Multimedia in Industry and Education: A Decision Model for Design.

Field: Decision Sciences (Social Sciences)

This paper presents a decision making model that uses a systematic approach to design; has as a driving force the needs and goals of a particular learning situation; is derived from traditional instructional system design models such as Kemp, Dick & Carey, and Romiszowski; and in addition addresses the potential impact of multimedia as a delivery system/learning tool. Presented in the form of a puzzle, the model is a series of eight interlocking pieces representing: (1) learner characteristics; (2) topics and tasks--content or task analysis; (3) objectives; (4) performance assessment--occurring in four levels of reaction, learning, changes, and long term results; (5) instructional activities; (6) media/delivery systems--integration of instructional design and media/delivery systems; (7) resources; (8) the central piece, the analysis phase, which defines the needs and goals of the situation. The entire process represented in the model is connected by continuous revision and evaluation, for which an instrument called Checklist for Multimedia Design has been developed suggesting questions that the instructional design team should ask. A Project Task Timeline has also been developed that defines the roles and responsibilities of team members and lists tasks that should be completed in the design phase. Figure 1 illustrates the model. (Contains 11 references.) (ALF) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Multimedia in Industry and Education: A Decision Model for Design by Lynne Reynolds, Ph.D. and Diane Ehrlich, Ph.D, Northeastern U.S. DEPARTMENT Of EDUCATION Onbce of Educabonal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC, ch,s document has been reproduced as ecebred 'rote the person or organtzatton ortglnating rt fa.not changes have been made to ,rhorove reprock-Ronts Of opindr'S stated ,'In.s Joc °. Tent do not neressar,,. represent ott.c.al DE faf oospon pr pour, Illinois University The need to develop life-long !earners has become increasingly urgent as we move into the twenty-first century. Technology and the move toward a global society demand continuous adaptation and change. Schools are under pressure from society to create a quality curriculum with additional components which go far beyond that which was expected fifteen or twenty years ago. In order to remain competitive industry is required to train individuals to work In particular environments and to upgrade skills and knowledge as new developments unfold. Fortune Magazine states that the most successful corporation of the 1990's be something called a learning organization, a consummately adaptive enterprise. Traditional methods of delivering training and education have had limited success in meeting the fast-paced and high-quality demands of learning environments today. Attracting and retaining culturally and academically diverse learners in schools today will be strongly influenced by the effectiveness of instructional delivery systems and whether or not learners can both relate to the material presented and see an almost immediate application for their learning. Multimedia can change the look and feel of learning by providing an opportunity to reach people with different learning styles, different skill levels, and in different geographical areas; multimedia offers the potential to reduce the learning curve and accelerate the learning process. Rather than being seen as expensive and frivolous, multimedia approaches may then be seen as an economic necessity both in industry and education. To be sure, there are situations where traditional approaches may actually be the preferred delivery system. It is also possible to become so enamored of a particular technology that the equipment itself becomes more important than the need for learning. In order to make an informed decision about the use of. multimedia, a systematic approach to design should be firmly in place and it should have as its driving force the needs and goals of a particular leaming situation. Figure 1 is a graphic representation of the design process in a puzzle form comprised of a series of interlocking pieces. The depiction of the process is not linear because of the reiterative nature of the process which may begin at almost any point. However, to be effective the process must be driven by clearly identified needs and goals, as with any good design model. This does not mean that the needs and goals may not shift as different pieces of the process are introduced, such as rapidly developing technology or budgetary constraints. The design model described here is derived from traditional instructional system design models (Kemp, Dick & Carey, Romiszowski); however, the potential impact of multimedia as a delivery system/learning tool was not often addressed as part of this process. It is apparent when looking at the possibilities multimedia has to offer that communication with experts in other disciplines will be vital to the success of a project. The very nature of multimedia creates a need foi interdisciplinary dialogue and a blurring of discipline lines. It is not only educators, trainers, performance technologists, and instructional designers who are interested, but computer programmers, video and audio production specialists, and marketing professionals who are actively involved. Members of this diverse team must have a common understanding of the instructional design process to make the best use of each unique orientation to multimedia. As each element in the model is addressed it is important to note that previously developed elements may need to be evaluated and then revised in light of new input. In the analysis phase of design a consideration of the problems that need to be solved through instruction should be systematics developed. The needs and goals may change as a project takes shape because tile primgry concern in this phase is clientcentered. In both school and organizational settings, the client's expectations are key to PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY BEST COPY AVAILABLE 4' Lynne D. Reynolds TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).