Abstract
If one thinks today about the role multimedia has to play in pedagogical training, then one will realise that with multimedia a new media pedagogical paradigm has emerged. This is true for educators in all professional fields. Multimedia becomes a paradigm in several respects. For research and analysis (1), multimedia is the focus for what different media are and how to define them. For computer-supported and computer-enhanced learning (2), whether in self-organisation or in traditional teaching, multimedia has become a paradigm in the sense of a norm or a guiding function. Multimedia is considered the media-didactic optimum. For media education (3), multimedia can take on the role of an exemplary learning object, both in practical and theoretical terms. Finally, multimedia must be seen as the bundling, agglomeration or also unification (4) of all known media, from which all media redefine, integrate and delimit themselves.
