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Creating Multimedia Courseware For An Engineering Graphics Course

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2002 Annual Conference


Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002



Conference Session

Web Based Laboratories and Classes

Page Count


Page Numbers

7.345.1 - 7.345.14



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Paper Authors

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Richard Jerz

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Main Menu Session 2158

Creating Multimedia Courseware for an Engineering Graphics Course Richard Jerz St. Ambrose University


In an attempt to improve student learning in an Engineering Graphics course, computer-based multimedia courseware is being developed. Can a professor, without professional services, be successful in creating multimedia courseware? How much time and effort are involved? What quality results can be expected? What does it cost? Do students learn more efficiently using multimedia courseware? These are among the questions that many professors might ask. This paper describes my own experiences and accomplishments in creating multimedia courseware.

Many software products are available to produce instructional multimedia. Multimedia typically contains video, images, audio, graphics, and special effects. This content is assembled into a digital movie with narration. No matter which products are selected to create multimedia, gaining experience is important. As instructors become more knowledgeable about various multimedia production methods, they become better at assessing the educational value of this instructional format.

Becoming proficient with any new software product takes time. Creating multimedia courseware is particularly challenging because often, you must master many software products required in the production process. Success depends on one’s technical background, time devoted to the process, and on the capability of specific software and hardware products.

I. Introduction

University professors commonly deliver course content in a traditional lecture room setting. They typically prepare lectures in advance. They enter the lecture room, use blackboard and multimedia equipment to convey information and ideas, and they entertain questions from students. Professors work hard preparing content and delivering it efficiently to students.

Although this process serves the educational process well, students must rely upon notes and handouts to review lecture information. If students miss something in their notes, they must re- contact the professor (or teaching assistant) to review lecture information. If each student had their own video of lecture content, they could review it on their own. The educational process could become more efficient.

Today, videotapes are being replaced with digital movie files. Anyone who visits a video rental store should recognize this ongoing change (i.e., DVDs). Smaller digital movies are appearing more frequently on computers. You may have already experienced running AVI (Windows platform) or QuickTime (Apple platform) movie files.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright 2002, American Society for Engineering Education

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Jerz, R. (2002, June), Creating Multimedia Courseware For An Engineering Graphics Course Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10516

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