Framework
for the Multimedia Development Process
By Helen Barrett
The
multimedia development process usually covers the
following stages:
Assess/Decide, Plan/Design, Develop, Implement, Evaluate
(Ivers
& Barron, 1998).
Assess/Decide
In
the first stage, in the case of a multimedia presentation,
the focus
is on a needs assessment of the potential audience, the
presentation
goals, and the tools that may be most appropriate for the
presentation
context. When developing an electronic portfolio, the
focus is on
the audience for the portfolio, the learner goals that the
portfolio
should be demonstrating. These goals should follow from
national,
state, or local standards and their associated evaluation
rubrics
or performance indicators. This stage in the portfolio
development
process should identify and describe the assessment
context.
Design/Plan
In
the second stage of multimedia development, the focus is
on organizing
or designing the presentation. The focus is on determining
audience-appropriate
content and presentation sequence, constructing
flowcharts, writing
storyboards. This is also the time to determine
audience-appropriate
software, storage, and presentation medium. When
developing an electronic
portfolio, the focus is also on describing the audience(s)
for the
portfolio, whether they be the student, parent, college,
community,
or any other stakeholder in the assessment process. Now is
the time
to determine content of portfolio items (by context) and
the type
of evidence to be collected; determine which software
tools are
most appropriate for the portfolio context; and determine
which
storage and presentation medium is most appropriate for
the situation.
Develop
In
this third stage of multimedia development, the focus is
on gathering
multimedia materials to include in the presentation,
organizing
the materials into a sequence (or with hypermedia links)
for the
best presentation of the material, using an appropriate
multimedia
authoring program. When developing an electronic
portfolio, the
focus is on gathering multimedia materials that represent
a learner’s
achievement and including those artifacts in the
portfolio. This
is where the artifacts can be linked to standards. In
electronic
portfolio development, students also record their
self-reflections
on their own work and achievement of the goals/standards.
Teachers
record feedback on student work and achievement of
goals/standards.
The final part of this stage is to organize the material
using hypertext
links between goals/standards, student work samples,
rubrics and
assessments.
Implement
In
this fourth stage of multimedia development, the developer
gives
the presentation. In electronic portfolio development, the
portfolio
is recorded to appropriate presentation and storage
medium. The
electronic portfolio is also presented to an appropriate
audience,
by the student in age-appropriate situations.
Evaluate
In
this final stage of multimedia development, the focus is
on evaluating
the presentation’s effectiveness. In electronic
portfolio development,
we not only evaluate the portfolio’s effectiveness in
light
of its purpose and the assessment context; we also use the
portfolio
evidence to make instruction/learning decisions. In some
cases,
we may collect exemplary portfolio artifacts for
comparison purposes.
Reference
Ivers,
K., & Barron, A. E. (1998) Multimedia projects in
education.
Englewood, CO: Libraries Unlimited, Inc.
Back
to “Create Your Own Electronic Portfolio”
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to the online supplement
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Helen Barrett (afhcb@uaa.alaska.edu) has been involved in educational technology and staff development
in Alaska for the past 17 years. She currently coordinates educational
technology for the School of Education and advises the New Media Center
at the University of Alaska Anchorage. You can contact her at 907.786.4423
or visit the internationally known Electronic Portfolio Web site (http://transition.alaska.edu/www/portfolios.html).
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Copyright © 2000, ISTE (International
Society for Technology in Education).
All rights reserved.
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