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Designing Multimedia for Student Reflection: Lessons From a Team Collaboration and Debrief

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Participate and share : Poster


Sunday, November 29, 11:00 am–12:00 pm PST (Pacific Standard Time)

Catherine Bacos  
Iesha Jackson  
Gary Gates  
Benjamin Root  
Elizabeth Barrie  

Learn how an online course development team — teacher, instructional designer, artist, programmer, administrator — collaborated on designing multimedia learning experiences to support student reflection and critical thinking on readings about real-world issues. Hear about the lessons learned from their collaboration and best practices for technology-enhanced learning.

Audience: Coaches, Teachers, Teacher education/higher ed faculty
Skill level: Beginner
Attendee devices: Devices not needed
Topic: Instructional design & delivery
Grade level: Community college/university
ISTE Standards: For Coaches:
Teaching, Learning and Assessments
  • Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.
For Educators:
Collaborator
  • Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
Designer
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

Proposal summary

Purpose & objective

Given the challenging task of designing their first online course, teachers need timely and effective technology professional development support in not only online teaching but designing technology-enhanced learning experiences (Downing & Dyment, 2013). A question that arises is how teaching in a classroom setting translates to an online setting. To address challenges such as reduced learner interaction with course content (Xiao, 2017; Zimmerman, 2012) and lower student satisfaction resulting from perceptions of greater demands in online environments compared to face-to-face (Mullen & Tallent-Runnels, 2006), traditional reading and reflective writing activities can be enhanced using technology such as digital tools and resources to design multimedia learning experiences.

The purpose of this presentation is to demonstrate the collaborative process of designing a multimedia learning experience from an interdisciplinary team perspective. Specifically, the collaborative design of a multimedia learning experience will be presented as a design thinking approach (Brown & Kātz, 2019; Gibbons, Boling, & Smith, 2014) to using technology to assess learning and effectively engage students in reflective and critical thinking of concepts from the readings and activities in an online graduate-level course. Participants will learn best practices in collaborative instructional design when planning technology-enhanced learning experiences from the perspectives of a university's online course development team (i.e., teacher, instructional designer, artist, programmer, and administrator). The results of the collaborative design will be shared, an authentic multimedia learning experience that engages students and aligns with the objectives and foundational concepts of the online course.

Supporting research

Brown, T., & Kātz, B. (2019). Change by design: How design thinking transforms organizations and inspires innovation. New York, NY: HarperCollins Publishers.

Downing, J. J., & Dyment, J. E. (2013). Teacher educators' readiness, preparation, and perceptions of preparing preservice teachers in a fully online environment: An exploratory study. The teacher educator, 48(2), 96-109.

Gibbons A.S., Boling E., Smith K.M. (2014) Instructional design models. In: Spector J., Merrill M., Elen J., Bishop M. (eds) Handbook of Research on Educational Communications and Technology. New York, NY: Springer.
Hokanson, B., & Gibbons, A. (2013). Design in educational technology: Design thinking, design process, and the design studio. Cham: Springer.

Mullen, & Tallent-Runnels. (2006). Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms. The Internet and Higher Education, 9(4), 257-266.

Rapanta, C., Maina, M., Lotz, N., & Bacchelli, A. (2013). Team design communication patterns in e-learning design and development. Educational technology research and development, 61(4), 581-605.

Xiao, J. (2017). Learner-content interaction in distance education: The weakest link in interaction research. Distance Education, 38(1), 123-135.

Zhang, D. (2005). Interactive multimedia-based e-learning: A study of effectiveness. The American Journal of Distance Education, 19(3), 149-162.

Zimmerman, T. D. (2012). Exploring learner to content interaction as a success factor in online courses. The International Review of Research in Open and Distributed Learning, 13(4), 152-165.

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Presenters

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Catherine Bacos, University of Nevada, Las Vegas
Graduate student

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Iesha Jackson, University of Nevada Las Vegas
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Gary Gates, University of Nevada, Las Vegas
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Benjamin Root, University of Nevada, Las Vegas
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Elizabeth Barrie, University of Nevada, Las Vegas

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