MULTIMEDIA: A FAD OR LIFE SKILL?
by Brad Ryder
for
MCTE 660, Multimedia and Emerging Technologies
Prof. Maxine Cohen
School of Computer and Information Sciences
Nova Southeastern University, Fort Lauderdale, FL
TABLE OF CONTENTS
I. MPC Checklist (Ch. 12, Q1)
II. How Multimedia Components Are Connected (Ch. 13, Q1)
III. The Role of the Textbook and CD-ROM (Ch. 14, Q1)
IV. The "Datafied" Local Community (Ch. 14, Q3)
V. A Device For Improving Computer's User Interface (Ch. 14, Q5)
VI. ISDN Services In My Neighborhood (Ch. 15, Q3)
VII. A Knowbot On The Information Superhighway (Ch. 15, Q5)
VIII. Multimedia: A Fad Or Life Skill? (Ch. 15, Q6)
IX. Government Regulation Of Services (Ch. 16, Q7)
X. Equal Access To The Information Superhighway (Ch. 16, Q9)
XI. Multimedia Sources Not Mentioned In Chapter (Ch. 17, Q3)
XII. References MPC Checklist (Ch. 12, Q1)
My system most closely matches the Low-Budget System. In addition to this, I have 16 MB of RAM, a 1.2 gigabyte hard drive, a 28.8 kbps modem, and a laser printer. I also have a microphone and a midi keyboard plugged into my sound card. In order to get to the next level, the Mid-Range System, I'd need video overlay, a videodisc device, a SCSI adapter, read/write optical disk, network card, scanner and Hi8 camcorder. At this time I don't have much need for these accessories.
Most of my multimedia components are connected to my sound card. I know that there's an internal by-pass cable going from the CD-ROM drive to the sound card. The microphone is plugged into the MIC IN jack on the sound card; I use the microphone to speak to others over the Internet. I can also use it to record my voice onto .wav files. The MIDI keyboard is plugged into a MIDI adapter, which then goes to the MIDI jack on the sound card. From the LINE OUT jack of my sound card is a stereo cable going to one of my speakers, and then a mono line connects the other speaker.
The telephone line from NYNEX connects to the WALL jack of my modem, and I have a telephone line from the PHONE jack to my telephone.
The first 17 chapters of the book are to provide information about multimedia; the remaining chapters are to be used in conjunction with the enclosed CD-ROM for a series of hands-on tutorials. If I could redesign anything, it would be difficult to know where. The book reads very well. It's interesting. It is the most necessary part of the course. The CD-ROM is a bonus for those students who have CD-ROM drives, but it is not absolutely necessary to understand about the book's topic.
For this question I had to do some walking and talking. Although I have become somewhat familiar with the local school's computer capabilities (since my children attend there), it was interesting to find out just how "datafied" they are. Franklin School has numerous computers. The library has four or five, with CD-ROM capabilities and Internet access. Each classroom has at least one computer. Usually it's an older model Macintosh with no hard drive or else a very small one. The principal has her own computer and an Internet connection. The faculty and students can use either the library computers or the classroom computers for studying and playing. Time must be arranged in advance.
The Keene Library is very datafied. A few years ago they pretty much did away with all the card catalogs and went to a computer database system. You could walk in and use the computers to search for books available in that library or Keene State College' Mason Library. Now anyone can access this service through the Internet, by telnetting to ksclib.keene.edu. If you have your account number you can even find out what books you've checked out (in case you forget, I guess).
So far no cable or telephone company provides Internet access to Keene residents. There is an Internet service provider (ISP) – MonadNet, where I work. We have over 3,000 customers and are growing at a rate of about 200 per month. Our customers can access at 28.8 kbps depending on the speed of their modems. We support all the Internet clients, plus we are getting into providing businesses with their own web sites (this is my job).
Most of the inventions I can imagine that would improve a computer's user interface have been imagined already and included in movie's such as "The President's Analyst" (where people would have a telephone embedded in their brains) and so-called science fiction/fact books and stories.
A few years ago I read a story about full immersion virtual reality suits. In this story (which I have since misplaced), the people got up and instead of going to work, they climbed into their suits and logged into their computers. They could do anything they needed to do in these suits, including experience relationships. This story is like many that give us a first-person view of the future, in this case a "strange future in which people have faces but remain anonymous, and travel the world without leaving their chairs" [Smith, 1995].
Apparently this technology is not so far off. Engineers at NASA's Johnson Spaceflight Center are combining virtual reality with robotics. When their DART/FITT (Dexterous Anthropomorphic Robotic Testbed/Full Immersion Telepresence Testbed) system is ready, the engineers hope to allow human controllers wearing 3-D viewer helmets and body suits to walk on other planets and the moon through robot surrogates. Tiny actuators in the gloves may actually pass on sensations of resistance that the robot feels [Anonymous, 1995].
Once such body suits are perfected, it won't be unimaginable for the home user to have access to one. They would make direct interface with the computer easier, but might make other everyday functions of life more difficult. All that disconnecting just to use the bathroom or bath or even sit down to dinner!
Of course it may come to where the suit is unnecessary. Even though it didn't quite take the market by storm, Sega Genesis introduced some innovative technology a few years ago. For their Streets of Rage 2 program, Sega engineers rigged infrared beams that radiated around the human players. They stood in the center of an octagonal floor and controlled game play by breaking any of eight beams transmitted at two tiers--high and low--for a total of 16 beam points [Antonoff, 1993].
My son would love this, and he could "break away" for dinner and homework without too much fuss. Perhaps this is a critical component of any interface, the ability to allow you the direct interaction with your computer while preserving your freedom.
I contacted a technician about ISDN (integrated services digital network). He said there currently is no readily available service to this small New Hampshire town of Keene. In fact, he works closely with ISDN and has to drive to Northfield, Mass. to get any work in this area. There are some central switching offices near Brattleboro, Vt. This is 20 miles from Keene, too far for an ISDN connection to be feasible.
An ISDN line, which carries data at 128 kbps, would surely speed things up, but many people are referring to it as "it still does nothing," since it's difficult to install, set up, and use. Even if you can find a telephone company that will install one, there are some obstacles:
Once it's available here, though, we should be able to improve our ability to do video conferencing and other features of the Internet that require wider bandwidths, such as movie streaming.
My knowbot could help by going out and finding as many documents as possible on electronic publishing, multimedia, and distance education. That way I could add more references to my many Nova papers.
Multimedia is most definitely a life skill for the 21st century. Students in every grade will not only be learning through multimedia, but will be using multimedia to demonstrate their level of learning. In order to fulfill this prediction, schools will need to improve their record of providing technology for their students. Just a year ago, only 32% of teachers said their classes had access to a personal computer. About 20% had computers with an Internet connection. Only 17% had online services available. School librarians are doing much better: 85% have access to computers [Robertson, 1995].
The government has probably prevented me from accessing all kinds of things. One service that I've lost is satellite reception from any network I wish. Thanks to the rules about such things, my "local" ABC station (WMUR) blacks out satellite access to any other ABC station. Even though I cannot get WMUR over the airwaves, which is supposed to be the criterion for this restriction, if I get a satellite dish I will not be able to get ABC at all.
How can the government regulate the Information Superhighway? It can't, but it will try. Legislators have such egos they can't imagine not having their fingers in anything they feel isn't good for the American people. Some of their legislation flies in the face of logic. An example is the message on alcohol products telling women that alcohol is unhealthy for their unborn babies. At the same time, any woman wanting to abort this baby outright can go ahead and do it.
The government may put some people behind bars when they catch them breaking the indecent laws about pornography as it's been nebulously defined. But many more people will not only get away with it, but flaunt their ability to post pornography with impunity. Hofstetter brings up the problem of trying to regulate indecency when these laws are based on local mores [Hofstetter, 1995, p. 171].
Personally, I believe the government should stick to do what it does best, which is move the mail and defend our shores.
This may be something the Clinton Administration could accomplish, especially if it gets four more years. Rather than create a technological underclass, the Internet could give everyone a better chance at equality. If every household, no matter how poor, can afford a color TV, then an Internet-capable computer cannot be far behind. It would be especially useful if there is an increase in online employment and education.
Imagine if every student and immigrant had access to a computer, through the library or school, or perhaps a friend, where they could get some instruction. This is becoming a reality. For instance, a multimedia title called "Steps to English Language Development" addresses the many language needs found in courses teaching English as a second language. The program takes a thematic, interactive approach to language development and uses a multitude of color, animation, and sound elements to motivate students [Lopez & McLester, 1994].
Once computers are available to the general public, as proposed by Al Gore and the Clinton Administration, there will be much more opportunity. The obstacles to this are similar to those expressed above under "Multimedia: A Fad or Life Skill." Schools must increase their technological capabilities. This will depend on how committed the President and Vice President really are, and only they know the answer to this.
The way I keep up with things is through magazines such as NetGuide, Home PC, PC Graphics & Video, and Internet Underground. When I search the Internet, I find resources such as:
References
Anonymous. (1995.) Being (tele)present. Astronomy, 23, 8, p. 28.
Antonoff, M. (1993.) Virtual violence: Boxing without bruises. Popular Science, 242, 4, p. 60.
Eckhouse, J. (1996.) ISDN: Internet speed or digital nightmare? Home PC, 3, 9 pp. 103-106.
Lopez, D. & McLester, S. (1994.) Smart choices for the ESL classroom: Steps to English Language Development. Technology & Learning, 14, 7, pp. 23, 30.
Robertson, J. (1995.) School daze. Electronic Buyers' News, Issue 948.
Smith, G. (1995.) Living in the virtual world: Phase one. Popular Science, 247, 4, pp. 42-43.