those used with cel animation, such as keyframes and tweening, yet the computer vastly reduces the number of drawings that an animator needs to create. It might use a number of effects, such as morphing, in which one object transforms into another. Kinematics, the study of movement and motion of structures that have joints, such as humans, plays a large part in devel- oping successful multimedia projects.

Animations can be stored in a number of formats, such as Director, AnimatorPro, 3D Studio Max, GIF89a, and Flash. In the latest version of HTML, called HTML5, animations can be opened and played within a Web browser.

Lesson 2 27

Making Animations That Work In the last part of the assignment, follow the example to create a simple animation of a rolling ball using Adobe Photoshop (Figure 5). You may then choose to make the ball bounce using GIF89a, an image format that allows multiple images to be put into a single file and then displayed as an animation in a Web browser or presentation program that recognizes the format. You’ll see that using computer software makes an animator’s job much easier.

FIGURE 5—You can create animations in tools like Photoshop.

Introduction to Internet Multimedia28

Review and Application When you finish reading the chapter

� Take the Key Term Quiz and Multiple-Choice Quiz at the back of the chapter and compare your answers to the key at the end of this study guide. If you’re not sure of an answer, go back to the chapter to check. These quizzes will not be scored so don’t send them to the school; they’re for you to gauge your progress. If there are any questions you don’t understand, refer back to the textbook and reread the assignment.

� Try Project 5.1 on page 165, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 5. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Lesson 2 29

ASSIGNMENT 6: VIDEO Read the following assignment in your study guide, and then read Chapter 6 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

Chapter 6 focuses on video. Video can be very powerful and compelling when done right. If done poorly, however, it’s dis- astrous. In regard to communication, video leaves a more lasting impression on the viewer than text or images do alone. Keep in mind that video requires more demand from your computer or devices. You’ll need much more memory and more storage for a video than you would for images.

Self-Check 5 Indicate whether each of the following statements is true or false.

______ 1. The psychological phenomenon that enables our brains to see animation is

persistence of vision.

______ 2. Inverse kinematics refers to the process of transforming one object into another.

______ 3. Calculating the number of frames between keyframes is known as tweening.

Provide the correct answers on the blanks below.

4. Disney made _______ animation famous as a type of animation technique.

5. The first and last frame in actions are known as _______.

Check your answers with those on page 72 of this study guide.

Introduction to Internet Multimedia30

How Video Works and Is Displayed There are different types of video, including analog video. In analog video, the data is recorded onto magnetic tape with three color channels. Analog video requires a broadcast standard, such as National Television Standards Committee (NTSC), Phase Alternate Line (PAL), or Sequential Color and Memory (SECAM). An example of an analog device is a video cassette recorder (VCR).

In digital video systems, the data is digitized by the camera into a sequence of single frames, and the video and audio data are compressed before being written to a tape or digitally stored to disc or flash memory. An example of digital video is High Definition Television (HDTV), which provides high-resolution video imagery.

Following these video types, you’ll read how video is displayed. Some examples of digital video display hardware are CRT, LCD, and plasma screens.

Digital Video Containers A digital video container is a file in which compressed, encoded video and audio data are stored so that a player can recognize and play back those files. Common containers for video include MPEG, QuickTime, Windows Media Format, and more. Container formats may also include metadata— important information about the tracks contained in them.

The term codec pops up again in this section. A codec is the algorithm used to compress a video for delivery and then decode it in real time for fast playback. This is helpful when digitizing and storing a 10-second clip of a full-motion video in your computer can require almost 1MB of computer data.

You’ll be introduced to video standards such as MPEG-1, MPEG-2, and MPEG-4. These standards are to ensure projects achieve high image resolution, improved picture quality, and more. This section also reminds you that you ought to be prepared to convert your video into more than one format. There are many free, shareware, and inexpensive file format converters available for multiple platforms.

Obtaining Video Clips Once you’ve decided your project will include video, you’ll have to determine whether you’ll film new footage or obtain preexisting content from a source such as YouTube (Figure 6). When acquiring video clips, you need to be aware of the same copyright considerations as with images and sound. Don’t use video you don’t have a legal right to use. If you’d like to use another person’s video, you need to request permission and perhaps pay a fee.

Lesson 2 31

FIGURE 6—YouTube is one of the most well-known sites for video content.

Introduction to Internet Multimedia32

Shooting and Editing Video Lastly, you’ll read about factors to consider when shooting and editing your videos. Pay attention here as it saves you time and effort by having your systems set up beforehand. Planning a video through storyboarding helps you figure out what you want to accomplish with your video. The proper lighting, composition, and addition of titles and text are also key factors in shooting quality footage. After you shoot video, you should edit it. A list of professional and free tools is provided at the end of the chapter as well as the platforms they’re available on.

Review and Application When you finish reading the chapter

� Take the Key Term Quiz and Multiple-Choice Quiz at the back of the chapter and compare your answers to the key at the end of this study guide. If you’re not sure of an answer, go back to the chapter to check. These quizzes will not be scored so don’t send them to the school; they’re for you to gauge your progress. If there are any questions you don’t understand, refer back to the textbook and reread the assignment.

� Try Project 6.2 on page 195, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 6. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Lesson 2 33

Self-Check 6 Indicate whether each of the following statements is true or false.

______ 1. CRT displays glow red, yellow, or blue colors when energized.

______ 2. Chroma keys allow you to use a color that will become transparent.

______ 3. NTSC, PAL, and SECAM systems are global and you can use them for

analog video worldwide.

Provide the correct answers on the blanks below.

4. If you need a simple movie editor for a Mac, you can use the free _______ software.

5. To compress and decompress video files, you need a/an _______.

Check your answers with those on page 72 of this study guide.

Introduction to Internet Multimedia34

ASSIGNMENT 7: MAKING MULTIMEDIA Read the following assignment in your study guide, and then read Chapter 7 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

In Chapter 7, you’ll move away from different types of media and delve into the heart of this course—making a multimedia project. You’ll learn about the intangible elements needed to make quality multimedia, the hardware and software most frequently used in making multimedia, and selecting an authoring system most appropriate for your project.

The Stages of a Multimedia Project There are four stages of a multimedia project:

1. Planning and costing. Plan the writing skills, graphic art, music, video, and other multimedia expertise that you’ll require to avoid false starts and higher development costs.

2. Designing and producing. Perform each of the planned tasks to create a finished product.

3. Testing. Test your programs to make sure that they meet the objectives of your project.

4. Delivering. Package and deliver the project to the end user.

What You Need: The Intangibles Aside from hardware, software, and good ideas, you’ll also need strong creative, organizational, and communication skills when making multimedia. Having time and money is also crucial, and you may find you need the assistance of other people, as multimedia development of any scale greater than the most basic level is inherently a team effort. It’s important that you consider all these factors before you delve into your project.

Lesson 2 35

What You Need: Multimedia Skills Perhaps by now you’ve become intimidated by all you need to learn in order to create quality multimedia projects. If that’s the case, keep in mind that one person doesn’t need to have the entire multimedia skill set. The set of skills can be shared by a team. In Chapter 7, you’ll read about the members of such a team and what each person focuses on. Enjoy reading about the different roles involved in a multimedia team, such as a project manager, video and audio specialists, and pro- grammers. Remember that in each of these roles, you’ll need interpersonal and team skills as you’ll be working as part of a group with a common goal. Perhaps you’ll find a role that most appeals to you!

What You Need: Hardware What follows is a discussion on the hardware you may need for your project. You’ll begin with two major platforms: Windows and Macintosh. No matter which platform you work on, you need to be able to communicate with other comput- ers, share resources, or go online. You’ll read the basics of networking and various types of connections. Then you’ll learn about various memory and storage devices, including

� Random access memory (RAM)

� Read-only memory (ROM)

� Hard disks

� Flash memory/thumb drives

� CD-ROMS

� DVDs

� Blu-ray

Introduction to Internet Multimedia36

Next comes a discussion of input devices you may use for your project, such as keyboards and touchscreen setups. Output devices, such as speakers, projectors, and monitors, may also be imperative. If you can set up more than one monitor, you can ease your work by being able to work on multiple open windows (Figure 7).

What You Need: Software Multimedia software provides the instructions that tell the hardware what to do. Some of the software you’ll read about include the following:

� Text editing tools

� Word processing tools

� Optical character recognition (OCR) software

� Painting and drawing tools

� 3-D modeling and animating tools

� Image-editing tools

� Sound-editing tools

� Animation, video, and digital movie tools

Read pages 221–228 for details regarding the software in the above list, as your textbook provides a list of features you should look for when choosing among them.

FIGURE 7—Working on

multimedia projects can

be much facilitated with

the use of two monitors.

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