Teach a simple idea/concept with a comic

EDCI 337 Interactive and Multimedia Learning Pelton

Multimedia Challenge Project Documentation

Revised June, 2020

This document is designed to support and prompt you as you create your multimedia learning projects to meet each of the challenges in EDCI 337. I recommend that you generate good drafts of phases 1 and 2, and use these to guide your production of a prototype (phase 3). Please use this document as a template for producing and submitting a single “Challenge Project file” for your group on the Challenge Project due date. Note that although you should be completing the 5 phases in order, you may go back and adjust/iterate as necessary. This document is designed to guide you through composing phase 1, 2, & 5, note that phase 3 is your prototype and phase 4 is your individual feedback given to your peers on their prototypes. You should use the section numbers in your final documents – i.e., 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 5.1, (& 5.2 for groups).

As you complete your projects, please try to connect them to the ideas and principles identified in the document: Educational-Multimedia-Design-Principles. Please use the numbering/naming system from this file to identify the principles you are attending to (e.g., P3. Engage Principle), and also clearly reference other documents provided as resources for each challenge.

Be sure to keep it manageable – this is intended to be a helpful learning experience, not an epic production.

You may complete the challenges on your own (if you really want to/need to), but are strongly encouraged to complete them as small group projects (2 or 3 students in a group - note that each of you must be substantive participants in all aspects of each project). Note that only one “Challenge Prototype” (phase 3) thread, and one “MML Challenge Project file” (phases 1, 2 & 5) document needs to be created for each group. However, also note that each individual student must (i) participate in the forum feedback process, and (ii) contribute an additional paragraph in section 5.2 explaining your joint sharing of efforts.

Each complete challenge project is worth 25% ( Phase 1: 5%, Phase 2: 5%, Phase 3: 5%, Phase 4 (forum): 5%, Phase 5: 5% ) of the course mark.

Designers (1-3 people):

Name: UVic email:

Name: UVic email:

Name: UVic email:

Phase 1– Understand (discover, interpret, & specifiy): (5 marks)

1.1 Succinctly describe a manageable learning challenge that you intend to address. (Keep it simple and meaningful, 1 sentence)

e.g., Children need to learn strategies to help them solve problems thoughtfully and efficiently.

1.2 Elaborate on the context for your project. Describe your audience (think of both the typical and the extreme). What are their needs/goals and motivations? What are your insights? (3 paragraphs)

1.3 Reframe your challenge as a point-of-view (POV) statement combining the user, their needs and some insight —([user] needs to [user need] so that [insight])

E.g. 1, A child who is anxious in mathematics needs to master general problem solving strategies so that they will have a tool to help them deal with new challenges, be able to successfully work through authentic problems, and be encouraged to persevere.

1.4 Describe the learning objectives and sub-objectives that this MML project will achieve. For support on this, you might review:

https://www.bu.edu/cme/forms/RSS_forms/tips_for_writing_objectives.pdf

***Note: This section should not focus on what multimedia resource you will create! Rather, it should be focused on: what is the challenge, who is your audience, what is the need, and your learning objectives

Phase 2 – Plan (ideate, sketch, elaborate): (5 marks)

2.1 Brainstorm separately (i.e., outside of this document), then succinctly describe one of your promising ideas/solutions/projects (1 sentence)

2.2 Write a script, draw a storyboard, or sketch out a plan on paper (rough, but readable images and text) for your chosen solution then take a photo and insert (2-3 pages)

2.3 Succinctly explain your solution by identifying and making connections to the multimedia principles we are examining in this course (see the resource file: Educational Multimedia Design Principles). (2-3 paragraphs)

*** Note: A draft of this section should be completed before you start on your prototype.

Phase 3 – Carry out the plan (build a prototype & post on the Challenge Forum): (5 marks)

Create a prototype using the tool suggested (or similar) for the module and share a file or link to your prototype through the Challenge forum on CourseSpaces. Then come back and engage with your peers as they comment on it.

***Note: Your prototype should be posted 2 days before the challenge due date – so that you have time to seek feedback and engage with your peers. You are encouraged to implement some of the improvements that you identify and to submit the final version with your project file, but remember that prototype is not intended to be perfect. Strive to make it representative of your intentions, and then describe any additional features that you can’t implement, but that you would like to add in Phase 5.

Phase 4 – Engage in Peer Feedback on Challenge Forum (part of forum assignment):

Review the plans, reflections and prototypes of at least 3 other peers/groups through the module forum and provide substantive peer feedback.

***Note: Even if you completed the project as a group, you must each participate in the challenge forum discussions individually.

Phase 5 – Look back (reflect and refine): (5 marks),

5.1 Once you have some feedback from your peers (and possibly others in your circle of friends/family) reflect on your prototype. What worked well? What would you change (you may update your prototype if you wish)? What issues were raised by others and how would you attend to them? What strengths and limitations did you observe with this type of multimedia and its potential to support learning? Etc.. (3-6 Paragraphs - may be written with your group partners).

*** Note: If you are working in a group – the group may jointly author section 5.1

5.2 For students who collaborated on a challenge, each partner should write a paragraph to describe the nature of your, and your group members' efforts on the challenge–keep it positive and make suggestions for improvement for everyone. If you were working solo on this challenge, please write a paragraph explaining why you were not able to work with a partner and identifying where a partner might have been useful.

2