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Building a Comprehensive Multimedia Course for an Elementary Learning Environment



In today's digital age, incorporating technology and multimedia into the classroom has become essential. As an instructional designer, I am in the process of building a multimedia course to support video-based morning announcements in an elementary learning environment. In this blog post, I will discuss how my course uses a student-centered approach with blended instruction, knowledge management, and video production skills to create a valuable learning experience for students.


Learning Management System (LMS) or other digital sharing platforms like Google Docs are essential for effective course delivery. I opted to build my LMS into my portfolio website to provide seamless communication and collaboration between students, instructors, and parents. The course's Overview/Introduction/Start Here Module will serve as students' first point of contact, providing an engaging welcome video and text outlining the course objectives, expectations, and grading system. The course's first 1-2 modules will use a blended instructional approach, with videos, documents, and other resources provided to support students' learning.


Media is a crucial course component, given its focus on video production equipment, techniques, and editing software. Students will create their videos, gaining practical experience in these areas. The course media will offer visual aids, step-by-step guides, and real-world examples to support students' learning. In addition, apprenticeships could provide hands-on learning and skill development opportunities in a real-world setting.


To minimize cognitive overload, the course will break down the information into small, manageable chunks, using clear and concise language and examples. Through small group work and collaboration, experiential learning will also be incorporated, emphasizing active, hands-on learning.


I must address professional learning standards related to educational technology, video production, and multimedia design when developing the course. The course meets the International Society for Technology in Education (ISTE) standards for student learning, digital citizenship, educator preparation, and TEKS standards.


Teaching an online or blended course independently may seem intimidating. Still, effective teaching principles remain the same regardless of the learning environment. I can create a supportive learning environment that encourages collaboration, creativity, and growth.


In conclusion, a multimedia course utilizing student-centered approaches, blended instruction, and multimedia provides a comprehensive approach to equip students with valuable skills for the future. The effective use of multimedia, knowledge management, and video production skills prepares students for success in today's digital world.


 










 

References

Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/


Design quality online course. (2019). UBC Wiki. https://wiki.ubc.ca/Design_Quality_OnlineCourse

Iterative Design Models: ADDIE vs SAM. (2020) https://elmlearning.com/iterative-design-models-addie-vs-sam/


eLearning Toolkit. (2020). https://elearningtoolkit.uwo.ca/


McTighe, J. & Seif, E. Teaching for Meaning and Understanding – A Summary of Underlying Research. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.554.5606&rep=rep1&type=pdf


National Standards for Quality Online Learning. (2019). - https://www.nsqol.org/the-standards/quality-online-courses/


Online course design guide. (2017). MIT Digital learning toolkit. http://dltoolkit.mit.edu/online-course-design-guide/


OSCQR Course Design Review scorecard from SUNY Online (2021) - https://onlinelearningconsortium.org/consult/oscqr-course-design-review/


Quality Assurance Begins with a Set of Standards. (n.d.) https://www.qualitymatters.org/qa-resources/rubric-standards Select a QM Rubric that matches your learning context.


Standards for Professional Learning. (2015) Retrieved from https://learningforward.org/standards/learning-designs#.VzHxq2MWVlI

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