The University of Texas at San Antonio

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(Desktop pic and background music)

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(run Title animation and coordinated MIDI file)

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As you can see from the opening credits, this is

a presentation on the use of multimedia computing

technology to aid in the teaching of music.

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Now, that's a big topic. In fact, it's a lot bigger than

we have time to cover completely in this presentation. So,

before we start in earnest, I'd like to take a moment to

explain this word-- "TIME"-- as it applies to multimedia and

particularly to this morning's show.

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"TIME," in this case is an acronym, a mnemonic for

the four functions that multimedia can serve in education.

These functions are to Train, to Inform, to Motivate, and to

Entertain. Each of these functions is a significant part of the

total educational process, and multimedia can significantly

benefit each one.

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But the concentration of every multimedia program is

slightly different. The emphasis is not always balanced, nor

should it be. Some emphasize training while others

accentuate information.

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That fact is especially true in the case of this

presentation. This morning, we're not going to attempt to

Train you in using multimedia or try to give in depth

Information on all the numerous aspects of multimedia

production. Instead, our concentration is going to be placed

primarily on Motivation and Entertainment.

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Yes, we hope there will be some useful information

too, but, frankly, the main purpose here is to show how we

apply these exciting new techniques of multimedia in our

daily classes at UTSA and, if you find our examples interesting,

to encourage you to try some of them in your classes, too.

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It has never been more the case than in this

presentation that "The medium IS the message." Everything

you see and hear this morning is being delivered from a

single multimedia computer in real time.

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Right now, you're experiencing text, graphics,

animation, narration, and 5 simultaneous channels of sound

and music supporting my oral presentation, That's the fact

that we want you to be most aware of-- and impressed by.

The technology that makes it possible IS the real message.

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One other caveat: this is a presentation on how to use

multimedia for classroom presentation. We won't be talking

about multimedia in computer assisted instruction, although

to be sure, many of the concepts apply across these two

applications.

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So.. what is multimedia? First, it's one of the most talked-about

buzzwords in the computer industry today. In the

last three years all the major news magazines have run

articles or special sections on it and how it is affecting the

communication of ideas.

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Magazines devoted entirely to the subject have been

thriving.

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Education journals have devoted special issues to

multimedia. Even our own Music Educators Journal has

made it a major feature of its technology coverage.

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The public's potential investment in multimedia hardware

and software can mean huge profits to computer

manufacturers so, of course, they promote

its benefits through their own journals. Here is

Apple's Syllabus magazine which features numerous articles

on how their multimedia systems can make instruction more

effective.

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And her's IBM's version. (In a rather questionable

marketing play they've christened their version "Ultimedia.")

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Magazines aren't the only venue through which

multimedia is grabbing public attention. Throughout the

country for the last few years, major computer conventions

like COMDEX and IMAGEWORLD have made multimedia a

major strand of their coverage.

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For these trade shows, computer companies think

nothing of spending a million dollars on a booth to advertise

their multimedia products to attendees. Look at and listen to

just one of Microsoft's booths at the 1992 fall COMDEX

showing its wares to over 150,000 people.

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Not to be outdone by its rival, Microsoft, Apple

created this booth for the same show. From its

inception in 1985, Apple's Macintosh operating system was

designed as a multimedia system (at least more than most

others). They're trying to cash in on that fact now as its

potential becomes more apparent to the public.

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But this morning's presentation isn't about magazines

or conferences, trade shows, or buzzwords or hype. It's

about the actuality of multimedia for the music educator.

And that's what we're focussing on.

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We're going break that topic apart into four parts in

order to answer the following questions:

1) What is Multimedia?

2. Why should I use it?

3) What tools are needed?

4) What do I need to know to "do" multimedia?

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*22

We'll also have some time at the end for a brief

question and answer session.

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*23

Let's start now with the first question: "What is

Multimedia?" To give a good first impression we've

prepared a three minute demo to run directly from the

computer's hard disk. This "multimedia ride" contains all the

common elements of multimedia and then some: text,

graphics, photos, animation, video, narration, and five

channels of sound effects and music. Here we go!

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(narration from disk)

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(end of disk narration)

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There we have a rather euphemistic definition of

multimedia. Actually there is a more exact definition of the

word that seems to work for most situations today.

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*35

By this definition multimedia is really:

"...a computer based information delivery system...

that uses a variety of media...

in a rich interactive environment."

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But that definition takes some clarification. Not just

any computer will do. A multimedia computer system

requires a fast processor, expanded ram, massive storage,

and an enhanced display.

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"A variety of media" means combined Text, graphics,

photos, animation, models, sound effects, aural narration,

and music.

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"Rich, interactive environment" implies hypertextual

navigation of subject matter, intuitive manipulation of the

interface, and easy distance access to information.

This explanation provides the best working definition

of the term that I've seen so far.

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*39

If that helps explain better what multimedia is, then

the next question logically should be, "O.K. What do I do with

it?" For a presentation I did for our UTSA faculty last year, I

listed a dozen reasons why I personally use it in my own

teaching. Here are six of the most important ones:

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Number one, multimedia allows me, in a virtual

sense, to bring things to class that in would be too large,

cumbersome, or inconvenient to bring in reality.

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When I'm discussing the history of sampling in my

Computer Applications in Music class, there is no way I can

get my hands on and bring to class an existing example of

the first commonly used sample playback keyboard, the

Mellotron. But an image of it helps enliven our class

discussion of its construction and use.

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*42

Sound samples from its first major commercial

application, the Beatles' "Sgt. Pepper" album --you

remember that one, don't you?-- also make the discussion

more meaningful. In many ways, having the audio-visual

virtual reality of the object in a discussion is better than

having the actual object.

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When discussing various types of computers in class,

it's easy to prepare images of items that would be too

expensive to provide.

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The second reason I use multimedia in my own

teaching is that it allows me to transport my entire class

instantly to locations that would help illuminate our

discussion.

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During one of our first sessions in Computer

Applications in Music, I like to take the class on a "magic

carpet" ride throughout UTSA's campus to show them all the

various types of computers we use at the university.

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We start at the school's mainframe IBM in the

basement of our library. This area has restricted access--

we would never be allowed to tour the room you see here in

reality. We also view examples of the Isis terminals which

network all departments to the mainframe.

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*47

Then we instantly teleport to the Sun workstation

equipped Math-CAD lab in the science building to discuss

the difference between mainframes and so-called "mini"

computers. We look at the Silicon Graphics "Crimson" on

loan from NASA.

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We move next to the student computing lab on

campus to discuss "micro" or desktop computers. Through

photos and complimentary animated graphics we acquaint

our students with our department's Mac-based music

workstations.

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Through three-dimensional renderings we even give

the students a glimpse of what the near future holds for

computer musicians at UTSA.

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Finally, we end the virtual tour in my home

studio where I create the music and multimedia materials

they're viewing right now. None of these places could be

conveniently toured in reality-- there simply isn't enough

time. But multimedia makes it possible-- even better-- to do

so in "virtuality."

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*51

The third reason for using multimedia has to do with

extending students' senses in class. If I want to discuss the

difference between the analog groove of a phonograph

record and the digital pits on a CD, it sure is nice to be able

to have a photomicrograph of each immediately available.

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*52

If we're talking about integrated circuits , I could hold

up a chip.. like this... (hold IC up)

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*53

But it would be far better to show a realistic 3D

rendering of the object on screen....

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...and rotate it in three dimensions...

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...and then strip aside its ceramic covering so we can

see what is actually on the inside.

Here are some of the rendered examples we use.

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When discussing computer construction, we used to

take a computer apart on a table in the middle of our

classroom, but after several semesters of this rather

time-consuming and difficult-to-see process we resorted to a

much better system that made use of multimedia to get the

same point across.

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Now, instead of tearing a computer apart we build

one in class discussing each major component in a thirty

step process. The construction is made clearer through the

use of simplified, cartoon-like 3D renderings of parts being

fitted together. Extending the senses means more than

simply magnifying images.

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*58

Here is another example of extending the senses. If,like me,

you have ever wanted to get students closer to musical

understanding by using sight, sound, and narrated comment

all at the same time, watch this example of Bach's "Little

Fugue in G Minor" as the music plays, the score scrolls, and

important details are pointed out all in perfect

synchronization.

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*59

We also use multimedia here to illustrate concepts that are

hard to explain completely in words. This is our fourth

reason for applying this new technology.

Allow me to show this by demonstrating one of the

concept illustrations we use in the computer applications

class on this audience:

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*60

This section of the course deals with understanding

the Nyquist theorem and one of the physical problems

associated with the audio sampling process known as

"aliasing."

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We begin by demonstrating a pure sine wave through

computer-generated audio and a graphic of what a single

sine wave might look like.

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The digital sampling process actually makes numeric

readings of air pressure indicated by the wave at regular

intervals... somewhat like the ten points you see

superimposed on the wave here.

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*63

When the original wave is taken away and the points

indicating the numeric readings are connected by a line, it is

easy to see that the samples create a pretty good image of

the original wave. Of course the more samples taken and

the higher their resolution, the more accurate the image, or

the reproduced sound, will be.

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*64

Now no aural phenomena in the real world are as

simple as this sine wave would indicate. For example all

musical tones are actually complex tones made up of a

fundamental sine wave-- like the one we just played-- plus

many additional harmonics superimposed like you see

and hear now.

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*65

These overtones lead to the problem of aliasing we

mentioned at the beginning of this little demo. Let's see why.

If we use the same sampling rate we used on the

fundamental sine wave a little while ago (10 samples per

wave) on the first overtone, we see that the reproduced

harmonic is still a copy of the original although it may not be

quite as detailed as that of the fundamental.

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*66

Now let's go up to the top overtone shown here and

apply the same sampling rate to it.

(play tone with alias)

Wait a minute! Now when its original waveform is

taken away and the samples of it are reconnected, we have

a wave that looks nothing like the original. In fact it looks--

and sounds-- nothing like the original tone. It's an alias,

a new wave actually created by the sampling process itself.

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How do we eliminate aliasing from digital sampling?

By always sampling at at least twice the frequency of the

highest harmonic present in the tone. This rule is known as

the Nyquist theorem and these graphics show that, yes, it

really works.

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That's the reason that CD's use a sampling rate of a

little over twice the upper limit of human hearing, 44

thousand samples per second. If a computer can't handle

that sampling rate (a lot of them can't) then it's necessary to

lop off the upper harmonics with a low-pass filter to avoid

introducing annoying false tones into the recorded sound.

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This short demo shows just one example of how

multimedia can help illustrate concepts that would be almost

meaningless without it.

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The fifth reason I use multimedia is because it has

immediate impact that can't be readily duplicated through

any other means.

It brings emotional content to a lecture.

Into a class it can bring content as recent as last

night's news.

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*71

Here is a music education example of this: a few clips of

William Revelli commenting on his first band contest judge,

John Philip Sousa. I recorded the audio and visual images

directly from a television broadcast last spring and have

stored it on the hard disk of the computer for use in the

history portion of our wind literature class.

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The final reason I'll give this morning is perhaps the

most compelling for using multimedia in the classroom. It

has to do with the way our students learn at this point in the

history of our society-- nearly a half-century after television

began invading the homes of America.

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*73

This is a picture of my daughter as she typically looks

for about two hours a day.

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And this is a picture of my computer applications

class.

Folks, it's the same thing!

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Television and other electronic media have forever

changed the very nature of how people learn. The process

that used to be discursive, sequential, and verbally oriented

is now holistic, immediate, and image/sound oriented.

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Although some traditionalists may decry this change

in learning style, it is unstoppable, and it's not

necessarily bad. In fact, it actually presents

wonderful opportunities for teachers who can recognize its

potential for more effective and efficient instruction.

Think about that long and hard.

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*77

Now that we've seen some of the possible benefits

multimedia can bring to a real classroom. Let's explore the

third aspect of multimedia in music education: What

hardware and software tools are needed to make all this

work?

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The hardware used in presentations like those

being demonstrated today centers around a powerful, new

generation microcomputer. In the DOS/Windows world this

means at least a 80486 CPU. In the Mac world it means at

least a 68040 CPU. Older machines, 80286's or 68000's

simply don't have the horsepower necessary to acceptably

display images and sound like those shown here.

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The computer must have large amounts of RAM.

Sixteen Megs or more is appropriate for multimedia.

Co-processors and add-on sound boards help. The machine

should be open architecture, that is it should be able to

accept expansion cards to build up its audio-visual

capabilities.

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Here are a few examples of specific machines we use at

UTSA

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Another aspect of multimedia that must be accounted

for in a computer is the need for massive storage. A hard

disk of at least 500 Megabytes capacity is necessary.

Because visual images and digitized sound take up so much

storage room, a CD-ROM drive and/or a removeable media

drive like a Syquest are also advisable.

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CD-ROM is another buzzword in the computer world

right now, but I must say that for my classroom purposes, the

Syquest drive is preferable. Although a CD can hold 650

megs of data, a Syquest can now hold 270 megs-- more

than enough for most purposes. And more important, CD's

are slow and read only, Syquests are fast and rewritable.

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*83

In addition to a powerful computer with lots of RAM

and storage capacity, multimedia in the classroom requires

some method of displaying visual information to a class. A

typical computer monitor won't do. The best solution at this

point is an overhead projector with a high quality LCD panel

similar to the one we're using this morning. For a brighter

display, an LCD projector like this may be needed.

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*84

Audio requires a good quality stereo sound system

that can produce enough wattage to full a class room. The

small "multimedia" speakers sold with "multimedia

computers" won't produce acceptable volume or quality in a

typical class. Our research indicates that 20 to 30 watt

self-powered speakers work well for most classrooms.

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*85

Often a video camera can be beneficial in a

multimedia classroom for showing large images of small

items without having to prepare them ahead of time. We use

such a setup to show the front panel controls of synthesizers

to the class.

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*86

Last, either a video camera or a scanner is necessary

to digitize photographs to the computer.

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*87

Hardware is only half of the requirement for doing

multimedia; the other half is software. At the core of the

software requirements is some kind of presentation package

that displays visuals and plays digitized sound. Some of the

more common packages are Persuasion, PowerPoint, and

Astound! I'm using an Amiga-based package called Scala!

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*88

All of these packages have the same basic features.

They allow the user to: 1) outline the presentation, 2) create

visuals, 3) assemble and sequence these visuals in a "slide

sorter" metaphor, and 4) print out sets of speaker notes

containing the narration and graphics.

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In addition to a presentation package, quality

multimedia development demands a good paint package like

SuperPaint(Mac), DeluxePaint(PC), Canvas(Mac), or Corel

Draw(Windows) is a necessity. Photoshop on either

platform is recommended for overall image manipulation.

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A 3D modeling package like Swivel 3D for the Mac

can be handy for developing images of items not readily

captured from photographs.

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For sound recording and manipulation, a

hardware/software combination like Macromedia's Sound

System Pro is necessary.

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All of the hardware and software tools are of little

value if the person who intends to use them has no

experience or at least vision in HOW to use them.

Remember that we said in the beginning of this presentation

that it was not our intention to train the audience. However,

perhaps in closing, I can give a few general words of advice

on multimedia development.

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The first such advice I would give is "Learn to

communicate non-verbally." Please, if you're going to invest

massive amounts of money and time in multimedia, don't

do what I've seen so many times in so many presentations--

simply duplicate your narration with on-screen text.

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Because it's boring...

And educationally worthless..

It doesn't supplement what you say at all..

So don't do it!

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Use a picture instead. Even a well thought out simple

graphic will serve to compliment a lecture.

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Second, get ideas for visual presentation from

observing television advertisements, and CNN. Listening

carefully to the verbal logic of advertisements (or rather the

lack of such) can make a person realize instantly just how

powerful visual information is. Also ask others for advice.

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Third, remember to use multimedia for what it can do

best: display many mutually complimentary forms of media

at once. If the learning you need to impart is best given

verbally, then don't bother using this new technology. It's

still too expensive and time-consuming to apply without a

well thought out purpose.

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*98

If, on the other hand, you can see possibilities in this

norning's presentation for your specific use in music

education; if you are excited by the possibilities of enhancing

learning and the sheer fun of working with this new

educational medium, then jump right in. It's a brand new

field, and within months, you can become the multimedia expert!

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*99

(Questions & Answers)

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CHIP_4004.1

68000.pic

68000.anim

68000.pic.1

Intel_286.256

Intel_286.anim

Intel_286.257

Pentium.pic

Pentium.anim

Pentium.pic.1

56 "3. IBM Guts"

TEXT 229 401 "3. Extend senses"

"3. Comp_Inside"

TEXT 179 363 "3. Extend senses"

57 "3. Extend senses.1"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.2"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.3"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.4"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.5"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.6"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.7"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.8"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.9"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.10"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.11"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.12"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.13"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.14"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.15"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.17"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.18"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.16"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.19"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.20"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.21"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.22"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.23"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.24"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.25"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.26"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.27"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.28"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.29"

TEXT 179 363 "3. Extend senses"

"3. Extend senses.30"

TEXT 179 363 "3. Extend senses"

Computer&Disk.anim

TEXT 179 363 "3. Extend senses"

"3. Extend senses.31"

TEXT 179 363 "3. Extend senses"

58 NewBach001.1

NewBach001.2

TEXT 54 52 "First voice"

TEXT 204 51 "(musical subject in g minor)"

" .6"

NewBach002

TEXT 260 94 "Here comes the second voice"

TEXT 299 117 "(Same subject at the 5th.)"

NewBach003

TEXT 10 1 "This voice is now the countersubject"

NewBach004

TEXT 291 136 "Here comes the t hird voice "

TEXT 297 46 "(extension)"

TEXT 431 158 "(Subject at 8va)"

NewBach005

TEXT 46 44 "Countersubject"

TEXT 354 7 "split between voices!"

NewBach006

TEXT 254 138 "Fourth voice"

TEXT 314 176 "(Subject at the 5th again)"

NewBach007

BRUSH 12 68 Work:Scala/Symbols/Arrows/Down2 size 47 37

TEXT 75 84 "What's this line called??"

NewBach008

TEXT 32 4 "Now we come to an episodic section."

NewBach009

BRUSH 1 89 Work:Scala/Symbols/Arrows/Down2 size 47 29

TEXT 48 83 "Sound familiar? What is it?"

NewBach010

NewBach011

BRUSH 342 90 Work:Scala/Symbols/Arrows/UpRight2 size 57 25

TEXT 420 98 "What's this?"

NewBach012

NewBach013

NewBach014

TEXT 129 132 "Subject, but in Major mode this time."

NewBach015

NewBach016

TEXT 5 136 "another neat little episode"

NewBach017

TEXT 205 5 "Subject ( whole thing this time )"

NewBach018

NewBach019

TEXT 3 139 "I love this section . . ."

NewBach020

BRUSH 97 103 Work:Scala/Symbols/Arrows/Up2 size 39 33

TEXT 149 104 "good example of sequence"

NewBach021

TEXT 125 167 "Here it comes again . . ."

NewBach022

NewBach023

"J . S . Bach"

TEXT 391 132 "J . S . Bach"

TEXT 387 156 "( He's cool. )" pause 1

"3. Extend senses.32"

TEXT 179 363 "3. Extend senses"

"4. Illustrate concepts"

59 TEXT 0 356 "4. Illustrate concepts"

"4. Marching Concepts"

TEXT 1 355 "4. Illustrate concepts"

TTS1rf,FM31.anim

TS8ttr,TS8,MT32.pic

TS8ttr,TS8,MT32.anim

" .7"

60 CD1.anim

CD2.anim

CD3.anim

CD4.anim

"4. NyQuist"

TEXT 0 353 "4. Illustrate concepts"

" "

"4. Nyquist.1"

TEXT 0 353 "4. Illustrate concepts"

" .1"

Nyquist.00002

TEXT 30 23 "\"\Aliasing\"\"

"4. Nyquist.2"

TEXT 0 353 "4. Illustrate concepts"

61 "4. Nyquist.3"

TEXT 0 353 "4. Illustrate concepts"

"4. Nyquist.4"

TEXT 0 353 "4. Illustrate concepts"

" .3"

"4. Nyquist.5"

62 TEXT 0 353 "4. Illustrate concepts"

"4. Nyquist.6"

TEXT 0 353 "4. Illustrate concepts"

"4. Nyquist.7"

TEXT 0 353 "4. Illustrate concepts"

" .4"

63 "4. Nyquist.8"

TEXT 0 353 "4. Illustrate concepts"

"4. Nyquist.9"

TEXT 0 353 "4. Illustrate concepts"

"4. Nyquist.10"

TEXT 0 353 "4. Illustrate concepts"

" .5"

64 "4. Nyquist.11"

TEXT 0 353 "4. Illustrate concepts"

"4. Nyquist.12"

TEXT 0 353 "4. Illustrate concepts"

"4. Aliasing"

TEXT 0 353 "4. Illustrate concepts"

65 "4. Nyquist Limit"

TEXT 0 353 "4. Illustrate concepts"

"4. Sample Rate: 3300"

TEXT 0 353 "4. Illustrate concepts"

"4. Low Pass Filter"

66 TEXT 0 353 "4. Illustrate concepts"

"4. Compare Waves"

TEXT 0 353 "4. Illustrate concepts"

"4. Sample Rate 4000"

67 TEXT 0 353 "4. Illustrate concepts"

"4. Sample Rate 1000"

68 TEXT 0 353 "4. Illustrate concepts"

69 "4. Illustrate concepts.14"

TEXT 0 353 "4. Illustrate concepts"

70 "5. Has immediate impact.3"

TEXT 162 23 "5. Has immediate impact"

Stock_3500.256

Buttafuco

71 Revelli.ham8

Revelli.ham8.2

Sousa2.pic

Sousa1.pic

Revelli.ham8.1

"4. Has immediate impact"

TEXT 158 21 "5. Has immediate impact"

72 "5. Familiar medium"

TEXT 133 342 "6. Familiar medium"

73 Liz&TV.256

TEXT 184 379 "6. Familiar"

TEXT 381 379 "medium"

74 "6. Familiar"

75 TEXT 184 379 "6. Familiar"

TEXT 381 379 "medium"

76 "Why use Multimedia?.1"

77 TEXT 93 14 "What tools are needed?"

What_tools.anim

Hardware

78 TEXT 230 183 "Hardware"

"68040 or 80486 CPU, 33+ Mhz"

TEXT 148 76 "68040 or 80486 CPU, 33+ Mhz" pause -1

79 TEXT 148 118 "Co-processors and/or MM boards" pause -1

TEXT 211 148 "16 bit stereo sound card" pause -1

TEXT 210 180 "Open architecture (lots of slots)" pause -1

TEXT 214 216 "SVGA" pause -1

TEXT 217 249 "Video" pause -1

TEXT 160 291 "16 Megs RAM" pause -1

80 Dell_256.pic

Tandy_256.pic

Mac_660AV_256.pic.1

Centris650.pic

Amiga.256.pic.1

TEXT 148 76 "68040 or 80486 CPU, 33+ Mhz"

TEXT 148 118 "Co-processors and/or MM boards"

TEXT 211 148 "16 bit stereo sound card"

TEXT 210 180 "Open architecture (lots of slots)"

TEXT 214 216 "SVGA"

TEXT 217 249 "Video"

TEXT 160 291 "16 Megs RAM"

81 TEXT 162 333 "Mass storage" pause -1

TEXT 221 370 "500 Meg HD" pause -1

TEXT 221 402 "CD-Rom or SyQuest" pause -1

82 CD-Drive.Ham8

TEXT 183 134 "650 Meg capacity" pause -1

TEXT 186 175 "Not rewritable (normally)" pause -1

TEXT 188 213 "Slow data transfer" pause -1

TEXT 276 250 "150K - 300K per second"

TEXT 277 286 "Slow seek time" pause -1

SyQuest.Ham8

TEXT 231 180 "105 Meg (per cartridge)" pause -1

TEXT 307 219 "Rewritable" pause -1

TEXT 206 256 "Fast access and seek times " pause -1

83 Overhead_ham8.pic

Vid_Proj_Mod.256.pic

VidProj.256

84 Speakers.256.pic

85 VidCam_ham8.pic

86 DaveInClass.257

87 Software

TEXT 234 183 "Software"

Persuasion.256

"Presentation Packages:"

TEXT 86 63 "Presentation Packages:"

TEXT 255 145 "PERSUASION"

TEXT 247 186 "POWERPOINT"

TEXT 277 227 "ASTOUND!"

TEXT 300 268 "COMPEL"

TEXT 274 307 "CHARISMA"

TEXT 313 348 "SCALA"

"PP's 4 parts"

88 TEXT 86 63 "Presentation Packages:"

TEXT 311 186 "Outline"

TEXT 270 227 "Slide Maker"

TEXT 271 268 "Slide Sorter"

TEXT 244 307 "Speaker Notes"

Pers_Outline.256

Pers_Sl_Maker.256

Pers_Sl_Sorter.256

Pers_Handout.256

Astound.Ham8

Astound_Outline.256

Astound_SlideMaker.256

Astound_ClipArt.256

Astound_Sl_Sort.256

Astound_Timeline.256

Astound_Handout.256

ScalaPack

Scala_Screen.pic

Scala_Shuffler.pic

Premiere.Ham8

Director.Ham8

89 SuperPaint.Ham8

DPaint_Scrn.pic

Canvas.Ham8

PhotoShop.Ham8

VideoShop.Ham8

90 Modeler_Scrn.pic

Aladdin_Scrn.pic

VidCam_ham8.pic.1

91 B&P_Scrn.pic

B&P2_Scrn.pic

" .8"

Studio16_Scrn.pic

92 What_Do_I_Need.anim

93 "LEARN TO COMMUNICATE NON-VERBALLY"

TEXT 37 54 "LEARN TO COMMUNICATE NON-VERBALLY"

TEXT 162 99 "Don't duplicate oral text on-screen" pause -1

94 TEXT 165 132 "Because it's boring" pause -1

TEXT 162 164 "And it's educationally worthless" pause -1

TEXT 168 196 "It doesn't supplement " pause -1

TEXT 170 227 "Don't do it" pause -1

95 TEXT 170 260 "Use a picture instead" pause -1

96 Liz&TV.ham.1

Syllabus_Art.pic.1

Dave&Norm

97 neoNazis.ham8

Cogno001

V-50_Utility

V-50_Sliders

V-50_Number

ZOO_A.HI

MI19

MI21

MI22

MI26

MI28

MI29

MU01

MU02

MU05

MU06

MU29

98 XyloEnd(smile).pic.2

Quadra_900.ham

Dave&Lab2.256

"What are the possibilities"

TEXT 80 175 "What are the possibilities?"

99 Possibilities?.anim

MMCart(HiRes).256

MM4.anim.1

MMCart(HiRes).257

MMCart&Eq(HiRes).256

Blank.2

100Q&A.anim

Blank.3