first session of Multimedia class

1. Multimedia-Based Instructional Design
2004 by John Wiley & Sons, Inc

2. Multimedia Instructional Design
Process

3. Needs assessment
is the systematic process of:
– Determining goals
– Identifying discrepancies between actual
and desired conditions
– Establishing priorities for action (Lee

4. Five Types of Need
• 1. Normative need
– A need that is compared to a standard
• 2. Felt need
– What people think they need
• 3. Expressed or demanded need
– Supply and demand
• 4. Comparative need
– Some people have a particular attribute; others don’t
• 5. Anticipated or future need
– Projected demands

5. Process of conducting a needs
assessment
1. Determine the present condition
2. Define the job
3. Rank the goals in order of importance
4. Identify discrepancies
5. Determine positive areas
6. Set priorities for action

6. Front-end analysis
to obtain more detailed information
about exactly what is to be
developed

7. Types of Front-End Analysis
1. Audience analysis
– Identify the background, learning characteristics, and prerequisite skills
of the audience.
2. Technology analysis
– Identify existing technology capabilities
3. Task analysis
– Describe the job-related tasks performed as a result of the training or
performance support
4. Critical-incident analysis
– Determine what skills or knowledge should be targeted in the
multimedia intervention or training program.
5. Situational analysis
– Identify environmental or organizational constraints that may have an
impact on goals and multimedia design.

8. Cont. Types of Front-End Analysis
6. Objective analysis
– Write the objectives for the job tasks to be addressed
7. Media analysis
– Select the appropriate media delivery strategy
8. Extant-data analysis
– Identify existing training materials, manuals, references, and syllabi
9. Cost-benefit analysis
– Identify cost and benefit, and return on investment.

9. Instructional Design Phases and Time
Ratio

10. Audience Analysis
identifies the background and some
of the learning characteristics of the
target population

11. Information about the target
audience
• Experience with the training medium
• Learning preferences
• Language ability or preference
• Previous training or job experience
• Demographics and special requirements
• Attitudes toward content
• Language skills of the audience

12. Technology Analysis
• Available communication technology.
• The technology available for reference or
performance support.
• The technology available for testing and
assessment.
• The technology for distribution.
• The technology for delivery.
• The expertise.

13. Analyze available communication
technology
• Phone conferencing
• E-mail
• Chat room technology
• Newsgroup technology
• List-server technology

14. Analyze the technology available for
reference or performance support
• Determine whether or not online
reference materials in hypertext markup
language (HTML) and linked documents
are available
• Determine whether or not employees
have access to performance support
files or help systems

15. Analyze the technology available
for testing and assessment
• Determine whether or not electronic
self-assessment, testing, or certification
is available
• Define the issues of security

16. Analyze the Technology for
Distribution
• Determine whether CD-ROMs, disks, or
other materials are used for courses,
reference material, or help files and, if
so, how they are distributed
• Determine whether file transfer protocol
(FTP) is used to download courses or
files.

17. Analyze the Technology for
Delivery
• Determine whether dedicated audio and
video servers are used for delivering
courses
• Determine whether employees have
access to multimedia PCs
• Find out whether a video teleconferencing
or educational TV system is used for
distribution of information

18. Analyze the Expertise
• Determine if the equipment, hardware,
software, and maintenance required for
each technology is available:
– Video production
– Audio production
– Graphics production
– Help or reference-system development
– CBT authoring and development
– Web and HTML development
– Testing, database, and statistical-programs

19. Situational Analysis
1. Analyze the job environment.
– Physical and environmental factors such as noise,
ventilation, or temperature
– Management support of training and employee development
– Teamwork
– Empowerment
– Delegation and control
– Feedback
– Work processes and policies
– Safety issues
– Coaching and mentoring

20. cont. Situational Analysis
2. Analyze delivery environment.
– Access to training facilities
– Availability of instructors, coaches, and mentors
– Physical and environmental factors such as noise,
ventilation, and temperature

21. Task Analysis
breaking the job down into duties and
tasks, as well as determining the
knowledge, skills, and attitudes (KSA)
that job performers must have

22. Task Analysis Diagram

23. Critical Incident Analysis
• Determine the critical tasks.
• Determine important but nonessential
tasks.
• Determine the tasks you will deselect.

24. Issue Analysis
Issue Analysis Model

25. Objective Analysis
Objectives determine what you include in
the content, whether the solution
produces knowledge or performance,
how the effectiveness of your solution is
measured, and the media you choose to
deliver the solution

26. System Flowchart

27. Domains of Learning

28. Levels in the Cognitive Domain

29. Levels in the Affective Domain

30. Levels
in the
Motor
and
Psycho
motor
Domain

31. Five Parts of an Objective

32. Learned Capabilities and Accompanying
Verbs for Developing Performance Objectives

33. Media Analysis
A systematic and careful media selection
decision is essential to successful and
cost-effective resolution of business
problems

34. Types of Delivery Media
• Instructor-led
• Computer-based
• Distance broadcast
• Web-based
• Audiotapes
• Videotapes
• Performance support systems (PSS)
• Electronic performance support systems
(EPSS)

35. MEDIA ANALYSIS PROCEDURE
• Rate Each of the Factors
• Summarize Findings
• Place the Resulting Media in a
Hierarchy
• Match Media Advantages and
Limitations

36. Four Levels of a Blended Solution
Learning Environment
Level 4
Face to Face Environments Level 3
• Classroom Virtual Learning
• Workshops Environments
• Conferences • Synchronous web-based
• Online learning communities
of practice
• User groups
• Chat rooms
• Email
• Video teleconference
• Audio teleconference
• Web conferencing

37. Four Levels of a Blended Solution
Learning Environment
Level 2
Self Instructional Environments
• Programmed learning materials
• Asynchronous web-based training
• Asynchronous computer-based training
Level 1
Performance Support Environments
• Online help systems
• Reference manuals
• Help desks
• Internet

38. Cost Analysis
• Cost-benefit analysis (CBA)
– is used to determine
whether or not you will
undertake a project.
• Return on investment (ROI)
– is often measured after a
project has been
implemented, in order to
determine its actual
benefit.

39. Rapid Analysis Method
• Ask 9%
– Validate responses from all groups and
reconcile the gaps
• Listen 50%
– Complete information about the issue to use
during observation phase to validate and
reconcile difference between what is said and
what is actually done.

40. cont. Rapid Analysis Method
• Observe 40%
– Validate responses from various groups; identify
gaps between the various needs and the actual
situation in the environment.
• Report 1%
– Groups’ acceptance or rejection of recommendations
(note: at this point the design of the intervention can
begin at the appropriate level of training,
performance, and organization; includes partial
acceptance of recommendations with all groups
understanding how much impact intervention(s) can
have at the accepted level).