Abstract
This chapter will try to present the current standards in development, recording, saving, coding, playing, and broadcasting of audiovisual streaming material through the internet by utilising the services of the worldwide web with a LMS. Also, the authors focus on the standards required for the sharing of multimedia information and data, as well as the interactive applications of the online educational television and the broadcasting of large amounts of mutimedia data material. In addition, an experimental video footage depicted on the AUTh was made, during which the desktop was recorded with the presentation of the professor using the software and logistic equipment of the AUTh. With this technique, the authors created videos and vibrant interactive lectures with minimal training at no cost but at the same time with a very good visual and audible outcome. The ultimate goal was to create interactive educational videos that can help to achieve more effective learning for learners.
TopIntroduction
The Mass Media (MM) have opened a new era for education and offered new opportunities in the educational process. The term “media” varies according to its context. According to Steinmetz & Nahrstedt, (2002), media is a way of distributing and representing information. In this sense, media can be text, graphics, image, audio, video and music. From a different perspective, there are concepts of this term that can be distinguished in means of perception, representation, presentation, exchange of information, transmission, etc. Multimedia systems may contain at the same time several fundamental concepts and depending on their use they have their own properties (Independently computer-controlled, documentary, mechanical, discrete, continuous, integrated, real-time, stored, etc) (Steinmetz & Nahrstedt, 2002). According to Tsiatsos (2007), a medium can be defined as a complete system (natural or artificial) that mediates between the participants in communication to transfer from and to them the sensory stimuli that are elements of communication. In the literature we identify a number of media in education such as:
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visual culture,
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press (news literacy),
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static and moving images (visual education);
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television and radio (audiovisual education);
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cinema (cinema education),
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the internet and new technologies (digital literacy),
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advertising in MM and visual commercial communication (commercial / advertising literacy),
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video games,
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animation and
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virtual reality (EKOMME).
As Simatos reports (1995), the medium is the message. The effectiveness of educational TV and its contribution to learning depends on two factors: the quality of the message and its proper use (Eleftheriades & Mantouvalou, 1985) . It has been argued that the characters that differentiate a means of communication are the techniques that the medium has to present the messages. The form and not the content of the messages being transported is the feature of every medium. After the internet, the greatest influence was undoubtedly the spread and use of television (Eleftheriades & Mantouvalou, 1985) and the technique of video.
Educational TV is undoubtedly a pioneering educational form with educational and pedagogical innovations. It is a social phenomenon and a means of communication that undoubtedly plays an educational and pedagogical role (Eleftheriades & Mantouvalou, 1985). TV is the means of communication that uses a variety of different symbol, code and presentation systems for viewing television material. Codes are the techniques by which the symbols are linked to represent the evolution of events and processes in space and time (image switching, cropping, focusing, zoom in / out, fade in / out, effects, background music etc.). More generally, presentation techniques are independent of the content of the information presented. For example, the existence or not of a dialogue is a technical feature of the program, and what is said is the content of the dialogue. The technical features combined with the content of the messages can convey various important information. Essentially, technical features direct attention to specific points that are considered important in the development of the plot of the program, thus helping to understand it. At the same time, the techniques of organizing and presenting television material are the stimuli of interest and attention, depending on the age and interests of each one (Simatos, 1995).
Key Terms in this Chapter
Educational Technology: The equipment and technological means that are used in the teaching process. it is also its study and ethical practice facilitating learning and improving performance through the use and the proper management of technological processes and resources.
Teaching Models: Teaching models are a set of (theoretical) specifications, rules and regulations for how the teaching will take place and education. In essence, they take into account the conditions that cause the learning (from learning theories) and determine their type and order actions to be taken to create the appropriate learning conditions.
Multimedia: Multimedia or multiple media is one combination of codes and modifications. The term multimedia consists of two Synthetic: the prefix too much and the root means / means “Intermediate, Central”. Today the term multimedia is often used as property for many systems, components, products and principles. When we talk about multimedia in learning we mean multiple representations that exploit codes (images, videos, graphics, text, etc.) and the modalities (visual, auditory, tactile), not necessarily all together but at least two. When we allow the user to control when and how these data will be presented to him then we have interactive multimedia multimedia).
ICT: The term Information and Communication Technologies refers to the use of computers and to individual functions and services through the software and its use Internet. Also, the content of this concept is directly related to the position in the educational process.
Learning: Learning is a recommendation a permanent change in the behavior of the person who comes from both experience as well as practice. Learning is regarded as a human being characteristic but also as a prerequisite for its realization of human nature, though no one can deny the fact that the animals do learn.