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Multimedia learning projects are "those that integrate media objects such as text, graphics, video, animation, and sound to represent and convey information [which have] the potential to connect key learning objectives in a prescribed curriculum to real world contexts, integrate diverse curriculum areas, support student decision-making, and foster authentic collaboration" (Crichton & Kopp, 2006, Para. 4). Multimedia learning projects are integrated into a course when current teaching methods do not effectively achieve the learning objectives. Perhaps the laboratory setting for teaching the concepts is too dangerous, the materials are costly, the time frame is unrealistic, or the opportunities for practice are limited (Alessi & Trollip, 2001). Multimedia learning allows for a level of interactivity that can enhance both the online text and traditional lecture-based classroom environments, and is growing at all levels of education.
Is multimedia still relevant in today's Web 3.0 world? With Web 3.0 defined as the next generation of Web innovations which combine the social networking capabilities of Web 2.0 with semantic Web data applications (Hendler, 2009), is there still a place in the online educational environment for multimedia learning? As the ability to quickly and efficiently communicate using blogs, wikis, Twitter, You Tube, Google Wave, Flickr, Jing, DimDim, and other tools, does it really matter what multimedia can do in this whirlwind of technological advances? Despite the potential immediacy of the Web 3.0 world, engaging multimedia content continues to have educational value for practice activities, learner-content interaction, and time on task for the learner.
Furthermore, instructor-controlled multimedia learning objects provide a level of stability that may be lacking with third-party Web products. Tools and files hosted outside of the institution may not always be accessible. When a site is down or content is lost, the responsibility to retrieve this information lies outside of the institution. From the authors' experience, technology support is also an issue because many institutions do not have the staff to support the increasingly complex list of third -party Web applications.
The advanced computer skills of many educators and the user-friendly technology tools available at affordable prices make it possible for a growing number of users to envision engaging interactive learning content or even create computer-based multimedia instructional materials. Based on a review of literature, a concise...