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Organization And Generation Of Classroom Multimedia Technical Instructional Material Using Asymetrix Multimedia Toolbook

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1997 Annual Conference


Milwaukee, Wisconsin

Publication Date

June 15, 1997

Start Date

June 15, 1997

End Date

June 18, 1997



Page Count


Page Numbers

2.313.1 - 2.313.3



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Paper Authors

author page

William H. Hubbard

author page

Robert D. Murphy

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

Session 1658


Robert D. Murphy, William H. Hubbard Purdue University


Student needs vary from student-to-student. The student’s background, general level of intelligence, competence with peripheral disciplines (math and physics for example) and prior experience all factor into his or her ability to comprehend new material. The use of multimedia computing in the generation of classroom instructional presentations provides an opportunity for preparing material in a format best suited for both the student and the subject. Some topics are easy to explain with just words, some require pictures and diagrams and others can enhanced by use of animation, video and sound. The material generated to accommodate classroom delivery is prepared in a familiar format and uses graphics, sound and animations. EET student versions include a Chapter/Topic book-like format, an introduction and summary at the beginning and end of each chapter, quiz questions to provide a quick self evaluation of the chapter content and practice problems including answers and detailed solutions. This paper describes some of the techniques used and the organization of material used in EET courses at Purdue University. It also discusses the authoring tools generated using Asymetrix Toolbook Open Script1 programming language to aid in the generation of the course material.


Assembling the materials required for the dissemination of new multimedia featured content for student use begins with the same process used to construct all student materials. A clear focus on the audience must be maintained throughout the process. The student’s previous intellectual and educational experience greatly impact the preparation of classroom materials. This preparation may consist of just a few words for some subjects. Other subjects may be assisted with the addition of pictures and diagrams. We have all heard the saying that “one picture is worth a thousand words”. But even with words pictures and diagrams, other subjects require animation, video and sound to clearly use all the senses to obtain the format best suited for the student and subject. These additional tools are used to the degree needed for each sub-topic.


The book format utilized in Multimedia Electronics2 and Multimedia Circuits3 electronic books use the standard chapter format illustrated in Figure 1.

Hubbard, W. H., & Murphy, R. D. (1997, June), Organization And Generation Of Classroom Multimedia Technical Instructional Material Using Asymetrix Multimedia Toolbook Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. 10.18260/1-2--6722

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