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MULTIMEDIA EVALUATION

Albert P. Joseph

ID No. 20052880

A Paper Presented in Partial Fulfilment

Of the Requirements of

EDID6508 Developing Instructional Media

Trimester 2 2017

Email: albert.joseph@my.open.uwi.edu

University: University of the West Indies Open Campus

Course Coordinator Dr. Leroy Hill

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TABLE OF CONTENTS

Introduction 3

Evaluators Overview 3

Things that are fine 4

Things that need revising 5

Remedying the problem 5

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EVALUATION OF MULTIMEDIA PROJECT

Introduction

The Manast Instructional Designers Inc set out to design an interactive lesson for students of

secondary school age to ensure that they were adequately prepared for the CXC Social Studies

exams. Since much work had not been done on the topic of Groups, this lesson aimed to ensure

that students were able to cover the necessary objectives. The lesson was designed based on

Gagnes Nine Events of Instruction and covered four types of groups namely primary groups,

secondary groups, peer groups and voluntary groups.

PART ONE

Once the project was designed, there was need to evaluate the reliability of the programme to

meet the needs of students. Two team experts were hired to fulfill the role of evaluators of the

project. Both persons who are versed in the field of instructional design evaluated the project

and reported based on their observations. The two evaluators for this project were Mrs. Meredith

Connor and Mr. Kion Orr.

Mrs Connor highlighted in her feedback the level of work that had gone into putting the project

together and she was very pleased that it aided in students engaging in independent study. On

the flip side, Mrs Connor made some key observations which need to be remedied. An analysis

of her comments are summarized under major headings.

- Interactivity- Throughout the course the level of activity was minimal

- Graphics- the use of graphics was overused in some slides and as a result the use of

graphic organizers could have been limited to capture the essence of the objectives
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- Instructional Strategy- In her view, the use of Gagnes Nine Instructional Events was

evident, however a few elements were absent.

- Backgrounds- There was a heavy use of floating bubbles which distracted from what was

essential.
- Quiz- The questions moved quickly across the screen. This made it difficult to read and

answer the questions.

- Further evaluation by Ms. Connor is highlighted in the table below

Criteria Evaluators Score Comments

Storyboarding - Not apparent

Organization of Content 2 Logical sequence followed.

No evidence of paths
Originality 3 Evidence of originality shown

Copyright/Documentation 1 No evidence of proper citation

and permissions
Format and Platform 3 Cross platform capable- PC or
Transferability MAC
Subject Knowledge 3 All information clear and
appropriate
Graphical Design 3 Graphics too many

Mechanics 4 Excellent. No grammatical

errors
Screen Design 1 Very few navigational tools
and buttons
Use of Enhancements 3 Video and audio
enhancements present

Things that are fine

I found that the videos were well put together. They were brief and captured the salient points

that students had to remember.

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There are several tabs which takes one to the various storyboards of the group members.

Although the storyboards are not directly on the page, it is possible to access them.

The match game brings a different element to the project. The idea of having to match the

concepts within a certain time frame would challenge the students to learn the material thus

forcing themselves to do better at each attempt.

Things that need revising

The evaluators reports have been taken in good faith. The feedback received was certainly an

eye opener. There certainly is a need for more interactivity allowing the users to be able to

navigate effortlessly through the programme. The need for greater contrast is also agreed upon

to allow for greater clarity of the text. The platform used for the project would also be revised.

There was much difficulty in getting Camtasia to work effectively and to ensure that there was

interactivity. I also agree with the evaluator that the quiz would have to be modified to allow for

sufficient time for it to be read.

PART TWO

Remedying the Problem

It was a challenge in getting Camtasia to work effectively and to ensure that there was

interactivity. The challenge also was getting a programme that did not require payment for the

software (open source software). It proved difficult. We finally were able to get some

interactive components after many attempts. Therefore one thing that would be done was to try
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other programmes for creating the multimedia project. Two programmes that have been

considered are Gomo E-learning Multimedia Tool and Composica. These tools do have trial

periods, but the final product offered would be of a better quality. These programmes would

better assist with navigation and also provide a menu of options for learners.

Additionally, an avatar or help button would be placed to provide any assistance that would be

required if the learner needed clarification during the process.

The quiz was created using Quizlet. The objective of the game was to read the question and

provide an answer before the asteroid hit planet earth. It was however found that the asteroids

moved so quickly that the student would not have had sufficient time to perform the task

required. An alternative for this game would be considered. Either a multiple choice game or

trivia would be used.

Finally, to take care of the concern of contrast this could easily be adjusted using a different font

colour or background colour.