Digital Media Development Models and Processes

Abstract

In this chapter, we describe different Models and Processes used to design instructional media including ADDIE, Rapid Prototyping, AGILE, SCRUM, Waterfall Model and the BSCS 5e Instructional Model. We also describe different ways of conducting a front-end analysis, including needs assessment, learner analysis, context analysis, and technology analysis. We then discuss designing and developing digital media, along with creating flowcharts, storyboards and prototypes and the final product of your media-infused instructional modules. Finally, we discuss ways to effectively implement digital media with your target audience along with evaluating the outcomes and effectiveness of implementing digital media for learning.

Professional Practice Case Study

Creation of the Green Field Lake Park Elearning Module

GreenField Lake Park, Lucas Gillispie, Newman Lanier and Fran Strauss

The following is a case study of the design and development of an elearning module describing a tour of the Greenfield Lake Park (GLP).

Analysis

This elearning module is designed to present an overview of Greenfield Lake Park (GLP) by providing introductory information to potential visitors. The intended users are visitors to the Cape Fear River Watch website and will range in age from elementary school-age children to adults. Because of the wide age range of potential users, the module will present basic information regarding the park, activities available, and an introduction to the flora and fauna found in the surrounding habitat. The instructional module will provide access to useful information about the many aspects of Greenfield Lake Park, and it will promote and attract visitors to the lake. It is our hope to showcase this wonderful resource while educating the public about the park and the life that inhabits the environment there.

Instructional Problem

Greenfield Lake Park attracts many visitors each year, especially families, due to the variety of activities available. Parents visiting the park often have a common set of questions regarding park facilities and amenities (parking, picnic areas, and available activities). Inquisitive children, visiting with their families, are typically curious about the wildlife living in and around the lake. It is not uncommon for children to ask their parents a question like, “What sort of tree is that?” or “What kind of birds are those?” Visitors to GFP may not fully appreciate and or be able to discuss with their children the lake environment and its inhabitants. Parents may feel ill-equipped when children ask questions like “What is that green stuff in the lake?”

Providing necessary park information prior to the visit can improve the quality of the family visit and hopefully, result in a return to the park at a later date. The virtual park experience prior to the actual visit can be the starting point for a dialogue between children and their parents or possibly teachers, concerning the local wildlife and environmental issues surrounding the lake. By giving parents simple answers to common question about the lake and its environment, families will enjoy and use the lake more.

Learner Analysis

This module is designed to provide general information for visitors to Greenfield Lake Park and will potentially be used by both adults and children. The age, educational levels and computer abilities of adult visitors will vary greatly and therefore, the module will need to be user friendly on an introductory level. This will also allow the module to be easily accessible to a wide range of children. The program will target both new and returning visitors to the park. The target audience will need to have basic computer skills, including knowledge of how to access a website. Additionally, the project team will investigate the possibility of a Spanish Language version of the module to accommodate the large Spanish speaking population of park visitors .

Context Analysis

The targeted audience will be accessing this program from internet connected computers using a web browser. To access the interactive components of the web-based instructional module, the user will need a computer with an Internet connection, a current web browser such as Mozilla Firefox 2.0 or Internet Explorer 7. They will also need the Adobe Flash Player, which is available as a free download at http://www.adobe.com. Speakers will allow the user to experience the audio portions of the module. The typical Internet user will already have these components. Because of the highly portable nature of Flash and the web-based delivery of this module, the instruction will be highly accessible. The module will be accessed through a link on the Cape Fear

Instructional Solution

Time is tight and a web-based instructional module allows for the user to gather information twenty-four hours a day, 7 days a week via the Internet. Busy parents will use the Internet to search for Greenfield Lake Park in order to get logistical information such as directions, activities and parking. With this module, we hope to expand the use of the CFRW site (where the instructional module is hosted and accessed) to include learning activities about the lake’s inhabitants, and environmental issues affecting the park. The web-based instructional module format allows for:

• Persistent access to the information, via the Internet.

• Exploration of the material on their own time, at their own pace and potentially, multiple times, depending on the learners’ needs.

• A fun learning experience for both adults and children.

• Assessment activities that provide feedback to the user and reinforce the learning process.

• Interaction with subject matter experts working within the park and can be easily accessed by a large population.

• A multimedia experience to entice visitors of all ages.

• Learners to be motivated to visit the park and experience the things viewed in the module.

Design

Instructional Objectives and Assessment

This module included six objectives. The first two to address some basic park history and provide an orientation to the park. The latter four objectives are focused on the environmental and safety aspects of the park.

Sample Objectives and Test Items

#	Objective	Test Item
1	Given a list of statements, the learner will identify true statements regarding the history of Greenfield Lake.	Directions: Identify the correct responses for the question below by using your mouse to place a check in the box(s) to the left of each statement that is true. Which of the following statement(s) concerning Greenfield Lake is/are true? – Greenfield Lake started as a mill pond for Mr. Smith in 1906. – The city of Wilmington made the lake and the park in the 1950’s as a memorial for the veterans of WWII. – A marathon dance contest was conducted at Greenfield Lake and is recorded in the Guinness Book of World Records.
2	Given a list of activities, the learner will identify activities that can be included in a day’s visit to the park.	Directions: Identify the correct responses for the question below by using your mouse to place a check in the box(s) to the left of all true statements. Your family may participate in which activities while visiting Greenfield Lake Park? □ Biking □ Walking □ Running □ Picnics □ Swings □ Swimming Boating □ Fishing □ Bird watching

Sample Content Outline

	Section	Description
I.	Introduction	1. Welcome 2. Introduction and purpose 3. How this module works
II	History	□ Beginning – ownership and use □ Dedication markers □ City maintenance □ Natural vs man-made
III	Orientation	□ Park rules □ Hours □ Location of parking □ Location of activities • Picnic • Swings • Skateboard ramp • Boats • Trails • Markers • Picnic shelters • Benches and bridges • Walking • Biking • Fishing • Permits • Keep the fish □ Bathrooms

This instructional module uses the metaphor of a walk around the lake with a child. There will be a map with station points with relevant information about that station. The program will make use of pictures of the park, videos and animation to engage and inform both adults and children.

Instructional Flow

Screens in the Module

Welcome Screens

The learner will be welcomed to the Greenfield Lake site through the title slide. The next few slides will state the purpose of the module, a basic content outline and provide module navigational instruction.

Objectives and Instructional Content

Each of the six instructional units will be presented with an introduction slide informing the learner of the objectives and basic content to be covered. The screens will display pictures which correspond to the presented textual information in order to maintain the user’s attention and to improve learning. Each slide will be developed using the CRAP principle (Contrast, Repetition, Alignment and Proximity) and will be consistent in layout, screen design and navigation.

Practice Activities

Each unit will contain practice activities to allow the learner to apply the information presented in the current unit. The activities will mimic the assessment items found at the end of the module, however will not be in the format of a test question. Rather they will include fun drop/drag or matching activities.

Review and Assessment

Each unit will end in a one slide review of the presented information. The assessment items will be presented upon the conclusion of the last unit in order to measure the learning that occurred with the user .

Storyboard

Development

The screen below is a mockup of a screen that was designed.

Mock up

Final Screens

Evaluation

Participants

The module was tested on 6 individuals. All were motivated participants and interested in learning about Greenfield Lake Park.

Process

A pretest was administered at the beginning. After completion, each participant was provided with the site link for the instructional module. The evaluations were conducted one-to-one, and all participants were observed during the review of the module. After completion of the module, each participated completed a posttest and a survey to collect their attitudes toward the module.

Pretest and Posttest

Both the pretest and posttest had three questions for each of the six objectives, for a total of 18 questions. The objectives were tested using multiple choice and true/false items. The comparison of the data between the pre and posttest is used to access the overall learning of the students. Test data also identified learner’s knowledge of specific objectives.

Student Attitude Survey

The attitude survey consisted of two sections. The first part contained five categories (Site Validity, Content, Structure, Navigation and Function, Format and Layout and Overall Features). The participants needed to place a mark in the correct box to the right of the statement that best represented their level of agreement with the statement. A five point Likert scale (Strongly agree = 5; Agree = 4; Unsure = 3; Disagree = 2; Strongly agree = 1) was used to measure their responses.

The second section contained three open-ended questions used to evaluate what they liked best and least about the module and any suggestions they had for improvement.

Observations

The evaluations were conducted one-to-one and the participants were observed individually. The students appeared very comfortable using the module as it is designed to be self- study. No questions were asked by the participants during the evaluation.

Data-Collection Procedures

The entire module took an average of 30 min. Both the pre and posttest were administered on paper. The attitude survey was given after the posttest. The tests and surveys were collected and scored.

Open-Ended Questions

The following were the responses received to the three open ended questions on the attitude survey. The open ended questions were about what the participants liked the least and the best in the module and suggestions for improvement.

Features they liked the best about the module:

• 1. Learning about the history of the park.

• 2. The pictures on each section and the stationery panoramic picture at the top. The whole thing was very enjoyable and easy to follow.

• 3. The level of learner interactivity! The animation was great! Very interesting topic!

• 4. Interactive, entertaining and enjoyable.

• 5. The flow was very easy and made it easy to understand.

• 6. The animations.

Features they liked the least about the module:

• 7. One of the tests was missing a reset action, so I could not try my answer again.(see revision 1)

• 8. It took a while to load, but that could be my computer.(see revision 2)

• 9. The safety section, p. 9, was a little difficult to see the pictures clearly before clicking on them.(see revision 3)

• 10. When I was finished with each section, I had to go down to the menu bar to click to the next section. It would be nice to have the option to move right into the next section.(see revision 4)

Suggestions for improvement included:

• 11. The little test on safety, p.10, it took me a few minutes to get that I was to drag the symbol into the box. I was trying to drag it past the moving object! (see revision 5)

• 12. No, I really enjoyed it!

• 13. I’m not crazy about the gray font color on some of the screens. Makes it difficult to read.(see revision 6)