1 of 23

Presentation on the topic: Multimedia technologies in education

slide number 1

Description of the slide:

slide number 2

Description of the slide:

Multimedia Multimedia (multimedia, from English multi - a lot and media - media, environment). Non-text types of information - audio and video. Multimedia - a set of computer technologies that simultaneously use several information media: graphics, text, video, photography, animation, sound effects, etc. Multimedia technologies - a set of modern means of audio, television, visual and virtual communications used in the organization process. Multimedia computer - a computer equipped with hardware and software that implements multimedia technology.

slide number 3

slide number 4

Description of the slide:

Multimedia technologies in education Multimedia technologies enrich the learning process, make learning more effective, involving most of the student's sensory components in the process of perceiving educational information. Today, multimedia technologies are one of the promising areas of informatization of the educational process. The improvement of software and methodological support, the material base, as well as the mandatory professional development of teaching staff, sees the prospect of successful application of modern information technologies in education. Multimedia and hypermedia technologies integrate powerful distributed educational resources, they can provide an environment for the formation and manifestation of key competencies which primarily include information and communication. Multimedia and telecommunication technologies open up fundamentally new methodological approaches in the system of general education. Interactive technologies based on multimedia will solve the problem of “provincialism” of a rural school both on the basis of Internet communications and through interactive CD-courses and the use of satellite Internet in schools.

slide number 5

Description of the slide:

Multimedia technologies in education Multimedia is the interaction of visual and audio effects under the control of interactive software using modern hardware and software tools, they combine text, sound, graphics, photos, videos in one digital representation. Hypermedia is computer files connected by means of hypertext links to move between multimedia objects. Internet technologies are attractive for organizing computer classes in schools, however, having advantages associated with the possibility of obtaining up-to-date information, the possibility of organizing a dialogue with almost the whole world, they have serious drawbacks: these are difficulties when working with large volumes of information with poor communication lines (there are most of them in remote regions and rural areas in the Russian Federation), the inability to work without communication lines. These shortcomings are eliminated with the use of optical CDs called CD ROMs and DVDs. Available software products, including ready-made electronic textbooks and books, as well as their own developments, allow the teacher to increase the effectiveness of teaching. The Internet is becoming an indispensable assistant to the teacher in finding and obtaining information, and as a means of communication with colleagues.

slide number 6

Description of the slide:

Multimedia in general secondary education Multimedia is an effective educational technology due to its inherent qualities of interactivity, flexibility and integration of various types of educational information, as well as due to the ability to take into account the individual characteristics of students and help increase their motivation. Due to this, most educators can use multimedia as the basis of their educational informatization activities. Informatization of education is a field of scientific and practical human activity aimed at the use of technologies and means of collecting, storing, processing and disseminating information, which ensures the systematization of existing and the formation of new knowledge in the field of education in order to achieve the psychological and pedagogical goals of training and education. Let us consider in more detail the properties of multimedia listed above, which turn this technology into a full-fledged component of informatization of education. The interactivity of education informatization means that users, as a rule, schoolchildren and teachers, are given the opportunity to actively interact with these tools. Interactivity means the presence of conditions for an educational dialogue, one of the participants of which is the means of informatization of education. Providing interactivity is one of the most significant benefits multimedia tools. Interactivity allows, within certain limits, to control the presentation of information: students can individually change settings, study the results, and also respond to program requests about specific user preferences. Students can set the feed rate, the number of repetitions and other parameters to suit their individual educational needs. This allows us to draw a conclusion about the flexibility of multimedia technologies.

slide number 7

Description of the slide:

Advantages and disadvantages of using multimedia Multimedia technologies are increasingly penetrating into various areas of educational activity every day. This is facilitated by both external factors associated with the widespread informatization of society and the need for appropriate training of schoolchildren, as well as internal factors associated with the spread of modern computer equipment and software in general educational institutions, the adoption of state and interstate education informatization programs, the emergence of the necessary experience of informatization in all more school teachers. In most cases, the use of multimedia tools has a positive effect on the intensification of the work of teachers, as well as on the effectiveness of teaching students. At the same time, any experienced school teacher will confirm that against the background of a fairly frequent positive effect from the introduction of information technology, in many cases the use of multimedia tools does not affect the effectiveness of teaching, and in some cases such use has a negative effect. It is obvious that the solution of the problems of appropriate and justified informatization of education should be carried out comprehensively and everywhere.

slide number 8

Description of the slide:

Advantages and Disadvantages of Using Multimedia Educators should be aware of two possible ways in which multimedia can be introduced into the learning process. The first of these is due to the fact that such tools are included in the educational process as "supportive" tools within the traditional methods of the historically established school system. In this case, multimedia resources act as a means of intensifying the educational process, individualizing learning and partially automating the routine work of teachers related to taking into account, measuring and evaluating the knowledge of schoolchildren. The introduction of multimedia resources within the framework of the second direction leads to a change in the content of education, a revision of the methods and forms of organization of the educational process at school, the construction of integral courses based on the use of the content of resources in individual academic disciplines. Knowledge, skills and abilities in this case are considered not as a goal, but as a means of developing the student's personality. The use of multimedia technologies will be justified and will lead to an increase in the effectiveness of education if such use meets the specific needs of the general secondary education system, if full-scale education without the use of appropriate informatization tools is impossible or difficult. Obviously, any teacher should get acquainted with several groups of such needs, determined both in relation to the educational process itself and in relation to other areas of activity of teachers.

slide number 9

Description of the slide:

slide number 10

Description of the slide:

Specialized multimedia As a rule, the majority of teachers and students, one way or another familiar with computer technology, unmistakably classify acoustic systems (speakers), a computer sound card (board), a microphone, a special computer video camera and, possibly, a joystick as hardware multimedia tools. . All these devices are indeed common components of multimedia equipment, they are quite simple to use, have a fairly clear purpose and do not require any detailed description in this online edition. Of much greater interest may be specialized multimedia tools, the main purpose of which is to increase the effectiveness of training. Among such modern means, first of all, it is necessary to include interactive multimedia boards. The software and hardware set "Interactive whiteboard" is a modern multimedia tool that, having all the qualities of a traditional school board, has more opportunities for graphic commenting on screen images; allows you to control and monitor the work of all students in the class at the same time; naturally (by increasing the flow of presented information) to increase the student's workload in the classroom; ensure ergonomic training; create new motivational prerequisites for learning; conduct training based on dialogue; teach using intensive methods using case methods.

slide number 11

Description of the slide:

slide number 12

Description of the slide:

slide number 13

Description of the slide:

Virtual Reality The development of modern multimedia tools makes it possible to implement educational technologies at a fundamentally new level, using for these purposes the most progressive technical innovations that allow the provision and processing of various types of information. One of the most modern multimedia tools penetrating the field of education are various modeling tools and tools whose operation is based on technologies called virtual reality. Virtual objects or processes include electronic models of both real and imaginary objects or processes. The adjective virtual is used to emphasize the characteristics of electronic analogues of educational and other objects presented on paper and other tangible media. Besides, this characteristic means the presence of an interface based on multimedia technologies that imitates the properties of real space when working with electronic analogue models. Virtual reality is multimedia tools that provide sound, visual, tactile, as well as other types of information and create the illusion of the user's entry and presence in a stereoscopically presented virtual space, the user's movement relative to the objects of this space in real time. Systems of "virtual reality" provide direct "immediate" contact of a person with the environment. In the most advanced of them, a teacher or student can touch an object that exists only in the computer's memory by putting on a glove stuffed with sensors. In other cases, you can "turn" the object depicted on the screen and view it from the back. The user can "step" into the virtual space armed with "information suit", "information glove", "information glasses" (monitor glasses) and other devices.

slide number 14

Description of the slide:

METHODS OF DEVELOPING COGNITIVE ACTIVITY OF STUDENTS WITH THE USE OF MEDIA TOOLS Teaching students to use multimedia resources, both in the study of school disciplines and in subsequent professional activities, should be based on active learning methods and methods for developing students' cognitive activity. It is well known that a variety of methods are used in schooling. In most cases, teaching is based on the principle of reproducing information previously reported by the teacher. As a result, for many students only reproducing thinking prevails. This becomes an obstacle to the rapid and independent perception of new knowledge and, therefore, does not provide the potential for the growth of intelligence. In addition, the specificity of learning with the use of multimedia technologies is associated with spending most of the study time at the computer, which does not contribute to the development of monologue speech. There are active learning methods that encourage students to become active participants in the learning process, and not just passively absorb information received from the teacher. The most common teaching method is explanatory-illustrative, in which the focus is on the presentation of knowledge in a particular system, in a visual and accessible form, from simple to complex. The teacher communicates the finished information by various means, and the students perceive, comprehend and fix this information in memory. At the same time, each teacher strives, first of all, to communicate the necessary material and achieve the strength of its assimilation. In order for students to acquire skills and abilities, the teacher organizes the activities of schoolchildren through the repeated reproduction of the knowledge they have received and the ways of activity they have seen with a system of tasks. The teacher gives assignments, and students complete them - they solve similar problems, i.e. carry out repeated repetition of similar actions. Reproduction and repetition of the method of activity on the instructions of the teacher is the main feature of the method called reproductive. Explanatory-illustrative and reproductive methods differ in that they enrich students with knowledge, skills and abilities, form their basic mental operations (analysis, synthesis, abstraction, etc.), but do not guarantee the development of students' creative abilities, do not allow systematic and design them on purpose. The activity of students is to perceive, comprehend, memorize new information.

slide number 15

Description of the slide:

METHODS OF DEVELOPING COGNITIVE ACTIVITY OF STUDENTS USING MEDIA MEANS Traditional presentation of educational material is one of the most economical ways of transferring knowledge to students. The effectiveness of this method has been verified by many years of practice, and it has won a firm place in schools of all countries, at all stages of education. But you can not use this method excessively and unnecessarily. Other teaching methods must also be used. These words, first of all, should be attributed to learning using multimedia. By organizing the presentation of educational material, the teacher influences the activation of the cognitive activity of students, but this influence is indirect. At the lesson, not all students turn on active cognitive activity. To purposefully influence this activity, there are active teaching methods. The very name contains the essence of the method - not simple memorization, but active intellectual activity of students. If only the teacher works at the lesson, the students are passive, i.e. inactive, indifferent, indifferent to everything that happens in the classroom, such a lesson has no value. When using multimedia resources, it is necessary to strive for such an organization of cognitive activity for the assimilation of content, in which students not only acquire new knowledge and skills, but also achieve a high level of development of their cognitive abilities. The student must be included in the cognitive activity, which is aimed at achieving the goal that unites the teacher and the student - the formation of a creative personality. The task of every teacher is to teach young people to think creatively, to prepare them for life, for practical work. Creative thinking is manifested in problem solving. The direction and level of activity is largely determined by the system of needs and motives of the student. This is what encourages a person to pose problems, to concentrate efforts on resolving them. Therefore, the education of the student's personality as a future specialist depends, first of all, on his needs and motives. It is the need that stimulates cognitive activity. The ratio of various motives determines the choice of the content of education, specific forms and methods of teaching, the conditions for organizing the entire process of forming an active creative personality.

slide number 16

Description of the slide:

METHODS OF DEVELOPING COGNITIVE ACTIVITY OF STUDENTS WITH THE USE OF MEDIA MEANS Two large groups of motives can be distinguished: achievement motives and cognitive motives. With cognitive motivation, unknown new knowledge coincides with the goal of cognitive activity, i.e. a person is interested in the process and content of the knowable. With achievement motivation, cognitive activity is a means of achieving a goal that is outside this cognitive activity, i.e. a person is interested in the result that can be obtained as a result of some cognitive effort, for example, a positive assessment. In pedagogy and psychology, it is shown that the formation of personality and its mental development is constantly and sustainably influenced by knowledge based on cognitive interest. The development of cognitive motivation significantly increases the activity of students and the effectiveness of the learning process. Also, cognitive motivation is the basis for the development of human inclinations. Cognitive motivation contributes to the reconfiguration of the mental processes of perception, memory, thinking and other human capabilities that contribute to the performance of the activity that aroused interest. In our case, such an activity can be the operation of multimedia resources by schoolchildren. In the process of forming a cognitive motive, orientation takes place, actualization of the knowledge and methods of activity available to students, adjustment of activity based on a comparison of the result obtained with the goal, tension of volitional efforts. However, the education system is focused mainly on stimulating achievement motivation: to get a good mark, pass exams successfully, etc. When the student's primary concern is academic achievement, the focus of the student's efforts shifts from "knowledge production" to "grade production". But, despite this, in learning it is impossible to refuse achievement motivation. It should be put at the service of cognitive motivation, keeping in mind the main thing - the comprehensive development of the student's personality.

slide number 17

Description of the slide:

METHODS OF DEVELOPING COGNITIVE ACTIVITY OF STUDENTS WITH THE USE OF MEDIA MEANS When using the forms and methods of active learning, opportunities are created for the formation of cognitive motivation in students. Active learning methods, combined with the use of multimedia, help to change the role of the student, turning him from a passive listener to an active participant in the learning process. Its activity is manifested in the independent search for resources, means and methods for solving the problem, in the acquisition of knowledge necessary to perform a practical task. Problem-based learning and independent work are the main means of activating the learning of schoolchildren. In addition to forced activity, this method also has a high degree of involvement. All this develops the desire for knowledge, arouses interest in the subject being studied. At first, interest begins with curiosity, then develops into curiosity, and at the highest stage of development - into the habit of systematic mental work. Cognitive interest has a very great motivating force: it makes a person actively strive for knowledge, actively seek ways and means to satisfy the need for knowledge that has arisen in him. The presence of a constant interest in learning among schoolchildren creates conditions under which their internal efforts are consistent with the external influences of the teacher, which ensures the optimal level of activity in the educational and cognitive activity of students using multimedia resources. Speaking about the possible methods of searching for multimedia information, it should be remembered that any person is a researcher by nature. His search activity consists in discovering the features, properties and characteristics of phenomena and objects of the external environment, in determining their essence and content, in assessing roles and meanings. Based on the information received, he sets goals for himself and develops programs for his actions. Cognitive activity of a person takes place in conditions of actively anticipating perception and reflection of the surrounding world, solving various kinds of problem situations, without which the goal cannot be achieved. Active learning is based on the principle of direct participation, which obliges the teacher to make each student a participant in the educational process, acting, leading the search for ways and means of solving the problems studied in the curriculum.

slide number 18

Description of the slide:

MULTIMEDIA AND LEARNING GAME Multimedia technologies and created multimedia resources can be used in the implementation of a variety of teaching methods. One of the methods in which the use of multimedia can give the greatest pedagogical effect is the various games used in the educational process. Existing school disciplines set themselves the task of not only providing students with certain information and teaching them how to act in certain, most common situations, but also instilling interest in in-depth or independent study of the subject. This interest is one of the forms of manifestation of the increase in the cognitive activity of schoolchildren. It is quite obvious that its increase contributes to a deeper study of disciplines. Thus, the increase in cognitive activity in the classroom is a positive trend in all respects. The introduction of didactic games into everyday practice using multimedia resources actively contributes to this. Many games carry an element of knowledge. In some games, this is more pronounced, in some less so. There are a number of games aimed at developing attention, intelligence, and the transfer of new information. Like any intellectual work, study quickly causes fatigue, a decrease in concentration and the ability to perceive information. Mechanical learning of material, cramming, often practiced in schools, cause fatigue, rejection of learning, and over time, can cause a rejection reaction. At the same time, there is a fairly simple, low-labor way to make the process of acquiring knowledge interesting. This is the so-called didactic game. During the game, the student imperceptibly performs those tasks, that work that in its usual form seems boring, uninteresting, difficult to him. The use of multimedia resources allows you to make such games more vivid, lively and interesting. There are didactic games, the implementation of which becomes impossible without the use of multimedia technologies.

slide number 19

slide number 20

slide number 21

Description of the slide:

MULTIMEDIA IN INDEPENDENT WORK OF STUDENTS The use of multimedia technologies can significantly change the independent educational work of schoolchildren, increasing its effectiveness. During training, students need to form a steady need for independent study of scientific, educational and methodological literature, the need to use modern multimedia resources, most of which are published on the Internet. To do this, the student must be placed in the situation of the need for their own cognitive activity. That is why the organization of effective independent work of schoolchildren is important in the system of general secondary education. Since the variety of existing classifications of types of independent activities of students is quite large, we will consider only the classification according to the level of cognitive independence of students. Reproducing independent work on the model. Works of this type are performed on the basis of using a sample, which can be used as a variety of multimedia resources. Cognitive independent activity of schoolchildren is manifested in recognition, comprehension, memorization, summing up a known method for a new task. The purpose of such work is to consolidate the ways of performing tasks, the formation of skills and abilities, their strong consolidation, creating the basis for performing tasks of a higher level of cognitive activity and independence. Such work can be given in the form of independent work with multimedia resources selected by the teacher, a summary of classes for the selection and systematization of educational multimedia material.

slide number 22

Description of the slide:

MULTIMEDIA IN STUDENTS' INDEPENDENT WORK Heuristic independent work. Independent work of this type contains cognitive tasks that require the student to analyze an unfamiliar situation and obtain the necessary multimedia information. When performing work of the heuristic type, the cognitive activity and independence of the student is expressed in the generalizations he makes when analyzing the problem situation and finding ways to solve the problem. As a result of performing such tasks, schoolchildren gain experience in search activities, master the elements of creativity. Creative (research) independent work. Independent work of this type involves the direct participation of the student in the production of new knowledge for him using multimedia information. The student must independently choose the means and methods for solving the tasks facing him, determine and select the knowledge and multimedia resources necessary to complete the task. Independent work of the last two types is recommended to be carried out in the form of projects. One of the most common implementation approaches self-study based on the large-scale use of multimedia information are complex case technologies. Such technologies are based on independent study of printed and multimedia teaching and learning materials provided to the trainee in a special form (case form). At the same time, a significant role is given to traditional classroom lessons. In this case, the emphasis is often placed on the active work of schoolchildren in groups with specially trained teachers.

slide number 23

Description of the slide:

MULTIMEDIA IN STUDENTS' INDEPENDENT WORK Such technologies use computer networks and multimedia resources published in them for holding consultations, conferences, correspondence and providing schoolchildren with educational and other information from electronic libraries, databases and electronic administration systems of educational institutions. An important advantage of the multimedia technologies used for this is the possibility of more efficient guidance of schoolchildren, their education in the process of communicating with the teacher and the class. In general, the introduction of case technology into the educational process is a convenient way to move to a greater volume of self-study of schoolchildren, associated with the desire to preserve and use the rich possibilities of traditional teaching methods in the system of general secondary education. A feature of multimedia materials used in self-study within the framework of the methods described are: the completeness and integrity of a systematically organized set of multimedia materials that allow students to fully study the discipline on their own in the face of a possible reduction in face-to-face contacts with the teacher and separation from traditional school libraries; significant interactivity of all multimedia resources, suggesting and stimulating active independent work of schoolchildren; possible orientation to the professional activities of students (especially for specialized education). Despite the possible increase in independent learning, an important element of such technologies is traditional face-to-face classes in schools, also conducted using multimedia technologies. Such classes should be designed for practical application by students. various knowledge and skills acquired in the course of independent study and comprehension of large independent blocks of educational material.

Keywords

MULTIMEDIA TECHNOLOGIES / MOBILE APPLICATIONS/ EXPOSURE / ARTISTIC PERCEPTION / INTERACTIVITY/ MULTIMEDIA TECHNOLOGIES / MOBILE APPLICATION / EXPOSITION / ARTS PERCEPTION / INTERACTIVITY

annotation scientific article on art history, author of scientific work - Shchetinina Svetlana Yurievna

The article deals with multimedia technologies as a means of presenting works of art in art exhibitions on the territory of the largest museums and research centers in the world. Technological advances and trends in the equipment of art expositions, functionality and features of expressive means are described. multimedia technologies. Specifics are being considered artistic perception works shown to the viewer using multimedia technologies.

Related Topics scientific works on art history, author of scientific work - Shchetinina Svetlana Yurievna

• Visual media in multimedia installation

  2016 / Shchetinina Svetlana Yurievna

• Interactivity and immersiveness in the media environment. To the problem of differentiation of concepts

  2019 / Evallie Violetta Dmitrievna

• Problems of introducing stationary interactive multimedia systems into museum expositions. Risks and decisions

  2018 / Nabiullin Artur Finatovich, Shakirov Albert Saubanovich, Mukhtov Ildar Gazinurovich

• Some aspects of the use of multimedia in exposition practices (on the example of the National Museum of the Republic of Kazakhstan)

  2016 / Medeuova Kulshat Agibaevna, Bakytova Leyla Bakytkyzy

• Multimedia in modern museum exposition

  2011 / Barutkina Larisa Petrovna

• Integration of multimedia technologies into the theater space

  2015 / Wellington Anna Tikhonovna

• The development of forms of museum display on the example of the creation of the exposition "20th century: Stavropol - Togliatti" of the Togliatti Museum of Local Lore

  2016 / Lankova Natalya Mikhailovna

• Theater multimedia space

  2014 / Evgeniy Rostovsky

• Art on the Phone: Media Art Artistic Strategies

  2013 / Yugay Inga Igorevna

• A painting as a universal multimedia layer

  2019 / Yurgeneva Alexandra Lvovna

Works of art modern multimedia presentation technologies

Use of modern technologies in Art Science is becoming more popular among artists day after day and multimedia technologies are one of them. Technological innovations of today have influenced the way and form of thinking in art and created new ways of interaction with it. Exhibition spaces and museums in advanced countries are equipped in the best ways: MoMa museum New York; Gallery One The Cleveland Museum of Art; ZKM Center for Art and Media Karlsruhe; Experimental Media and Performing Arts Center New York; City University of Hong Kong; The iCinema Center for Interactive Cinema Research Sydney. Multimedia mobile navigation in the MoMa museum is able to produce statistics data concerning exhibitions visits, and enhanced artistic perception of art objects (audio tour and visual analysis of a work of art). Gallery One Cleveland Museum of Art mobile app gives the spectator a possibility to learn the story of the characters depicted and the story of the artwork creation, to unite small parts to get complete picture, to obtain historical information, art history analysis, additional illustrations and other materials. Panoramic interactive screen in the Center for Art and Media Karlsruhe Germany is made for a larger visual coverage and provides visual information to the spectator interactively, giving a possibility to manipulate it in real time. Interactive panorama is also used by artists as an expressive means for their installations and performances. Combinations of various environmental instruments and the contemplation of ideas and perception of their differences are investigated on the Experimental Media and Performing Arts Center exhibition space. "Extra Shapes" project explores spontaneity, functioning and the spectator's perception of environmental effects: light, sound, video, dance, etc. Modern multimedia presentation technologies expand the artistic reality, deepen interaction with the audience, enrich the artistic imagery revealing its new borders. Multimedia art technologies create synthetic unity of visual, auditory, kinesthetic and other components running within controlled environment. work of art, on the other hand it promotes loss of its unique character perception.

The text of the scientific work on the topic "Modern multimedia technologies for the presentation of works of art"

Bulletin of Tomsk State University Culturology and Art History. 2016. No. 4 (24)

B01: 10.17223/22220836/24/20

S.Yu. Shchetinina

MODERN MULTIMEDIA TECHNOLOGIES OF PRESENTATION OF WORKS OF ART

The article discusses multimedia technologies as a means of presenting works of art in an art exhibition on the territory of the largest museums and research centers in the world. Technological achievements and trends in the equipment of art expositions, functionality and features of the expressive means of multimedia technologies are described. The specificity of the artistic perception of works shown to the viewer using multimedia technologies is considered. Key words: multimedia technologies, mobile applications, exposition, artistic perception, interactivity.

In modern art history, there is a growing interest in various technological innovations that are mastered by artists, and multimedia technologies are one of them. Multimedia is a means of "providing information by combining a variety of human-perceived environments (auditory, visual and kinesthetic influences) controlled by interactive software" . The figurative and expressive means characteristic of multimedia have a unique feature - interactivity and a specific aesthetic nature, in which artistic means and materials are combined by space and time.

Technological advances of our time have influenced the style and forms of thinking in the art environment, giving rise to new ways of interacting with it. Availability of multimedia devices a large number people in everyday life over time has made them frequently used and changed the perception of visual reality. Visual immersion in interaction with the screen of a monitor, tablet, phone, involvement in the global network influenced the possibilities of aesthetic and psychological perception of visual images.

One of the areas of application of multimedia technology is the presentation of works of art that have become a historical heritage, through which such works are updated and acquire a new sound. Another area of ​​application of multimedia appears as a tool of artistic expression in contemporary artistic practices such as performance and installation. This article provides practical examples of the use of multimedia as a technology for the presentation of classical art and as an expressive means of performance.

Modern multimedia technologies play an important role in the transfer and actualization of the cultural heritage of art museums. Exhibition halls are the most equipped with technological means.

sites and museums of developed countries: MoMa Museum, New York, USA; GALLERY ONE Museum of Art, Cleveland, USA; Center for Arts and Media Technology in Karlsruhe (ZKM), Germany; Experimental Media and Performing Arts Center, New York, USA. In the field of technology development and implementation, the City University of Hong Kong (CityU), Hong Kong, China, plays a leading role; The iCinema Center for Interactive Cinema Research, Sydney, Australia. Let us dwell on some technological achievements of the listed exhibition and scientific centers.

Consider the series functionality multimedia devices, namely multimedia mobile navigation. A mobile application that enhances interaction with the art collection uses the MoMa Museum in New York. The mobile application allows the viewer, firstly, to form a spatial idea of ​​the boundaries and thematic sections, exposure levels; secondly, decide in advance on preferences and plan a visit; thirdly, to make an interactive mark "on the map" of the exposition, accompanying it personal information, and open access to members of online communities. The application contains floor plans of the museum building with the designation of current exhibitions on the floors, the exhibitions in the application are represented by illustrations of exhibits, text, video and audio information about them.

Mobile application of the MoMA Museum, New York, USA

As a result of using the mobile application, the perception of the exposition space is expanded by a greater coverage of its depth and boundaries, a preliminary selection of priority places, the ability to inform other viewers about these places in real time or in the future. The mobile application informs in advance about the works on your

rate, motivating viewers to visit the museum. A feature of this technology is the ability to obtain statistical data on visits to exhibitions, as the program records the number of visits to certain exhibits and provides feedback to the audience, as they mark and form their "own" collection of photographs of works of art.

In addition, this mobile app complements artistic perception with sound accompaniment. The audio description of the paintings and biographies of the artists includes professional multi-voiced voice-over dubbing (separately for children and adults), which contributes to immersion in the atmosphere of the work. Sound accompaniment is implemented in two versions: in the form of the “audio tour” function (which can be used without being in the museum), and also in the form of the “visual analysis” function of the work. "Visual analysis" allows you to listen to the voice description of paintings with detailed description an image in which a virtual visitor sees a reproduction and hears a visual analysis of the canvas presented by a professional art critic.

The use of mobile devices and applications for them for learning purposes is personalized and compatible with the individual cognitive and educational tasks of the viewer. Learning with the help of multimedia applications is focused on a special study of sections of the history of art, styles, genres without the participation of a specialist (guide).

Mobile application of the GALLERY ONE museum, Cleveland, USA

Another mobile application aimed at exploring and interacting with an art object was developed for the GALLERY ONE museum in Cleveland, USA. Technology enables the viewer to interact more actively with the work, to quickly distinguish it in a number of others, including in a historical perspective. In the process of interacting with the exhibit through a mobile application, the viewer has the opportunity to perform various gaming and cognitive manipulations: learn about the characters depicted in the picture, or the history of its creation, collect an image of a fresco

carefully in parts. Technical devices provide information to the viewer in different ways: on a multimedia interactive wall, where you can choose the direction of study by reproduction or period of history; on portable information interactive panels placed directly next to the exhibit; in the form of mobile devices that work together with applications to them. Information interactive panels accompany the exhibits with historical information, art history analysis of the work, additional illustrations and other materials.

Multimedia interactive wall at GALLERY ONE, Cleveland, USA

The functions of extended perception of works significantly improve the memorization of information about artifacts when interacting with them through a multimedia device, however, a specific feature of this form of artistic perception is its programmed scenario. The act of artistic communication is predetermined, the result of reading the works is recorded, the viewer is left to assimilate the material, which, probably, can limit independent spectator activity.

Artistic communication is changing with the inclusion of media intermediary devices. Thanks to the use of mobile devices and multimedia, the viewer's impressions of interaction with art objects become directed and concrete in terms of their interpretation.

Technology makes it possible to transfer the reading strategies developed by art connoisseurs, "professional vision" directly to the viewer. So, for example, a special application of the interactive gallery GALLERY ONE provides an expanded opportunity for communication:

the ability to repeat the visual outlines of the image in a graphic sketch on a tablet, imitate the pose of a sculpture or the emotion captured in it, save the reproduction to a mobile device. These interactive options contribute to the intensification of involvement in the process of artistic communication between the viewer and the work of art.

Thus, the use of multimedia mobile devices significantly complements the reality of direct artistic perception of works of art: navigation in the space of the gallery, individual strategy of communication with art. Next, we will consider another type of technology in the art exhibition - panoramic interactive screens. The screen is created for greater coverage of the array of visual information and highlighting the necessary part of it by the viewer.

The practical application of this technology in the exhibition space is carried out by the world's largest Center for Arts and Media Technologies, founded in 1997 in Karlsruhe, Germany (Zentrum für Kunst und Medientechnologie, ZKM). The center integrates achievements in technology and art, combines exhibition and scientific activities, is a platform for multimedia technologies, and also hosts art projects developed by the Institute of Visual Media (Institute of Visual Media), located at the center. The Institute develops and puts into practice advanced multimedia technologies, here you can get acquainted with them before their mass distribution.

Interactive information panorama, ZKM, Karlsruhe, Germany

An innovative device included in the equipment of art projects at the ZKM center is an interactive demonstration panorama high definition(Interactive High Resolution Panorama), which provides a visualization of information for the viewer with interactive content and the ability to manipulate it in real time. The information content of the panorama is represented by reproductions, illustrations, accompanied by texts and is used for educational purposes.

Its other use as part of an installation or interactive performance is used by artists, and in their projects the multimedia panorama is a special means of expression. As a means of expression, this object brings unique possibilities to the installation: kinetic effects, spherical panoramic visibility and three-dimensionality of video images, which together enhance the visual impact and synchronize it with the sound and tactile impact on the viewer.

Interactive demo panorama, ZKM, Karlsruhe, Germany

Characteristic features interactive panorama are its large size (compared to the human body), geometry and placement in space (a curved shape that captures the viewer's attention within itself), as well as interactivity. It can be assumed that the features of such a device affect visual perception, which expands to bodily perception.

Background information from the interactive panorama is digested using mobile tablet or telephone, providing a spectacular presentation to the viewer, however, if we are talking about pictorial perception, direct contemplation of the original size of the depicted is probably lost, the proportions are significantly distorted. The artistic perception of visual images transmitted by an interactive panorama changes, intensifies, becomes fragmented and dynamic.

The Experimental Media and Performing Arts Center in New York, USA, is dedicated to the study and implementation of advanced devices and technologies in the work of artists. The center supports experiments in working with spatial effects: light, sound and music, multimedia screen and others - and combining them into a single composition.

At the exhibition area of ​​the center in the performance "Extra Shapes" (Extra Shapes), artists experiment with the multimedia content of the artistic solution. The performance consists of a combination of various environmental instruments and uses the ideas of contemplation and perception of the movement of light, sound, video, dance and other media. The work explores the spontaneity, functioning and perception of environments by the viewer, turning their interaction into a living interactive process.

Performance "Over Form" at the Experimental Center for Media Art and Performance,

New York, USA

This performance example shows how modern technologies mastered by artists through an unusual combination of environmental tools and the creation of a space in which they express their ideas and invite the viewer to experience these ideas. The artist’s tools are not the usual brush and canvas, not a tablet and a computer, but specific environmental ones: sound, a beam of light, movement, video, dance performance, various mechanisms in space, etc.

Summing up the review of the functionality of multimedia devices, we note their varieties in the art exhibition: tablets, personal phones, navigators, interactive screens, panoramas, etc. Mobile devices and applications for them are widely used in the process of artistic communication with works of art of galleries and museums. The use of devices in the exposition of the exhibition space contributes to the expansion of the informational representation of the reality organized in this space, provides additional opportunities for artistic perception. Multimedia technologies combine several types of sensory perception into one stream, broadcast video, sound or text content at the choice of the viewer. Multimedia technology affects several channels of perception simultaneously, however, the virtualization of artistic perception is of a dual nature: on the one hand, it actualizes the work, on the other hand, it contributes to the loss of the uniqueness of the perception of the original work. Multimedia technology is an intermediary that controls artistic perception and leaves no room for the unique reading of a work of art by the viewer.

In conclusion, we note that modern presentation technologies expand artistic reality, deepen interaction with the viewer, enrich artistic imagery, revealing its new boundaries. Virtuality and multimedia are included in the perception of a modern person living partly in the environment of the Internet, social networks, 4D films and other technologies. Today, multimedia technologies in art are a synthetic unity of visual, auditory, kinesthetic and other multiple components functioning in an artist-controlled environment. Given these features of expressive means and the ability of the viewer to multisensory perception, it is likely that the traditional presentation of works of art requires rethinking and incorporating technological innovations into artistic communication.

Literature

1. Shlykova O.V. Culture of multimedia. M. : FAIR-PRESS, 2004. 415 p.

2. Dvorko N.I. Fundamentals of directing multimedia programs / N.I. Dvorko, V.F. Poznin, I.R. Kuznetsov, A.E. Kaurykh. SPb. : SPbGUP, 2005. 313 p.

3. Angeles Munoz Civantos. Using mobile media creation to structure museum interpretation with professional vision // Angeles Munoz Civantos, Michael Brown, Tim Coughlan, Shaaron Ains-worth, Katharina Lorenz [Electronic resource]. URL: http://dl.acm.org/citation.cfm?id=2896643 (accessed 06/01/2016).

4 Falk J.H. Understanding Museum Visitors" Motivations and Learning. Museums as social learning spaces. 2013. P. 188-208.

5. ArnheimR. Art and visual perception. M. : Progress, 1974. 392 p.

6. Psychology of visual perception / V.T. Prokopenko, V.A. Trofimov, L.P. Sharok. SPb. : SPbGUITMO, 2006. 73 p.

Shchetinina Svetlana J. Novosibirsk State University of Architecture, Design and Arts (Novosibirsk, Russian Federation).

Email: [email protected]

Tomsk State University Journal of Cultural Studies and Art History, 2016, (4) 24; 185-193.

DOI: 10.17223/22220836/24/20

WORKS OF ART MODERN MULTIMEDIA PRESENTATION TECHNOLOGIES

Key words: multimedia technologies, mobile application, exposition, arts perception, interactivity.

Use of modern technologies in Art Science is becoming more popular among artists day after day and multimedia technologies are one of them. Technological innovations of today have influenced the way and form of thinking in art and created new ways of interaction with it.

Exhibition spaces and museums in advanced countries are equipped in the best ways: MoMa museum New York; Gallery One The Cleveland Museum of Art; ZKM Center for Art and Media Karlsruhe; Experimental Media and Performing Arts Center New York; City University of Hong Kong; The iCinema Center for Interactive Cinema Research Sydney.

Multimedia mobile navigation in the MoMa museum is able to produce statistics data concerning exhibitions visits, and enhanced artistic perception of art objects (audio tour and visual analysis of a work of art).

Gallery One Cleveland Museum of Art mobile app gives the spectator a possibility to learn the story of the characters depicted and the story of the artwork creation, to unite small parts to get complete picture, to obtain historical information, art history analysis, additional illustrations and other materials.

Panoramic interactive screen in the Center for Art and Media Karlsruhe Germany is made for a larger visual coverage and provides visual information to the spectator interactively, giving a possibility to manipulate it in real time. Interactive panorama is also used by artists as an expressive means for their installations and performances.

Combinations of various environmental instruments and the contemplation of ideas and perception of their differences are investigated on the Experimental Media and Performing Arts Center exhi-

bition space. "Extra Shapes" project explores spontaneity, functioning and the spectator's perception of environmental effects: light, sound, video, dance, etc.

Modern multimedia presentation technologies expand the artistic reality, deepen interaction with the audience, enrich the artistic imagery revealing its new borders. Multimedia art technologies create synthetic unity of visual, auditory, kinesthetic and other components running within controlled environment. But still, there are pros and cons for virtualization of artistic perception of traditional art in a museum: on the one hand it updates the work of art, on the other hand it promotes loss of its unique character perception. The technology is a mediator, which partially controls artistic perception.

1. Shlykova, O.V. (2004) Kul "turamultimedia. Moscow: FAIR-PRESS.

2. Dvorko, N.I., Poznin, V.F., Kuznetsov, I.R. & Kaurykh, A.E. (2005) Osnovy rezhissury mul "timedia-programm. St. Petersburg: St. Petersburg University of the Humanities and Social Sciences.

3. Civantos, A.M., Brown, M., Coughlan, T., Ainsworth, Sh. & Lorenz, K. (2016) Using mobile media creation to structure museum interpretation with professional vision. Personal and Ubiquitous Computing. 20(1). Available from: http://dl.acm.org/citation.cfm?id=2896643. (Accessed: 1st June 2016). DOI: 10.1007/s00779-015-0895-3

4. Falk, J.H. (2013) Understanding Museum Visitors" Motivations and Learning. In: Br^ndholt Lundgaard, I. & Jensen, J.T. (eds) Museums Social learning Spaces and Knowledge Produsing Processes. Styrelsen. pp. 188-208.

5. Arnheim, R. (1974) Iskusstvo i vizual "noe vospriyatie. Moscow: Progress.

6. Prokopenko, V.T., Trofimov, V.A. & Sharok, L.P. (2006) Psikhologiya zritel "nogo vospriyatiya. St. Petersburg: St. Petersburg ITMO University.

technology in the classroom
Obidina M.B.

Introduction

The state educational standard presents
high demands on the modern student.
Large volumes of information and strict requirements for
knowledge and skills of the student - these are the modern conditions
educational process.
The main goal is seen in proper use
didactic possibilities of applying representation
various types of information (sound, video animation,
graphics, etc.) during the educational process.
The use of modern multimedia and hypermedia technologies in teaching allows you to visually
demonstrate the capabilities of the software being studied
software, including video tutorials
(multimedia presentations), allows you to increase
efficiency and motivation of training.

Multimedia technologies in education

multimedia technologies
enrich the learning process
training more effective, involving in the process
the majority of perceptions of educational information
sensory components of the learner.
Multimedia and hypermedia technologies
integrate powerful distributed
educational resources, they can provide
environment for the formation and manifestation of key
competencies, which are primarily
information and communication.

Multimedia
is the interaction of visual and
audio effects under control
interactive software
security using
modern technical and
software, they
combine text, sound, graphics,
photo, video in one digital
representation.

Hypermedia

These are computer files
linked through
hypertext links for
moving between
multimedia objects.

Use of multimedia technologies

The use of video films and multimedia technologies give
the opportunity to increase the degree of activity of schoolchildren and
grab the attention of the students.
The video method can be used:
to impart knowledge
to organize control
fastening,
repetition,
generalizations,
successfully performs all didactic functions.
The method rests primarily on visual perception.
information.
Teaching and educating functions of this method
due to high efficiency
visual images. Information provided in
visual form, is accessible to perception,
absorbed more easily and quickly.

The use of the video method in the educational process provides the opportunity to:

give students a more complete, reliable
information about the studied phenomena and processes;
increase the role of visibility in the educational process;
meet the needs, desires and interests
students;
release the teacher from part of the technical work,
associated with the control and correction of knowledge;
establish effective feedback;
organize a complete and systematic control,
objective assessment of performance.

Features of preparing educational multimedia presentations

When creating multimedia
presentations should be considered
the following requirements:
Motivation.
Setting a learning goal.
Creation of prerequisites for perception
educational material.
Submission of educational material.
Grade.

Purpose:

Multimedia educational presentations
designed to help
teacher and allow convenient and
visualize the material.
Applying even the simplest
graphics is
extremely effective tool.
A well-crafted presentation can
get the attention of the students and
arouse interest in learning.

Presentation types

With a script (The material in such a presentation is good
organized, it can be rehearsed in advance to ensure
perfect presentation)
Interactive (it is convenient to implement individual "excursions""
on educational material that allow the user to independently
get information about the subject)
Self-executing (Completed informational
a product that can be used for self-study
student during the lesson or at home)
Educational presentations (designed to help
teacher and student and allow convenient and visual presentation
material)

Presentation principles:

The presentation should be short,
accessible and compositionally coherent.
Presentation duration with script
should be no more than 20-30 minutes. For
demonstrations need to be prepared approximately 20-25
slides (showing one slide takes about 1
minutes, plus time to answer questions
listeners).
When presenting material,
highlight a few key points and
during the demonstration from time to time
return to them to illuminate
question from different angles. This guarantees
proper perception of information by your
listeners. Don't be afraid to repeat your thought
if you want to get it.

Guidelines for creating an effective presentation:

Before you start working on your presentation, you should
achieve a complete understanding of what you are going about
tell.
There should be nothing superfluous in the presentation. Every slide
should be a necessary link in the story and
work on the general idea of ​​the presentation. Failed slides
needs to be merged with others, moved or removed
at all.
Use ready-made templates when choosing a character style and
background colors. Don't be afraid to get creative. Experiment
when placing graphics and creating special effects.
Don't overload your slides with unnecessary details. Sometimes it's better
instead of one complex slide, present several simple ones.
Don't try to cram too many into one slide.
information.
Additional effects should not become an end in itself.
They should be kept to a minimum and used only for the purpose of
draw the viewer's attention to the key points of the demonstration.
Sound and visual effects should never
come to the fore and obscure useful information

A multimedia presentation should have the following qualities:

Convenient navigation system that allows you to easily
navigate through the presentation
Using multimedia features
modern computers and the Internet
(graphic inserts, animation, sound if
necessary, etc.).
Breaking the lesson into small logical
closed blocks (slides).
Each presentation slide must have
title.
Links to literary sources, electronic
libraries and information sources on the web
Internet.
Accessibility - fast loading, no complication
effects.

When creating multimedia presentations, you must:

break down the lesson into small semantic parts -
modules. Each slide must have a title;
selection for each module of the appropriate form
expressions and presentation to trainees of the heading
section, texts, figures, tables, graphs, sound
and video sequence, etc. (according to the content);
modeling of cognitive activity of trainees
when studying the section and using the results when
its compilation (the main
transition sequence between slides);
designing ways to consolidate knowledge and skills
and implementation feedback(selection of tasks,
control questions, tasks for modeling,
development of methods for analyzing responses, replicas to
typical incorrect answers, making up hints
(help));
writing texts, developing drawings, tables, charts,
drawings, video sequence, according to the requirements of ergonomics;
the layout of the modules of each section of the lesson with
ergonomic point of view.

Each module includes to the maximum:

Psychological mood text
Learning objectives of the module
Study questions
Educational material
A set of key issues on the topic of the module
The best work of students from previous groups
New student work
Questions for self-examination and
reflections (preferably with answers,
comments and recommendations)
Block diagram of the module
List of references for the module and links to
Internet sites on the subject of the module. When creating multimedia presentations
it is necessary to take into account the peculiarities of perception
information from a computer screen.
Maintain a consistent style
presentation of information for the entire lesson and
strive for unification of structure and form
presentation of educational material (unification
user interface, use
graphic elements, creating lesson templates).
It is recommended to use standard fonts -
Times, Arial. It is best to limit the use
two or three fonts for the entire presentation. It is advisable to use different markers
etc.) to highlight elements
text (bulleted lists)
The use of color in the presentation is recommended,
most efficient selection of individual pieces
text color and individual table cells or
the entire table in color (cell background or background
tables). The entire presentation is done in one
color palette, usually based on a single template.
It is important to check the presentation for readability with
computer screen. Presentation texts should not
be big. It is recommended to use
concise, informative presentation style
material.When creating a multimedia presentation
problem needs to be solved:
as with maximum information saturation
product to ensure maximum simplicity and
transparency in the organization of educational material for
learner.
You need to be able to fit as much information into
minimum words, attract and hold attention
trainees. Just copy information from others
media and place it in the presentation already
not enough.
When preparing a multimedia presentation
The teacher should use the opportunities
Internet, modern multimedia
encyclopedias and electronic textbooks.

To ensure the didactic functions of the educational and methodological complex, the following requirements are imposed on a multimedia presentation:

To ensure the didactic functions of the educational and methodological complex for multimedia
presentations are subject to the following requirements:
Text fragments may be accompanied by audio or
video information to highlight semantic accents.
A multimedia presentation may contain
additional material, as well as material for in-depth
studying the topic.
The most important elements of a multimedia presentation
should have hints or explanations. Reference material
presentation contains the main definitions, the most important
dates of the history of the development of informatics, tables for comparison
certain characteristics of objects, etc.
After studying each structural unit of the educational
material in the presentation contains material for generalization,
presenting the learned material in a more concise form.
The multimedia presentation must be open for
development.
The text of a multimedia presentation should be able to
copying, printing.

Stages of preparing a multimedia presentation:

Structuring of educational material
Writing an implementation script
Presentation design development
Preparation of media fragments (texts,
illustrations, video filming, recording
audio clips)
Music preparation
escorts
Testing-verification

When learning new material. Allows
illustrated with a variety of visual aids.
The application is especially beneficial in cases where it is necessary
show the dynamics of the development of any process.
When pinning a new topic
To test knowledge. Computer testing -
this is self-examination and self-realization, it is a good incentive for
learning is a way of acting and expressing oneself. For
teachers are a means of quality control of knowledge,
a programmed way to accumulate scores.
To deepen knowledge of how
additional material for lessons.
When checking the front
independent work. Provides along with
oral visual control of results.

Methods for using multimedia presentations.

When solving the problems of the teacher
character. Helps to draw, make a plan
decisions and control intermediate and final
the results of independent work on this plan
Emotional release tool. In
the time of holding block lessons or lengthy consultations
before exams - it is worth turning on video screensavers of experiments
or cartoons at the same time, fatigue disappears among students,
there is interest, they are looking for answers, turn to
teacher with questions, charged with new energy. Multimedia programs look like a video, but with the features
intervene in the course of action and engage in dialogue.
As a means of making
handout didactic
material, codes and cards.
Personal computer in the hands of the teacher, in addition to
scanner and printer - this is a teacher's mini-printing house.

Technical means:

It is planned to have a computer class in the school with
Windows compatible computers. As part of the computer
class includes basic computing and communication
hardware and software (SW), which is widely
used in real information environments:
- personal computers equipped with a system and
special software;
- network hardware that brings together personal
computers to the local network and realizing the output to
Internet;
- wide range of shared peripherals
devices;
- projection equipment. (multimedia projector
and/or a demonstration TV connected to
computer)
Modern trends in working with multimedia
information require a scanner, sound cards,
good printer. As desired equipment
you can specify a digital camera and a camcorder

Software:

Microsoft PowerPoint program - allows the teacher
to independently prepare a multimedia manual for the lesson on
any subject with minimal time expenditure.
The Microsoft Producer program is an add-on to Microsoft
PowerPoint allows you to create multimedia presentations with
synchronized slides, images, audio and video
materials with a demonstration via the Internet.
To prepare images, the teacher can use
graphic editors Adobe Photoshop and CorelDraw.
For the preparation of animated images recommended
use Flash technology (Macromedia Flash).
The preparation of text material is most appropriate
carried out in a Microsoft Word text editor.
Read more…

Presentation examples:

Decide. Laugh and guess.
Computer viruses.
Tabular data organization.

Practical work:

Create a presentation on
arbitrary topic.

Starting the program:

1.
Start→
All programs →
Microsoft Office →
Microsoft Office PowerPoint 2003
2. Create a presentation…

Basic actions:

o New Slide: Insert → New Slide
o Slide design:
Format →Slide Design...
o Slide layout:
Format →Slide Layout...
o Animation settings:
Slideshow → Animation settings
o Show presentation:
Slide Show → Start Show (F5)

Description of the presentation on individual slides:

1 slide

Description of the slide:

Secondary vocational college FSBEI HPE "North Caucasian State Humanitarian and Technological Academy" MULTIMEDIA TECHNOLOGY Completed by: teacher Perepelitsina E.V.

2 slide

Description of the slide:

3 slide

Description of the slide:

Multimedia (multimedia) is “a modern computer information technology that allows you to combine text, sound, video, graphics and animation (animation) in a computer system”. Multimedia is the sum of technologies that allow a computer to input, process, store, transmit, and display (output) data types such as text, graphics, animation, digitized still images, video, sound, and speech. The concept of multimedia technologies

4 slide

Description of the slide:

It is important to understand that, like many other words in the language, the word "multimedia" also has several different meanings at once. Multimedia is: - a technology that describes the order of development, operation and application of information processing tools of various types; - information resource, created on the basis of technologies for processing and presenting information of various types; - computer software, the functioning of which is associated with the processing and presentation of information of various types; - computer Hardware, with the help of which it becomes possible to work with information of different types; - a special generalizing type of information that combines both traditional static visual (text, graphics) and dynamic information of various types (speech, music, video fragments, animation, etc.).

5 slide

Description of the slide:

6 slide

Description of the slide:

According to the most common definition, multimedia (multimedia means) is a computer means of creating, storing, processing and reproducing various types of information in digitized form: text, pictures, diagrams, tables, diagrams, photographs, video and audio fragments, etc. Thus, in a simplified way, multimedia can be understood as a combined presentation of information in different forms (text, sound, video, etc.).

7 slide

Description of the slide:

The main components of a multimedia computer Usually, a set of components, united by the concept of "multimedia computer", is understood as the following composition: · Housing with a power supply; System (motherboard) board; · Central processor; · RAM; · Video adapter; · Monitor; · Hard disk drive; · Keyboard and mouse; CD-ROM drive and DVD drive; · Sound card; · Modem; · TV and VHF tuner.

8 slide

Description of the slide:

But even the most modern computer will not work without software. These are: · Operating system; · Applied multimedia applications. Applications include multimedia applications with which the average user of a multimedia computer directly works. First of all, these are computer games. It also includes multimedia encyclopedias, video and audio players, programs for creating and viewing presentations, and many others.

9 slide

Description of the slide:

Possibilities of multimedia technologies An undoubted advantage and feature of the technology are the following multimedia capabilities, which are actively used in the presentation of information: ─ the ability to enlarge (detail) an image or its most interesting fragments on the screen, sometimes at a twenty-fold increase (“magnifying glass” mode) while maintaining image quality. This is especially important for the presentation of works of art and unique historical documents; ─ the possibility of comparing an image and processing it with various software tools for research or educational purposes; ─ the possibility of highlighting “hot words” in the text or other visual material accompanying the image, for which reference or any other explanatory (including visual) information is immediately obtained (hypertext and hypermedia technologies);

10 slide

Description of the slide:

─ the possibility of continuous musical or any other audio accompaniment corresponding to a static or dynamic visual sequence; ─ the possibility of using video fragments from films, video recordings, etc., the “freeze frame” function, frame-by-frame “scrolling” of the video recording; ─ the ability to connect to the global Internet networks; ─ the ability to work with various applications (text, graphic and sound editors, cartographic information); ─ the ability to create your own "galleries" (selections) from the information presented in the product; ─ the ability to automatically view the entire content of the product (“slide show”) or create an animated and voiced “guide-guide” for the product (“speaking and showing user instructions”); inclusion of game components with information components into the product; ─ the ability to "free" navigation through the information and access to the main menu (enlarged content), to the full table of contents or even out of the program at any point in the product

11 slide

Description of the slide:

12 slide

Description of the slide:

A very fashionable direction in the development of multimedia technologies is virtual reality. Virtual reality is getting almost real sensations by a person from the unreal world. The simulation of such an unreal world is quite well done with a modern computer. Computer tools create such complete visual, sound and other sensations that the user forgets about the real world around and enthusiastically plunges into a fictional world. The special effect of presence is achieved by the possibilities of free movement in virtual reality, as well as the possibilities of influencing this reality. The simplest and least tedious entrance to virtual reality carried out through a computer screen on which this reality can be observed. At the same time, moving and influencing the virtual world is usually carried out with the help of a mouse, joystick and keyboard.

13 slide

Description of the slide:

14 slide

15 slide

16 slide

Description of the slide:

Computer training is becoming an important component of the educational process, especially in the increasingly widespread distance learning systems. Both blocks of training and testing material, and the interface component increase the effectiveness of learning with the skillful introduction of multimedia elements into them. Currently, the creation of multimedia training courses is a relevant and dynamically developing industry.

"Multimedia presentations" - To form motivation for learning. Multimedia presentation can be used: The triune didactic purpose of the lesson. Improving lesson performance. 3. Multimedia lessons help to solve the following didactic tasks: Features of this methodological technique. Demonstration of the capabilities of the computer, not only as a means for the game.

"Multimedia" - So the sound in computer memory stored in a discrete form, i.e. in the form of numbers. The principle of operation of the phonograph is as follows. The continuous electrical vibrations coming from the microphone are converted into a numerical sequence. Presentation of computer simulation results. The microphone is used to input sound into the computer.

"The use of multimedia technologies" - The use of multimedia technologies in the teaching of historical and social science disciplines. Multimedia textbook. Members of the group: Avtonomova A.R. Salmina E.G. Gaifullina G.T. Abzalova S.R. multimedia textbook. Selection and demonstration of illustrative material, slides, audio, video fragments.

"Multimedia presentations of lessons" - The essence of new information technologies: Development of a scenario for a multimedia presentation. Stages of multimedia presentation preparation: Self-executing. BH is the total height of triangles ABC and ABC1. Methods for using multimedia presentations. Educational presentations. y. Presentation types. An important problem is the design of frames (slides) supplied to the display screen.

"Means of multimedia" - The advent of digital video cameras made it possible to receive a signal immediately in digital form. Software products for video editing. Unfortunately, enumeration of all is impossible, we will focus only on the most common programs. 6. Multimedia technologies. Mreg 1. Multimedia computer. Media hardware.

"Multimedia lesson" - Multimedia lessons MASTER CLASS. The teacher has the opportunity to make the lesson richer, more productive, emotionally richer. Indeed, we receive most of the information visually. Coming to school, children ask me: “What will be new today? Already up to elementary school got there. Bozhanova Svetlana Vasilievna, primary school teacher of the highest category.

There are 13 presentations in total in the topic