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5. Evaluating instructional multimedia
The following
guidelines are based on educational technology research and experience.
You may wish to refer to these principles if you are designing a new instructional
multimedia program or evaluating an existing program. Certainly, there are
exceptions to any rule and principles that may not have been included here.
Please use this list as a guide when reflecting on the design of instructional
multimedia rather than a rigid standard for practice. For more information,
Welsh (1998) provides a highly readable discussion of the design and production
of instructional multimedia applications.
Principles for effective instructional multimedia
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The program is compelling for learners |
novelty, surprise, or humour is used to enhance motivation learners are shown how what they learn will help them
solve problems or perform tasks in the real world anecdotes and case studies breathe life into the content
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The program is academically credible |
information contained in the program is current and accurate pertinent theories, principles, and procedures are represented
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Learners know what to expect |
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The navigation system is efficient and well planned |
on-line help is available at all times menus, buttons, and other controls are used consistently
throughout the program directions and overt signals let learners know what they
are supposed to do users are informed of their location in the program through
the use of titles, frame numbers, and other indicators students can select study and practice sequences that
are best for them
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The visual layout promotes learning |
content is broken into units that are small enough to be readily learned long, linear sequences of screens are avoided the text is organized into short, easy-to read paragraphs
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Media elements are used wisely |
a variety of media is used to effectively illustrate facts, concepts,
principles, and procedures the various media employed complement rather than compete
with each other graphics, fonts, and other visual elements are legible,
functional, and attractive
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The application supports active learning |
learning objectives are matched with appropriate learning activities the unique capabilities of the computer provide meaningful
interactivity and feedback learners are provided with opportunities to check their
level of understanding explanatory feedback is provided for both correct and
incorrect responses learners are able to develop an in-depth understanding
applying their skills and knowledge in complex, real-life context.
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References
Alessi, S. M. and Trollip, S. R. (1991) Computer-based Instruction: methods
and development (2nd Ed.). Englewood Cliffs, New Jersey: Prentice Hall.
Gagné R. M. (1985) The conditions of learning (4th Ed.). New York:
Holt, Rinehart and Winston.
Park, I. and Hannafin, M. J. (1993) Empirically-based guidelines for the
design of interactive multimedia. Educational technology and research
journal, 41(3), 63-85.
Welsh, M. (1998) Orchestrating Multimedia. Toronto: Irwin Publishing.
The original version of this article may be found at
www.humanities.ualberta.ca/tlc
© 2002 Academic Technologies
for Learning, University of Alberta.
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