• What is Multimedia?

There are many definitions of multimedia --

some of us can remember when multimedia
meant using a slide-tape program, where a beep
signified the display of the next 35mm slide
(others might remember flannel boards or 8-
track tapes, but we won't go there)! For this
class, we will define multimedia as the
integration of text, graphics, animation,
sound, and/or video.
• Why Use Multimedia in the Classroom?

Multimedia activities encourage students

to work in groups, express their
knowledge in multiple ways, solve
problems, revise their own work, and
construct knowledge. The advantages of
integrating multimedia in the classroom
are many.
• Through participation in multimedia activities, students can learn:
• Real-world skills related to technology
• The value of teamwork
• Effective collaboration techniques
• The impact and importance of different media
• The challenges of communicating to different audiences
• How to present information in compelling ways
• Techniques for synthesizing and analyzing complex content
• The importance of research, planning, and organization skills
• The significance of presentation and speaking skills
• How to accept and provide constructive feedback
• How to express their ideas creatively
• Variety
Multimedia is exciting, frequently combining text, photographs and pictures, animation, audio and video clips. It can provide variety in
presenting and practising new language.
• Motivation
Many students are motivated by using CD-ROMs and enjoy a technological component in their language course.
• Learner-centred approach
Students have an element of choice which may not exist in the traditional classroom - for instance, whether to listen to a piece of
language three or four times or more. They often work through the material in ways which match their preferred learning style, and can
study at their own pace. Lower level learners and more introverted students can practise their pronunciation in a "safe" environment,
without fear of making mistakes in front of their classmates.
• Learner independence Making computers available can encourage students to do extra work outside the classroom, play language
games and, hopefully, gain extra exposure to the language and improve their progress in the language.
• Authenticity
Video clips and texts can provide exposure to real-world language, which in turn can motivate students.
• Technology
The search facility on many CD-ROMs is fast; electronic dictionaries reveal amazing facts about our language, enabling teachers to set
language research tasks.
• Computer projectors, also called beamers, are falling in price; lap-top computers are both portable and powerful, and a new dimension
can now be added to language classes more easily.
• Why use Oxford ELT multimedia?
• Oxford University Press has a worldwide reputation for excellence in ELT publishing. Our aim is to address the needs of students and
teachers at all levels and age groups, and this is clearly reflected in our multimedia packages.
• Flexibility: Oxford CD-ROMs can be used both in the classroom and for self-study. They can be used by learners as well as teachers
wishing to create or customize material.
• Quality: Our discs contain high-quality photographs and video sequences; the quality of audio clips on CD-ROM is excellent.
• Clarity: In the electronic dictionary range, visuals and video sequences are used to clearly illustrate concepts.
• Pedagogical support: Many of the discs contain interactive exercises; these have been created to provide practice in grammar and
vocabulary. They can save teachers a lot of preparation time! Oxford multimedia incorporates excellent learner support in terms of clear
models for pronunciation practice.
• Teacher support material: OUP provides teacher support material with lesson ideas and activities, as well as teachers' notes. Video
activities come with an answer key and transcript.
• There are, however, some constraints to using
multimedia in the classroom, including:
• Technological resources, both hardware and
software
• Technological skills, for both the students and
teacher
• Time required to plan, design, develop, and
evaluate multimedia activities
 Steps in using Multimedia
• Decide/Assess - determining needs,
goals, audience for the presentation
• Design/Plan - determining content,
sequence of the presentation
• Develop - Gather and organize multimedia
materials to include in the presentation
• Implement - Give the presentation
• Evaluate - Evaluate the presentation's
effectiveness