010307 Create: Creating Interactive Multimedia Objects
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 3 cp
Result type: Grade, no marks
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013222 Designing Innovative Learning
Description
Students are introduced to theories of educational communication and instructional media, and how these influence the design of learning activities and environments. In order to do this, students examine and critique examples of print, online, visual and audio multimedia. They use relevant tools to design and develop their own interactive media object, such as an interactive learning activity, a screencast, an infographic or something similar. They analyse, critique and evaluate this design based on their understanding of learning. They prepare and communicate a rationale for the design of an interactive media object.
Subject learning objectives (SLOs)
| a. | Explain how instructional media and educational communication theories influence the design of learning activities and environments. |
|---|---|
| b. | Analyse and critique interactive media elements and evaluate their effectiveness for learning. |
| c. | Design and develop basic interactive media objects, taking into consideration accessible and contextual factors. |
| d. | Reflect and evaluate own and others’ learning and practice. |
| e. | Prepare and communicate a compelling rationale for the design of an interactive media object. |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Research, appraise, devise and implement technology-enhanced learning strategies and tools. (1.1)
- Design technology-enhanced learning strategies and tools that are inclusive of racial, gender and class differences. (3.1)
- Embed Indigenous Australian knowledges of technology and learning. (4.1)
- Strategise to address ethical and legal issues related to technology-enhanced learning design. (5.1)
- Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design learning resources. (6.1)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1.1 Research, appraise, devise and implement technology-enhanced learning strategies and tools.
3.1 Design technology-enhanced learning strategies and tools that are inclusive of racial, gender and class differences.
4.1 Embed Indigenous Australian knowledges of technology and learning.
5.1 Strategise to address ethical and legal issues related to technology-enhanced learning design.
6.1 Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design learningresources.
Teaching and learning strategies
Students engage in online or blended learning. There is a mix of group work activities and discussions, taking place both synchronously (in face to face sessions or online) and asynchronously. During these synchronous/ face to face sessions, there is an ‘expression session’ hosted by industry or other Learning Design professionals, and the opportunity for students to undertake online labs with specific Learning Designs and technologies. The learning management system (LMS) incorporates a range of other interactive activities, such as quizzes, multimedia presentations, short video and audio recordings and peer critiques. There is also regular formative assessment for students to track their progress.
Content (topics)
As a starting point, theories about educational communication are discussed and analysed, along with their implications for Learning Design, in terms of written, visual languages, information loads and cueing techniques. Following this, instructional media theory, is explored to analyse how learning designers might select, use and design media appropriately. Finally, the basic elements of media design are practiced, including storyboarding, scripting, recording and interactive media design.
Assessment
Assessment task 1: Interactive Media Object
| Objective(s): | c | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Justifiction for choice and design of Interactive Media Object
| Objective(s): | a, b, d and e | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||
| Length: | 1000 words | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must complete and pass all assessment tasks in this subject to pass the subject.
Required texts
There are no required texts for this subject. Recommended readings will be available through the LMS. All readings will be open educational resources (so that there is no inequality between award students, micro-credential learners or short course learners).
References
Ayres, P. (2015). State?of?the?Art Research into Multimedia Learning: A Commentary on Mayer's Handbook of Multimedia Learning. Applied cognitive psychology, 29(4), 631-636.
Clark, R. C., & Mayer, R. E. (2016). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (fourth edition). Springer
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Paper presented at the Proceedings of the first ACM conference on Learning@ scale conference.
Hasler, B. S., Kersten, B. and Sweller, J. (2007), Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21(4), 713–729.
Kizilcec, R. F., Bailenson, J. N., & Gomez, C. J. (2015). The instructor’s face in video instruction: Evidence from two large-scale field studies. Journal of Educational Psychology, 107(3), 724.
Lindgren, R., Pea, R., Lewis, S., & Rosen, J. (2007, July). Learning from digital video: An exploration of how interactions affect outcomes. In Proceedings of the 8th international conference on Computer supported collaborative learning (pp. 447-449). International Society of the Learning Sciences.
Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (second edition).
Cambridge University Press.
Reiser, R. A., & Dempsey, J. V. (Eds.). (2012). Trends and issues in instructional design and technology. Pearson.
Richey, R. C., Klein, J. D., & Tracey, M. W. (2010). The instructional design knowledge base: Theory, research, and practice. Routledge.
Um, E., Plass, J. L,Hayward, E. O, & Homer, B. D. (2012). Emotional Design in Multimedia Learning. Journal of Educational Psychology, 104(2), 485-498.
West, R. E. (2018). Foundations of Learning and Instructional Design Technology. EdTech Books.