The multimedia / Digital Library Lab Group Project

The multimedia lab group project will take place in three phases:

Develop instruction to take the learner to the level of awareness and a bit of literacy level of learning.
1. Working together to define format
2. Using HTML
Develop instruction to take the learner to the literacy and guided practice level.
1. First working independently to organize the instruction following the model for different types.
2. Then using the Multimedia desktop to develop the actual instruction
3. Combining the separate work into a complete product
Develop instruction to take the learner to the skilled use and applied levels of learning.
1. First using prototyping and the MM-desktop to guide the learner in making a good decision.
2. Combining the instruction with distance education components.
3. Combining the individual instruction into a complete product.

Multimedia / Digital Library -Lab Course/Training Application Project:

The MM-lab participant will demonstrate the transfer of the learning from the group project to future course development projects by developing at least one module in a course/training project as defined by the Jobs Commission Grant.

Multimedia / Digital Library -Lab Course/Training Application Project:

Expectations for course/training projects for the MM-DL lab:

BY JANUARY 19:

Establish a structure for your project:

The project selected will be consistent with the institutions. (i.e. pick a project that will be of obvious benefit to the sponsors of those participating.)

Develop a statement of how your project is of potential benefit to the institutions.

Select a project that is doable within the tight time-constraints of the project and establish a project leader.

Determine:
1. the title of the project
2. the project leader responsible for:
  1. the successful completion of the project
  2. for progress reports back to the lab.
3. a working plan of timelines for completion.

Select a project that involves multiple people and the potential for multiple institutions.

Please list all participants, their roles and their affiliation, whether internal or external.

REPORT BACK TO THE LAB STEPS I through V.

LIST ANY PROBLEMS ENCOUNTERED SO FAR, EITHER TECHNICAL OR POLITICAL.

By March 1:

Once the project structure is at least tentatively established the structure for the course/training must be established:

Write an advanced organizer to let the learners know why they are taking this course/training

Write a general course goal.

Establish working chunks of the course and the ownership of the different parts (i.e. chunks = in general terms lists the major areas of instructions, or themes, components, or modules of the course. Ownership = who gets to use the chunks and under what conditions?)

NOTE: for this first group project there will be so much learning that ownership should be considered mutual of all active parties.

Tentatively assign the people working on the project to the various chunks, creating teams wherever possible. Identify the timeline for each chunk and the relationship among chunks.

Use "stub-testing" during development to account for components developed by someone else.

REPORT BACK TO THE LAB STEPS A through D.

LIST ANY PROBLEMS ENCOUNTERED SO FAR, EITHER TECHNICAL OR POLITICAL.

By March 26:

Once the course structure has been established and responsibility for the individual components assigned, the actual course development needs to take place.

Establish the subgoal and specific objectives for each chunk. Establish the enabling objective for specific objectives where necessary, for complex objectives.

Establish a mechanism or measure to determine if the objective has been mastered by the learner.

Establish the prerequisite knowledge and skill that the learner must have before attempting the instruction you will use. If possible list ways the learner can gain the necessary knowledge or skills.

List the major points in the instruction and the level of learning required, determining (based on experience) which will be the most difficult for the learners to master.

REPORT BACK TO THE LAB STEPS A THROUGH D.

LIST ANY PROBLEMS ENCOUNTERED SO FAR, EITHER TECHNICAL OR POLITICAL.

By April 15:

Before the actual development of instruction takes place, the entire project membership should meet and make any desired adjustments to steps A through D above. Once there is general agreement as to the content and level of instruction, the actual instruction needs to be developed. Tools and techniques to use need to be standardized as much as possible. Use the Multimedia DeskTop for at least the first prototype of your actual instruction.

Locate or develop appropriate media paying special attention to the type, importance, and complexity of the instruction. For the group project this is the Multimedia Desktop.

Develop appropriate practice for the learner to actively engage in the instruction and demonstrate progress towards mastery.

Establish appropriate evaluation tools for the learner to measure progress towards mastery.

Establish any measuring tools necessary for accredited training.

Whenever possible test the modules on real learners, as you are developing them and make appropriate modifications or adjustments. Because it is easy to add detail later with the Multimedia Desktop, use Rapid Prototyping to develop a module shell and use it for formative evaluation.

REPORT BACK TO THE LAB STEPS A THROUGH E.

LIST ANY PROBLEMS ENCOUNTERED SO FAR, EITHER TECHNICAL OR POLITICAL.

There should be enough communication among the members working on different chunks to keep as much consistency as possible in the style of presentation for the different areas. Using templates and structured tools such as the MMDT will help to give consistency despite the chunking, but there still needs to be frequent communication both for mutual support and style.

Use the Instructional Design model posted on the CoNDUIT web site for guidelines on the structure of your instruction.
Go to The MM-Lab page. Select MM-Lab Overview and Updates. Select CoNDUIT Multi-Media Look and Feel. Select the areas of instructional design of interest to you. Multimedia Lab

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