Software simulations are often contained in complex e-learning programs and sometimes they encapsulate single courses. From our company’s experience, we can say the technical level of simulations has made a big step forward for the past year.
The aim of the multimedia content is a maximum simplification of the development of new material to students, to apply this illustration, diagrams, tables, videos, and 3D models. When using multimedia training courses and other products should take into account their specific features: any multimedia content much more difficult to make changes after the creation than in text or simple drawings.
A photorealistic course is the best type of training courses in case you want to make your course as close to reality as possible and if the video course for some reasons does not suit your aims. That type of courses is entirely based on specially taken photos and may include all the elements of a common interactive course (buttons, popups, prompts) including infographics, animations and even videos.
The video course is the training in video format. This format differs from others as the information is presented in the form of a video, i.e. the real heroes, real situations, interactive infographics.
"Multimedia» in e-learning implies the use of different ways and forms of presenting information in the learning material. Let say, a text course with video is a multimedia product. The addition of other ways of presentation, such as sound, interactive diagrams and graphics, game mechanics, simulation, etc. extends the multimedia component of the educational material.
The task of multimedia content
The key advantage of e-learning is the flexibility of the forms and methods of presenting information, which is provided by the multimedia. When working with source materials, methodologists determine which piece of content is better to be presented and in what form. Their goal is to make the final product by using a suitable method of presenting every piece of information, thus making the learning material easier, faster and its grasp - deeper.
Sophisticated interactivity, animated videos and diagrams, as well as soundtracks are available in any course and are applied more often. Videos and three-dimensional models are more complex and more labor-consuming forms of presenting information, the use of which is negotiated in advance before the work starts. The variety of material presentation in this case should not be confused with multimedia diversity. The need to use different ways to represent the different information content is primarily a pedagogical problem, not decorative.
Features of the development of multimedia learning tools
When planning any multimedia course, it is necessary to remember the key thing. It is much more difficult to make changes into the multimedia content after creation compared to the text or simple drawings.
All the "advanced" types of content in e-learning courses are designed by experts and represent complete fragments, which are subsequently combined into a coherent training material. If already completed and debugged component of e-learning is changed, the implications for the whole product will vary.
In the case of text or small graphic edits, the consequences are not critical and do not involve significant delays. But when it comes to complex multimedia content of e-courses, the risks associated with the changes significantly increase.