TABLE OF CONTENT
ABSTRACT 2
1. INTRODUCTION 3
1.1. What Is Multimedia 3
1.2 Definition Of Teaching And Learning 3
1.3 Scope Of Discussion 3
1.4 History Of Using Computer In Education 4
1.5 Multimedia And Information Technology 4
2. COMPARISON BETWEEN TRADITIONAL AND MODERN EDUCATION 5
2.1 Traditional Learning Model 5
2.2 Modern Multimedia Teaching And Learning Model. 6
Figure 2: Modern Multimedia Teaching and Learning Model. 6
3.0 MULTIMEDIA IN LEARNING AND TEACHING PROCESS 7
3.1  Why  Multimedia 7
3.1.1 Reduced Duration of Learning 7
3.1.2  Cost Reduction 8
3.1.3  Fair And Consistent Learning. 8
3.1.4 Flexible 8
3.1.5 Cognitive Stimulation 8
3.2 Usage Of Multimedia In Learning And Teaching 8
3.3 Components And Infrastructure For Learning Using Multimedia 9
3.3.1 Computers And Software 9
3.3.2 Infrastructure 10
3.4 Impact Of Multimedia On Teaching And Learning 10
3.4.1 Presentation 10
3.4.2 Interaction 11
3.4.3 Structure 11
4 FUTURE MULTIMEDIA IMAGINATION 12
5 CONCLUSION 13
6 BIBLIOGRAPHY 14
 
 

ABSTRACT

In the new revolution and new millennium with full of innovation in technology, it is good for educators to make valuation regarding new development of technology in multimedia. Furthermore to understand the effect of multimedia on teaching and learning, this paper will discuss the rational on using multimedia to improve teaching, learning and also presentation. Hopefully, with this innovative approach, users can be more focused and can sustained the understanding of the delivered message. Learners can benefit from multimedia by enjoying learning intuitively, independently or socially.  On the other side, students will get advantage from multimedia and enjoying the learning process independently and naturally. Properly used multimedia in education can increase communications and understanding. It also will greatly enhance the concept of learning.

By using the new multimedia technology, it can maximize the understanding in subject matter. Since the scope of this topic is fairly wide, the following discussion will only focus on history of using computer, the difference between traditional and modern teaching and learning, reasons on using multimedia in education, factors contributing in the usage of multimedia, infrastructure component of multimedia and future imagination for multimedia.
 

1. INTRODUCTION
1.1.  What Is Multimedia
The term multimedia is often heard and used widely such as, multimedia super corridor, computer multimedia, multimedia software and etc. Multimedia can be defined as:

(i) An interactive communication process based on computer that combines with text, graphic, sound, animation and video (Shuman, 1998).
(ii)  A combination of more that two different media such as text, graphic, sound, animation and video (Collins et al, 1997).

With reference to the definition given above, we can conclude that multimedia is a combination of text, sound, animation, still and moving photo and graphic interactively in computer.

1.2  Definition Of Teaching And Learning
According to Bates (2000), teaching and learning is part and parcel of education. Learning consists of two elements, what is the kind of learning and also skills that applies to the job. Both elements act as mirror for education.

1.3  Scope Of Discussion
As we know, the topic of multimedia in teaching and learning are very broad. Due to certain constrains, this paper will only cover overview on history of using computer, the different between traditional and modern teaching and learning, why using multimedia in education, factors need to be considered in using multimedia, infrastructure component of multimedia and future imagination for multimedia.

1.4  History Of Using Computer In Education
Although the revolution in computer industry started in 1937, when the digital computer was developed by John V. Atanasoff together with his assistant named Berry Clifford (Shelly et at., 1995), the computer used in schools only started during the “Micros in Schools Scheme” in 1981 (Collin et al., ibid).  Since then, computers were widely used in various fields such as education, industry, manufacturing, business, agricultural and in all aspect of routine daily transaction.

In Malaysia, according to the writer’s experience (who started joint school since 1961 and until now is still learning) finds that teaching aids in schools are still using some traditional instruments such as, chalk and black board; white board with marker; overhead projector and slide. The use of computer and multimedia in teaching and learning is very minimum.  This situation seems to be not much different and most of the schools are still maintained the traditional style of teaching.  Exercise books still play important parts, which replace papan selit in early 1960. Still now computer is not yet totally replaced exercise books or textbook but it will come soon in the era of e-book.

1.5  Multimedia And Information Technology
Changes in the world of information technology give the opportunity for the fast acceleration of multimedia in various phases and forms. According to Khoo (1994), Compared to the personal computer revolution of the 80s, the multimedia revolution has escalated to the extent that it will transform computing and create a colossal impact on those who depend on information for survival. Primarily, multimedia that makes up digital media capable of generating video, audio effects, visual and also animation, can make learning better and giving good experience to the learner.

2. COMPARISON BETWEEN TRADITIONAL AND MODERN EDUCATION
Basically, traditional education is mainly dependent on teacher’s knowledge and directly delivered to the student. In the traditional education model, teachers are totally responsible in getting the knowledge, which later transferred to student. Innovation in multimedia allows educators to be just facilitators, point of reference and no more as sole information sources.
According to the author’s observation, traditional and modern educational model can be shown as follows.
2.1 Traditional Learning Model
Figure 1: Traditional Learning Model
 

Form the above diagram, it can be seen that knowledge acquisition is dependent on instructors. Teachers are responsible in conveying the information. The main drawbacks when teachers use this method are the lack of information sharing and limited source of information.

These limitations will results in learning be restricted to limited environment and thus, impedes the development of knowledge. Most of the information gathered by students are also depended solely on knowledge that teachers have and modes of learning is confined to the face-to-face interaction, inside a physical classroom.

2.2 Modern Multimedia Teaching And Learning Model.
Figure 2: Modern Multimedia Teaching and Learning Model.

 
 
 
 
 
 
 
 
 
 
 

In figure 2 above, information is not only received from one source but also can be obtained from various sources. Sometimes, information gained from the same source by different individuals and sometimes an individual acquired information that other people can not access.

The above learning model is said to design more on sharing of information between instructor and students whereby two way communication take place between both parties.  Information retreival is achieved from multi sources and seemed to be borderless. Multimedia is used as a tool to attain information from web pages and Internet.

3.0 MULTIMEDIA IN LEARNING AND TEACHING PROCESS
Learning through multimedia can be adapted to individuals with different styles and provides rooms for students to evaluate their levels of knowledge ability before attending real classes or lectures.

3.1  Why  Multimedia
Nowadays, users require fast and efficient information retrieval and communication and with multimedia and its uniqueness enable such task to be performed. Besides, users would benefits enhanced sound, vision, movies, videos and many other components within multimedia. Advantages of using multimedia in learning are outlined as follow:

3.1.1 Reduced Duration of Learning
According to surveys found that, time required for learning is less with the use of multimedia in teaching technique as compared to traditional method. According to Khoo (ibid), about 60% of learning durations can be reduced if multimedia is used compared to traditional method.

3.1.2  Cost Reduction
Cost can be reduced if the same program is used in several session thus cost per student is greatly reduced. Whilst traditional method may incur continuing cost especially fixed cost.

3.1.3  Fair And Consistent Learning.
In relation to quality and quantity, the usage of technology will ensure the learning process can be done with the highest level of consistency and fairness to students.

3.1.4 Flexible
Desired information can also be retrieved easily with the assistance of keyboards, mouse and touch screen. Thus, it will offer greater control to users on where and when the information will be used.

3.1.5 Cognitive Stimulation
Multimedia usage is also claimed to help the development and stimulation of cognitive processes inside the brain. These thinking processes can be turned into habit over time. (Papert, 1983)

3.2 Usage Of Multimedia In Learning And Teaching
The usage of multimedia in both learning and teaching should be able to increase the quality and flexibility of those processes.  In order to attain that objectives, several issues need to be considered, especially on how to satisfy customers or target group. Some of the issues raised are;

· What are the teaching processes desired by students?
· What are the best suited technologies available for usage?
· What are the informations that we want to teach to students?
· What are the best approaches in face to face learning?

After then only we can devise approaches in learning. Certain approaches in teaching and learning using multimedia can be implemented according to steps listed below
§ Developing multimedia program in certain aspects that focused on curriculum that is posed difficulty for students.
· Use of Internet if the class is too big.
· Subjects are being delivered via Internet.

Based on writer’s experience, the effectiveness of learning is not entirely depending on technology, but also on other factors such as content of the subjects, suitable learning method between teachers and students either by using textbooks, video conferencing or simulations.

3.3 Components And Infrastructure For Learning Using Multimedia
Before the multimedia technology can be used successfully in learning, it needs support from several components such as computers, software and infrastructure.

3.3.1 Computers And Software
Computers are part of the components that cannot be separated from multimedia teaching and learning. This is because, computers are the equipments that will be used to combine sound, graphic, video, text and animation. According to Rao et al, (1991), usage of computers can happen in two ways either through computer managed learning (CML) or computer assisted learning (CAL).

Another issue that needs to be monitored is regarding the use of notebook that plays an important role in real life. This is because, it is quite impossible to carry around a desktop computer, as it is quite big and bulky. Nowadays, there is also multimedia software that is being used only by itself and is called multimedia computers.

3.3.2 Infrastructure
Infrastructure is also one of the component that connect the networks of communication in classroom and Internet. However, the question arise is on how to identify the best infrastructure if the learning is to be conducted in classrooms that require eye-contact or in web sites that need random time for accessing the contents. All these need to be considered to ensure that it can be implemented and meeting the objectives required.  Therefore, we need to have specialists in identifying the actual requirements that can satisfy everybody.  The infrastructures prepared need to be suitable and adequate and the allocations for maintenance also need to be prepared.

3.4 Impact Of Multimedia On Teaching And Learning
The impact of multimedia technology can be assessed in few ways and some of them are listed below;
3.4.1 Presentation
As being stated previously, multimedia is a combination of text, audio, graphic, animation and also video. Thus, the presentation of information will definitely be more effective as compared to normal presentation of text or sound only. It also enables users to present information in many different ways.
Apart from that, multimedia application design will also give space to students to understand faster as compared to traditional method. Students are also getting clearer picture in virtual learning process with the multimedia technology.

3.4.2 Interaction
In the interaction point of view, students are expected to interact with the equipments though web sites, drawings, speaking and other means. All these can be done by moving the mouse or clicking on active buttons only. The only main concern here is to develop a user-friendly interface.

In real interaction with the required sites, students can accidentally surf the wrong information sites or visiting other irrelevant sites. However, this is still can be considered as part of the indirect learning process.

3.4.3 Structure
With the use of multimedia, teachers can develop a structured design between text and presentation where structure is controlled according to needs and specification of respective individuals. For an example, an individual who does not require any specific information can skip that information to another or go back to previous ones without having to go through unrelated pages.
 
 
 

4 FUTURE MULTIMEDIA IMAGINATION
When facing the future, situations are always being related to uncertainties. The same scenario is also being faced by the future of multimedia. Writer has imagined that the components of multimedia for the future will not be completed if there is only combination of text, sound, video, animation and graphic. It also require another important component and that is the creation of smell that can be recognized by those who are disabled like the blind, dumb and deaf persons.
According to the author’s imagination future of multimedia teaching and learning that will be use, can be shown as follows.
Figure 3: Future Multimedia Imagination Model
 
 
 
 

Through this model as shown in figure 3, special student (blind, dumb and deaf) still can observe through smelling. Each letter smell differently and they could distinguish it. For example, the phrase “WHAT IS YOUR NAME?” the student sense the smell for each letter differently and arrange into word then to a sentence. It is not impossible for them to be trained to identify the specific smell presented to them. This is because, even in today situation, we are managed to teach computer through software to identify something via neural network and also artificial intelligent. Training humans to smell what is produce by computers and to have knowledge it is something that is attainable and not impossible. This is because in the Quran says “ WE HAVE INDEED CREATED MAN IN THE BEST OF MOULDS” (surah AL-TIIN, sentence 4).
5 CONCLUSION
In a nutshell, there are so many advantages in using multimedia in learning and teaching. All that can be achieved by fully utilized the interactivity of multimedia itself. Usage of multimedia also can greatly reduce the element of text only or speaking only method of conveying information. Multimedia also offers customized learning to suit individuals as it has many components that can transmit information.

However, the success of using multimedia in learning is not only on the ability of designing systems, equipment and costing, but the most important element is the ability for teachers to utilize computes.

Based on findings by Nor ladah et al., (1995), there are still many teachers who are illiterate on how to make use of computers in class. Therefore, the nationwide development of multimedia in Malaysia will take some time to materialize. Furthermore, limited costs, old equipments like overhead projectors that are still greatly in use at higher learning institutions are the main contribution to the slow acceptance of multimedia in education.

6 BIBLIOGRAPHY
Bates Tony (2000), Teaching, Learning and the Impact of Multimedia Technologies, Educause Review, September/Oct 2000, 35(5), 38-44.

Khoo, C.C. (1994). Interactive multimedia for teaching, learning and presentations. http://cleo.murdoch.edu.au/gen/aset/confs/iims/94/km/khoo.html

Collins J., Hammond, M., and Wellington, J., (1997). Teaching and Learning with Multimedia.  New York: Routledge

Cunningham, D.J and Brown, A.R., Multimedia in teacher education http://cleo.murdoch.edu.au/gen/aset/confs/iims/94/bc/cunningham.html

Infrastructure for Multimedia Teaching and Learning,
  http://pc65-11.pb.unimelb.edu.au/av//ts/DoingIT.htm

Nor Iadah Yusof, Norita Md. Norwawi & Huda Hj. Ibrahim (1995). Multimedia dalam Pengajaran dan Pembelajaran, Kertaskerja dibentangkan di Seminar Komputer dalam Pendidikan 1995 “Multimedia in Action” di Institut Perguruan Aminuddin Baki Jitra, Kedah, 10-11 Oktober,1995.

Papert, S. (1993) The Children's Machine. New York: Basic Books.

Rao, G.S., A.K., Zoraini Wati Abas, dan Wan Fauzy Wan Ismail (1991), Pelajaran Berbantukan Komputer, Petaling Jaya; Penerbitan Fajar Bakti Sdn. Bhd.

Shuman, J.E. (1998), Multimedia in Action, USA: Thomson Publishing Inc.

Surah AL_TIIN sentence 4, Al-Quran

Using multimedia in Teaching and Learning,
http://www.iim.uts.edu.au/using/mmintl.shtml