Multimedia Content Development

Instructional materials used in a traditional classroom setting can include text (books, handouts, articles), graphs, photos, films, and audio tapes. In the DL environment, these materials are digitized for delivery via a computer and/or a network. This chapter presents topics related to multimedia content development for delivery in a DL environment. First, a discussion of file and format specifications for digital multimedia content is presented; second, levels of courseware complexity are discussed; third, steps in the courseware development process are described; and fourth, commercial off-the-shelf (COTS) tools for developing multimedia instructional content and computer managed instruction (CMI) are presented.

Media Conversion Analysis and Instructional Design Considerations

In chapter two, we discussed the different variables that impact suitability for DL. Chapter three provided the capabilities and limitations of technologies that can be used for distance and distributed learning. The purpose of this chapter is to provide guidance on the major steps involved in a media conversion analysis. They include the initial screening for DL suitability, determining what portion of the course is suitable for conversion, selecting the appropriate media for conversion, determining the number of hours required for development, pricing the cost of development and maintenance, and doing a benefit/cost or return on investment (ROI) analysis. Before beginning the discussion on media conversion analysis, a life-cycle model and approach to DL projects are outlined.

Introduction

Since the dawn of human history when humans began living and working together, training and education have played a critical part in the evolution of culture and society. One of the oldest forms of training is apprenticeship, where apprentices learned their craft by working for and being mentored by their masters, learning their craft until they achieved mastery of that craft. Before the era of writing, education involved teaching survival skills to youth such as gathering food, building weapons and shelters, and teaching social skills about behavioral norms in communities. Beginning in the middle ages, centers of learning developed around the physical location of the teacher and the library of books in the scholar’s possession. In the age of computers and networks, we have finally broken through these physical limitations of time and space.

Distance Learning Implementation and Evaluation

The implementation phase of a DL or technology insertion initiative begins after 1) the results of the feasibility analysis indicate whether, and to what extent, your courses should be converted to DL, or whether they could benefit from technology insertion into existing classrooms, 2) design considerations have been worked out, and 3) development has been done with existing staff resources or contractor support. This chapter outlines the issues, processes and practical tips for implementing and evaluating your DL initiative.

Learning Variables in Distance Learning

Chapter one introduced distance learning definitions and concepts as applied to education and training. An important consideration when choosing among DL technologies is the potential effect of DL technology use on the learning experience. This chapter provides a discussion of key learning variables in the learning process and outcome. These variables characterize and differentiate the DL technologies and are used in the course evaluation and media selection process. After the learning variables are presented in this chapter, the instructional technologies are discussed and evaluated in chapter three. Finally, readers will find the details of the screening process for distance learning described in depth in chapter four.

Examples of Distance Learning Evaluation and Implementation

This chapter presents three fictitious case studies of organizations facing decisions to convert one or several courses to distance learning. As you read through the cases, you will be presented with the issues that many real organizations face when trying to decide whether, and to what extent distance learning should be implemented in their organization. Two of the cases presented depict commercial organizations, and the third represents an higher education institution. Each case presents background information on the organization, major stakeholders, and the current state of distance learning initiatives within the organization. Each case focuses on a different aspect of the analysis for distance learning. The first case covers the strategic analysis, the second presents a course conversion analysis, and the third presents an infrastructure analysis. Together, these should walk the reader through several analysis issues faced in real world situations.

Distance Learning Technologies

There are many technologies that can be used to support distance education and training. Some are used as supplements to traditional classroom environments; others are used as complete replacements for traditional lecture-based courses. While each technology might be better suited for one type of environment than another, it is important to consider its relative advantages and disadvantages. For example, some of them provide almost no interaction or communication between the learner and the instructor, or between learners. Some technologies provide limited contextual information besides the lecture material, while others provide the interested learner with a wealth of additional information. Consistent with chapter two, we must also note that some technologies allow for more flexibility by providing asynchronous support for learning, allowing learners to work at their own pace, while others are limited to a synchronous learning environment that also provides more communication possibilities. This chapter presents an overview of the various technologies that are being used in distance and distributed learning.