LG – ITIMED0482A PREPARE MULTIMEDIA FOR DIFFERENT PLATFORMS

LEARNER GUIDE
PREPARE MULTIMEDIA FOR DIFFERENT PLATFORMS

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.

This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from
the HEART Trust/NTA.

*** 2006 ***

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TABLE OF CONTENTS

PAGE

Introduction......................................................................................................................................1

Welcome ................................................................................................................................1
This Competency Unit ...........................................................................................................1
Before you start ......................................................................................................................2
Planning your learning programme .......................................................................................2
Self- Assessment Checklist .....................................................................................................3
How to use this Learner Guide ..............................................................................................4
Using the Computer and Other Resources .............................................................................6
Method of Assessment ...........................................................................................................6
Quality Assurance ..................................................................................................................6

Element 1: Identify and describe multimedia delivery techniques ............................................7

Self- Assessment Checklist .....................................................................................................16

Element 2: Prepare data for multimedia platforms ....................................................................18

Self- Assessment Checklist .....................................................................................................22

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LG-ITIMED0482A:
PREPARE MULTIMEDIA FOR
DIFFERENT PLATFORMS

INTRODUCTION

Welcome

Welcome to the Learner Guide for Competency Standard “Prepare Multimedia for
Different Platforms ”. This is just one of a number of Learner Guides produced for the
Data Operations Skills stream of the Information and Communication Industry, and is
designed to guide you, the learner, through a series of learning processes and activities
that will enable you to achieve the specified learning outcomes for the competency units.

The content of this guide was developed from the Competency Standard ITIMED0482A,
which is one of the basic building blocks for the National Vocational Qualification of
Jamaica (NVQ-J) certification within the industry. Please refer to your Learner’s
Handbook for a thorough explanation of standards and competencies, and how these
relate to the NVQ-J certification.

You are also advised to consult the Competency Standard and assessment instrument for
a better understanding of what is required to master the competency.

This Competency Unit

“Prepare Multimedia for Different Platforms ” addresses the knowledge and skills
requirements to effectively preparing multimedia for different platforms. There are two
main areas or elements:

Element 1: Identify and describe multimedia delivery techniques

Element 2: Prepare data for multimedia platforms

As you go through each element, you will find critical informa tion relating to each one.
You are advised to study them carefully so that you will be able to develop the necessary
knowledge, skills and attitudes for preparing multimedia for different platforms.

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Before you start

Before you start this Learner Guide, you need to:

a. Obtain a Learner’s Logbook. You will use it to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and
have your learning facilitator sign off on them. This will allow you to provide
evidence of your competence when you are being assessed against the competency
standard.

b. Ensure that you have access to the facilities and equipment necessary for learning.

c. Ensure that your learning resources are available.

d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and
that the correct safety equipment is used.

e. Plan your learning programme (see below)

f. Understand how to use this Learner Guide (see below)

Planning your learning programme

The self-assessment checklist on the following pages will assist you in planning your
training programme and it will help you to think about the knowledge and skills needed
to demonstrate competency in this unit. As you go through each one you will be able to
find out which aspects of the elements you have already mastered and which ones you
already have and which you will need to pay more attention to as you go through the
learning process.

To complete the self- assessment checklist, simply read the statements and tick the ‘Yes’
or ‘No’ box. You should do this exercise now.

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Self-Assessment Checklist
- Prepare multimedia for different platforms

Element 1 Identify and describe multimedia delivery

techniques Yes No

1. I can identify a range of multimedia delivery platforms and

exam distinguishing features ( ) ( )

2. I can explain MPEG video, CD-ROM and CDI formats

appropriate for the ob to be undertaken ( ) ( )

3. I can define internet delivery options and detail limitations

and advantages ( ) ( )

4. I can identify emerging processes for delivering multimedia

relevant to deliver the desired outcomes ( ) ( )

5. I can identify conversion methods from one platform to

another to deliver the desired outcome ( ) ( )

Element 2 Prepare data for multimedia platforms Yes No

1. I can assess suitability of digital data for delivery platform to

deliver the desired outcomes ( ) ( )

2. I can select the appropriate multimedia delivery platform to

deliver the desired outcome ( ) ( )

3. I can redesigned and/or adapt data to suit selected platform ( ) ( )

4. I can format or reformat data for selected platform ( ) ( )

How did you do?

If you ticked all or most of the ‘Yes’ boxes, then you might not need to go through the
entire guide. Ask your learning facilitator to assist you in determining the most
appropriate action you should take.

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If you ticked a few of the ‘Yes’ boxes or none at all then you should work through all of
the guide, even though some of the material may be familiar to you.

Plan your learning based on your answers. Be sure to involve your learning facilitator in
the planning process.

How to use this Learner Guide

This Learner Guide is designed to assist you to work and learn at your own pace.

We suggest that you:

• Go through the sections/elements as they are presented (starting at Section 1)

• Check your progress at each checkpoint to ensure that you have understood the
material

• Observe the icons and special graphics used throughout this guide to remind you of
what you have to do and to enhance your learning. The icons and their meanings are
as follows:

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Complete Assessment Exercise

This exercise requires you to think about the knowledge
and skills that you have or will develop in this competency
unit.

Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.

Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.

Activity
This denotes something for you to do either alone or with
the assistanc e of your trainer/supervisor.

Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.

• Ask your learning facilitator for help if yo u have any problems with the interpretation
of the contents, the procedures, or the availability of resources.

• Complete each activity as you come to it. If the activity requires you perform an
actual task, be sure to tell your learning facilitator when you get to that activity so that
he/she can make any arrangements, if necessary.

• Get your learning facilitator to sign and date the Learner Logbook when you have
completed an activity.

• Complete the self-assessment checklist at the end of each section or element.

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When you have worked through all elements of the guide, and when you can tick every
‘Yes’ box, you are ready for assessment and should ask your learning facilitator to assist
you in making the arrangements to have your performance assessed.

Using the Computer and Other Resources

Where your activities refer you to the library, computer and Internet resources, ask your
learning facilitator to assist you with locating these resources. If you are getting your
training in an institution, there may be a library and a computer laboratory. If this is not
the case, visit the local library and find out what resources are available.

If you are new to the computer and the Internet, someone in the computer room should be
able to show you how to use these resources.

Please note that in many of your activities you have been referred to information on the
Internet. This is because the Internet has a vast amount of information that can help you
in acquiring the particular competencies. We would like to advise you, however, that we
cannot guarantee that all the sites will be available when you need them. If this happens,
ask your learning facilitator to assist you with locating other sites that have the
information you require.

Method of Assessment

Competency will be assessed while you are actually performing the tasks related to this
competency. This may be in a real workplace or a simulated situation that accurately
relates to the work situation. You are advised to consult the associated competency
standard for further details relating to the assessment strategies.

Quality Assurance

A feedback form is included at the back of each learner guide, so all users are afforded
the opportunity to document their concerns pertinent to the various aspects of the guide.
Such concerns will assist in the review process of the learner guides. Users are
encouraged to cut out the form, complete and submit same to the address provided.

You may now start your learning. Have fun while you work!

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ELEMENT 1: IDENTIFY AND DESCRIBE MULTIMEDIA DELIVERY

TECHNIQUES

LEARNING OUTCOMES

As you go through this element you will acquire the knowledge, skills and attitudes
necessary to identify and describe multimedia delivery techniques. Your learning
facilitator is there to assist with the various activities, so that on completion you should
be able to:

1. Identify a range of multimedia delivery platforms and examine distinguishing

features
2. Explain MPEG video, CD-ROM and CDI formats appropriate for job to be
undertaken
3. Define internet delivery options and detail limitations and advantages
4. Define emerging processes for delivering multimedia relevant to the industry
sector
5. Identify conversion methods from one platform to another to deliver the desired
outcome

IDENTIFY AND EXAMINE A RANGE OF MULTIMEDIA DELIVERY PLATFORMS

Delivery Platforms - A delivery Multimedia - is a set of more tha n one media

platform can be considered as any elements used to produce a concrete and more
medium that is used to make something structured way of communication. In other
available to the public or a select few. words multimedia is simultaneous use of data
In this case we are referring to from different sources that appeal to the human
multimedia delivery. senses of seeing, hearing and touching.

Since the popularity and wide acceptance of computer based multimedia a number of
platforms with varying features have emerged. It is therefore necessary for the
multimedia specialist to consider a number of factors before choosing an appropriate
platform to broadcast a multimedia presentation. Some of these platforms are:

• CD-ROM
• DVD
• Internet / World Wide Web

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• Stand alone PC or Laptop

• Intranet
• Kiosk

CD ROM

Some of the key features provided by CD ROM delivery include high quality video,
audio, version control, available anytime, available anywhere and multiple languages. By
providing a media that is more engaging, using a wider range of sensory stimulations,
retention is enhanced. If you have a complex or technical product or service; or need to
provide your audience with detailed information and want them to retain the information
for their job, this is a highly preferred medium.

STAND ALONE PC OR LAPTOP

This delivery method has all the same features as CD-ROM. The courseware is loaded to
the hard drive of the computer. This installation eliminates the need to manage the CDs.
Use a laptop and the presentation anywhere, send it to various locations to provide
increased access to high quality viewing. Minimum system requirements include:
Pentium III, 32MB memory, available hard-drive space (min. 650MB per class), video
and sound card, speaker or headphones, CD-ROM drive.
By now we should realize that many persons also have MAC machines as well so
whatever you develop should be able to run on the MAC or be easily converted.

DVD

Some of the key features provided by DVD delivery are very high quality video, audio,
capacity of about five CD-Blank CDs, version control, available anytime, anywhere and
multiple in languages. By providing a media that is more engaging, using a wider range
of sensory stimulations, retention is enhanced. If you have a complex or technical product
or service; or need to provide your audience with detailed information and want them to
retain the information for their job, this is a highly preferred medium.

INTRANET

If you have an Intranet, presentations can be streamed by Microsoft’s Internet Explorer

and Netscape’s browsers. The look, functionality and features of the presentation are
exactly the same playing through your browser on the internet or from a CD-ROM. The
Internet and world wide web are addressed in the next section

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IOSK

This is an electronic device that provides information (via a display). It is interactive in

nature (a multimedia combination), and allows for input (via an input device such as a
touch screen or a keyboard). The kiosk is a unique form of a standard personal computer
as it is created for a specific user and specific purpose and is owned, controlled, and
operated by the employer. Simply put, a kiosk is a computer housed in a box.

Fig. 1.1: A kiosk in a store being used by a customer

Storage/Delivery options

Zip disk - This 100, 250 and 750 MB capacity disk holds lots of information for the
multimedia enthusiast. Operated as an external parallel port drive or via USB or internal,
this is a great way to transfer your presentation from one computer to another.

Diskettes - This 1.44MB capacity disk would be enough to hold presentations that are
small but the average multimedia presentation may need more storage because of the
addition of large sound and video files.

CD ROM - Most laptops today contain CD ROM drives. This option is possible in
storing up to 700 MB of information. Costs may vary for CD-Recordable and CD-
Recordable/Writable drives but also give the user an archival product. If you have lots of
video attached to your presentation, this is a good route to take .

USB Pen drive or a USB external hard drive - these media range in various capacities
from as low as 32 MB to several gigabytes USB storage is portable, reusable and
compatible so they make perfect storage/delivery options.

CHECKPOINT

What are the advantages and disadvantages of any two multimedia

platforms?

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ACTIVITY

Carry out research to find out the various types of multimedia

platforms that are being utilized by at least three organizations. You
need to find out about specific purposes for which they are used and
make an evaluation about the level of effectiveness. Share your
findings with your peers and learning facilitator.

Refer to: www.oznet.k-state.edu/edtech/How_To/HT-MMHard1.htm-24k

DEFINE INTERNET DELIVERY OPTIONS AND DETAIL LIMITATIONS AND

ADVANTAGES

World Wide Web

The World-Wide Web (or the Web) is one of the most accessible tools available for
persons to use. It allows an easy means of publishing multimedia, it is accessible as, the
majority of its browsers are graphical and user- friendly, and the cost is becoming more
affordable. Current versions of presentation programs allow you to convert your
presentations to Web format (HTML). The Internet is ready to handle sophisticated audio
and video files and the technology is improving every day. You can create these audio
and video components in the comfort of your own home or office.

Once it is placed on a Web site, you can access your presentation from anywhere in the
world with an Internet connection. This is a convenient delivery method many use in
professional presentations and programs. It has the following adva ntages :

HTML, the basic mark-up language used in creating World-Wide Web documents, is
very easy to learn.

The Web uses non-propriety standards, thus giving the site a longer life expectancy: e.g.
text is in plain ASCII, HTML is a sub-set of SGML, graphics appear as JPEG or GIF
(thus industry standard). It is subsequently cross-platform (i.e. the same document can be
viewed through a Macintosh, a Windows machine, a UNIX box, and even a dumb
terminal using such browsers as LYNX though this necessitates the loss of multimedia
elements).

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Once established, the material is made available to an international audience amounting

to millions (with no extra distribution costs).

• Linking from the document is not restricted to data elsewhere on the machine's
hard drive or the CD-ROM the program is distributed on, but can be to other
documents or media in cyberspace.

There are, however, some limitations that you need to be aware of in the use of the
Internet:

• In order to ensure high quality video and audio output, access to high speed internet
connection is necessary.
• You could also experience delays if the internet connection is down.

In addition, the opening up of access to an international audience has implications for

copyright issues. A developer wishing to publish on the Web will probably have to agree
to world rights on the material they use.

Your understanding of the use of multimedia in business that can be conducted via the
internet requires that you become aware of the following areas/activities:

• On-line Auction
• E-Com Solutions
• E-Marketing/Promotion
• E-Consultancy
• Data Processing

ACTIVITY

Carry out research on any three of the areas/activities listed above;

investigate the multimedia technologies that are utilized in these
areas. Discuss your findings with your peers and learning facilitator.

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EXPLAIN MPEG VIDEO, CD-ROM AND CDI FORMATS APPROPRIATE FOR JOB
TO BE UNDERTAKEN

MPEG (pronounced M-peg), which stands for Moving Picture Experts Group, is the
nickname given to a family of International Standards used for coding audio-visual
information in a digital compressed format (e.g., movies, video, music).

The major advantage of MPEG compared to other video and audio coding formats is that
MPEG files are much smaller for the same quality. This is because MPEG uses very
sophisticated compression techniques.

The MPEG family of standards includes MPEG-1, MPEG-2 and MPEG-4. MPEG-1 is
typically used for low data rate video such as on a Video CD. MPEG-2 is used for higher-
quality video, especially interlaced video, such as on DVD or HDTV. The foundation of
MPEG-4 is the coding of audio-visual objects. An audio-visual object is the
representation of a natural or synthetic object that has an audio and/or visual
manifestation. Examples of audio-visual objects include a video sequence (perhaps with
shape information), an audio track, an animated 3D face, speech synthesized from text, or
a background consisting of a still image.

The CD-ROM (an abbreviation for "Compact Disc Read-Only Memory ") is a non-
volatile optical data storage medium using the same physical format as audio compact
discs, readable by a computer with a CD-ROM drive. A CD-ROM is a flat, moralized
plastic disc with digital information encoded on it in a spiral from the center to the
outside edge. The CD-ROM Yellow Book standard was established in 1985 by Sony and
Philips. Microsoft and Apple Computer were early enthusiasts and promoters of CD-
ROMs.

Compact Disc Interactive (CDI) is an integrated player used to deliver digital video.
These integrated players are a combination of CD-ROM type players and a built in
computer connected directly to a home television. The players are designed for delivery
only and are not compatible with CD-ROM applications. CDI systems are designed only
for the home and consumer markets.

MPEG format is a newer format than CDI, it is also more flexible and compatible with
many platforms

The formats mentioned above can be used for various jobs including:

• Developing company profiles

• Presenting product information
• Developing materials for distance learning
• Marketing tourism products

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Publishers of traditional print-based products such as newspapers, magazines, and

journals are beginning to take advantage of multimedia and distribute some of their
products on compact disc. In compact disc format, the publications can offer
interactivity, search techniques, video and sound.

CHECKPOINT

What are the various MPEG formats that are used currently?

ACTIVITY

Carry out searches for video clips online in MPEG and CDI formats
compare the two in terms of size and quality. Share your findings
with your peers and your learning facilitator.

Refer to: http://www.mpeg.org/MPEG/starting-points.html

http://www.tandb.com.au/video/capture/

IDENTIFY CONVERSION METHODS FROM ONE PLATFORM TO ANOTHER TO

DELIVER THE DESIRED OUTCOME

At some point, you will be faced with the task of taking our files from one platform to
another. The most important factor is to know how each platform identifies files.

A MAC (macintosh) file actually consists of two parts. There is the data fork and the
resource fork. The data fork is the main part of the file that actually holds the file data.
The resource fork contains, among other things, two codes that are used to identify files.
They are known as the File Type and Creator code. These two codes, operate together to
inform the MAC operating system not only what kind of file it is, but what application
actually produced it. If you create a .tiff file in Photoshop and another in Corel, the MAC
operating system uses the creator codes to decide which application to launch when you
double-click on the file. That way, you are not trying to open your Photoshop files with
Corel or vice-versa. The system is useful and effective.

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On the Windows side, file identification relies on the 3 digit extension that is attached to
the file. There is no internal marker within the file to determine what the content or origin
is. The best and the worst thing about this system is that you can change the file type (or
at least what type of file the system thinks it is) by simply changing the extension. Here is
an important point for you to note:

• The changing of the file extension does not automatically change the file.

In other words, if you have a .tiff and you want a .jpg, changing the file extension will not
change the actual format of the file. That can only be done in an application that is
capable of handling that particular file type.

As with the MAC (mackintosh), there are some rather serious drawbacks to this system.
Most notably, if the file extension is missing, there is no way for you to determine what
any given file is. Also, since there is no creator-type identification of files, any given
format can only be associated with one application. Therefore, if you create a TIFF file in
Photoshop and another in Corel, when you double-click on the icon, it will always launch
either Photoshop or Corel, whichever application that file type is associated with.

The above illustration outlined cross platform conversion from a MAC to a PC, however,
there are other cross platform operations such as conversion from the internet to CD. You
need to pay special attention to the file formats that are used for the elements and then
conversion will be much easier with the appropriate software.

Refer to: http://graphicssoft.about.com/library/uc/uccrossplatform1.htm

CHECKPOINT

What are some of the common problems that may be experienced

when converting files from one platform to another?

ACTIVITY

Go to the website referred to above, investigate the links mentioned

and carry out additional research on crossing platforms. Present your
findings for discussion with your peers and learning facilitator.

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IDENTIFY EMERGING PROCESSES FOR DELIVERING MULTIMEDIA RELEVANT

TO THE INDUSTRY SECTOR

Like all other aspects of Information Technology, processes fo r delivery of multimedia

change rapidly making them more user- friendly and less time consuming. Some of the
emerging the processes involved in the development of multimedia platforms include:

Multimedia database systems

Multimedia database systems are analogous to contemporary database systems for textual
and numeric data, however, multimedia database systems have been tailored to meet the
special requirements of dealing with different types of media materials. Multimedia
database systems can create, import, integrate, store, retrieve, edit, and delete multimedia
information. They may incorporate some hypermedia capabilities. Multi- user multimedia
database systems are likely to perform these functions in a manner that reduces redundant
data storage, permits different views of data by users, and provides secure access to data.
Multimedia database systems are in an early stage of development, however , both
theoretically and experimentally work has been done.

Hypermedia

Hypermedia represents an evolution of the concept of hypertext. Hypertext and

consequently, hypermedia systems can have several key characteristics, depending on the
features system designers have chosen to include in particular systems. Information is
stored in nodes, which are modular units of information. Nodes may be categorized by
type to aid retrieval (e.g. citation node), and they may be organized in a hierarchical
fashion. Nodes are connected together by links to form a network. You can traverse the
network by activating the node links, which may be highlighted words, icons, locations
on a graphic image, or other types of markers. This process is called "navigation." Links
may be one-way or two-way. They may be associated with executable procedures that are
activated when the link is traversed. You may be able to identify locations to which you
want to return by placing "bookmarks" at those nodes. It is useful to maintain an
historical record of node traversal, allowing you to select a prior node and quickly return
to it.

Authors may define paths through the network, called "tours," that automatically present
a sequence of nodes. Textual search keys may be used to retrieve nodes or data within
nodes. You can accomplish selective views of the network using filters, which display a
subset of nodes based on user-defined criteria. Graphic browsers, which provide a map of
nodes and links, may be available to assist you in selecting appropriate nodes. Landmark
views, which present major nodes using a spatial metaphor and allows you to move to
nodes at different distances from the current node, may also assist in navigating.

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ACTIVITY

Carry out research online or use books in your library to investigate

the latest emerging processes in multimedia development and
delivery and compare them to the ones you now use. Specifically
identify the improvements you are aware of and discuss these with
your learning facilitator

Refer to: http://www.escholarlypub.com/cwb/mmedia.htm

READY TO PROVE YOUR COMPETENCE?

Now that you have completed this element, check to see whether you have fully grasped
all the components by doing the following Self- Assessment:

Checklist 1 Yes No

1. I know how to identify and examine the distinguishing features

of a range of multimedia delivery platforms ( ) ( )

2. I know how to explain MPEG video, CD-ROM and CDI

formats appropriate for the job to be undertaken ( ) ( )

3. I know how to define internet delivery options and detail

limitations and advantages ( ) ( )

4. I know how to identify emerging processes for delivering

multimedia relevant to the industry sector ( ) ( )

5. I know how to identify conversion methods from one platform

to another to deliver the desired outcome ( ) ( )

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Checklist 2 Yes No

1. A range of multimedia delivery platforms is identified and

distinguishing features examined ( ) ( )

2. MPEG video, CD-ROM and CDI formats are explained

appropriate for the job to be undertaken ( ) ( )

3. Internet delivery options are defined and limitations and

advantages detailed ( ) ( )

4. Emerging processes for delivering multimedia are identified

relevant to the industry sector ( ) ( )

5. Conversion methods from one platform to another are identified

to deliver the desired outcome ( ) ( )

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ELEMENT 2: PREPARE DATA FOR MULTIMEDIA PLATFORMS

LEARNING OUTCOMES

As you go through this element you will acquire the knowledge, skills and attitudes
necessary to prepare data for multimedia platforms. Your learning facilitator is there to
assist with the various activities, so that on completion you should be able to:

1. Assess suitability of digital data for delivery platform to deliver desired outcome
2. Select appropriate multimedia delivery platform to deliver desired outcome
3. Redesign data and/or adapt to suit selected platform.
4. Format or reformat data for selected platform.

SELECT APPROPRIATE MULTIMEDIA DELIVERY PLATFORM TO DELIVER

DESIRED OUTCOME

Delivery platforms can be used to manipulate/display text, audio, images, graphics, and
video. Multimedia platforms provide a level interactivity with each of these elements
separately, as well as through a combination of different multimedia. In business and
training, there are hundreds of ways in which you may wish to apply multimedia
technology to achieve efficiency or increased productivity

In selecting a platform you have to consider a number of factors such as: cost, audience,
compatibility and purpose.

If you were asked to select an appropriate platform for training a group of students in the
most efficient way possible then you should consider the above factors, and then look at
your platform options. This document will explore the factors that will influence
choosing between using CD-ROM as against the Internet for training a group of students.
You need to consider the following factors:

• Your audience is comprised of students, hence your focus is on a learning centered

system

• Compatibility is critical as any platform you decide on should be able to work on

most computer systems

• The cost of creating and providing this training

• The nature of the subject material: - Does it include spreadsheets, database, for
business proposal

• Does the communication environment support your presentation?

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In light of these factors you will discover that the CDROM would be the most viable
option for the following reasons:

• It is inexpensive
• It can be used on most computers
• It can store a reasonable amount of data
• The presentation could be for selected audience, on a selected topic
• The amount of persons or locations may be limited therefore does not need
internet, especially in areas where there might be no internet connection
• It is very inexpensive and flexible
• May need technical support for internet use or design
• The information would be more secure when placed on a CD-ROM

Video conferencing can also be considered as multimedia delivery. Technology allows

someone sitting in an office in Jamaica to have a conference with someone in China.
They can hear each other, see each other, and basically interact as if they were sitting in
the same office (rather than half way across the world).

CHECKPOINT

What platform would you choose to make a multimedia presentation to

your peers on the use of multimedia in adult education?
Provide reasons for the choice of platform

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LG – ITIMED0482A PREPARE MULTIMEDIA FOR DIFFERENT PLATFORMS

ASSESS SUITABILITY OF DIGITAL DATA FOR DELIVERY PLATFORM TO

DELIVER DESIRED OUTCOME

N.B. Learning outcomes three (3) and four (4) have been merged and addressed in this
sectio n:

DIGITAL DATA refers to information that is converted to

only a few specific values. Because the values are
specific, digital data can be transmitted, received and
recreated with no loss of content. In contrast to digital
data, analog data is always received with noise added
into the content. Because of this signal distortion, digital
content (CDs, DVDs, HDTV) is usually preferred over
analog content (VHS).

Data in digital form is highly manipulative which means you can convert it to just about
any format using the different software packages and tools. Working with digital data
and the right software is like a potter shaping and reshaping his/her clay. The data should
be assessed and found suitable for the task, or you may need to make it adaptable to the
platform selected. You will inevitably end up with information from various sources in
different file formats including text, graphics, clip art, video, audio and animation. It is
therefore important that you ensure that all these data will be compatible with your
selected platform.

Oftentimes you might have the need to change the record layout of a file or some data in
order for it to operate on a particular platform, hence reformatting or formatting becomes
necessary.

ACTIVITY

Go to the following website - http://www.myholler.com/idst120/formats.pdf

for further information on file formats and discuss the author’s
recommendations of file formats for the various purposes identified.
Consider these recommendations for transmission across two delivery
platforms of your choice?

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LG – ITIMED0482A PREPARE MULTIMEDIA FOR DIFFERENT PLATFORMS

Sources of Data

You will need to identify data to make your presentation interesting. Some of these
sources are: pictures from books, magazines, music from CD’s or the Internet, movie
clips, words that illustrate a point, graphs and tables. In addition, you should check to
ensure that the data will make your presentation accurate, relevant and interesting. You
should therefore ask yourself the following questions:

• Who is my audience?
• What do I need to say?
• How do I say it in a manner that appeals to my audience?

CHECKPOINT

When is it necessary to format, reformat or redesign data to be used

in a delivery platform?

ACTIVITY

Prepare a multi- media presentation on ‘The use of Multi- media in

Adult Education’. The presentation should include information on at
least three different platforms, the features of each platform – the
advantages and disadvantages and examples of appropriate situa tions
in which they may be used. Make the presentation in a class setting
using your selected platform. Obtain feedback from your peers and
learning facilitator.

Refer to: http://www.oznet.k-state.edu/edtech/How_To/HT-MMHard1.htm

www.windowsfordevices.com/articles/AT6478846371.html 2006
Vazirgiannis, M. (1999) Interactive Multimedia Documents Springer

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READY TO PROVE YOUR COMPETENCE?

Now that you have completed this element, check to see whether you have fully grasped
all the components by doing the following Self- Assessment:

Checklist 1 Yes No

1. I know how to assess the suitability of data for delivery

platform to deliver the desired outcome ( ) ( )

2. I know how to select the appropriate multimedia platform to

deliver the desired outcome ( ) ( )

3. I know how to redesign and/or adapt data to suit the selected

platform ( ) ( )

4. I know how to format or reformat data for selected platform ( ) ( )

Checklist 2 Yes No

1. Suitability of digital data for delivery pla tform is assessed to

deliver the desired outcome ( ) ( )

2. The appropriate multimedia delivery platform is selected to

deliver the desired outcome ( ) ( )

3. Data is re-designed and/or adapted to suit selected platform ( ) ( )

4. Data is formatted or reformatted for selected platform ( ) ( )

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 Learning Management Services Department
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