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Leon Gray-Lockhart Multimedia Portfolio 2012


Selections from: Building Multimedia Resources Tutor training resource for Bay of Plenty Polytechnic

1 Mobile: 021-073-8168 Email:

Roles, responsibilities and processes

Relevant and engaging multimedia resources are a great aid to teaching and learning. Developing such resources is a team effort between instructional designers and subjectmatter experts. This presentation will take you through what is involved in the development of these resources. It outlines some of the planning strategies and building processes that can be employed by those involved.

The needs of learners are known and understood by the subject-matter expert (SME). This person is usually the tutor of the course being developed. The SME works with an instructional designer (ID). They interpret what the SME requires and build an easy-to-navigate, visually-attractive and learner-centred resource for them, using their technical expertise. Others involved include a project manager, group leaders and heads of schools. Occasionally 3rd parties like software programmers, internet providers, video editors and other SMEs are also involved.

Programmes Courses & Topics Subtopics Roles Design Features

It is important that the ID has a clear understanding of what the learner experience will be once the resource is completed. Click on the tabs on the left to find out more about different parts and processes associated with building multimedia resources.

Am I developing a programme, a course, a topic or a subtopic? How does the SME want this to be assessed? Who is in charge of finding the information?

Learner profile?

Tutor accesses materials to show students Material is a supplement to class work / textbooks

Learners need to access and complete online material as part of assessment The learner still operates in a tutor-led environment


Delivery Method




Delivery method refers to how learners will access the material. This impacts on how much resource material will be required. Learner relies on resource for all teaching and assessment materials Learners complete material at home or their workplace

Self-directed study takes me the longest time to create, as the amount of information independent learners need is comprehensive.


Role of Assessment

Main Menu

Assessment can either be formative or summative. The ID needs to know beforehand how each is expected to fit into the completed programme. Formative Assessment

Summative Assessment

Regularly scheduled quizzes High frequency Closely follows newly introduced material Fun, informal Results may or may not be permanently recorded

Scheduling depends on complexity of material Lower frequency Further away from newly introduced material Focussed, formal Results will be permanently recorded

I need to know what quizzes I have to create, how quiz scores will feed into the learner’s grading and the assessment access required.

Courses & Topics

Unit standards

A programme is usually divided into courses. Once the learner completes all the courses they are awarded the qualification.

Course 1

Course 2

Course 3

Course 4

Course 5

Qualification completed


I need to know how many Moodle courses to create for each programme, and how access to each is to be organised.

Topics are the different areas of knowledge that make up each course. Courses & Topics

Often topics are based around small groupings of related unit standards that share a common theme. Programme National Certificate in All Living Things Course 2 Identifying Other Animals

Course 1 Identifying Humans


Main Menu

Topic 1 The Head

Topic 2 The Torso

Topic 3 The Abdomen

Course 3 Identifying Plants

Topic 4 The limbs

In Moodle, Topics start out as numbered empty spaces within a course. I upload the learning material I create into topic spaces.

Existing material Flow of Chapters

Subtopics are topics broken down into chunks of learning material. A topic may be made up of one, or many subtopics. This depends on the complexity of the unit standards’ performance criteria.

Subtopics Subtopic 1B The Ears

Intros & Summaries Assessment Based

Subtopic 1A The Eyes

Subtopic IC The Mouth

Topic 1 The Head

Subtopic ID The Nose

Subtopic 1E The Skull

Building subtopic learning & assessment material is what I do most of the time. I need to know what to build & why I’m building it.

Existing material


Building a complete, comprehensive multimedia resource can be unnecessary as learners may already use a good textbook and support material. A multimedia resource in this case will be more useful as a wellpresented, wellpaced, integrated pathway for students to follow.

If an existing textbook covers the material well, then it will take me much less time to develop a directory-type multimedia resource.



An instructional designer is usually responsible for: Understanding how resource fits into programme

Capturing audio/video material and editing it

Editing all material to maintain consistency of style

Contacting Moodle administrator and setting up courses

Meeting SME to regularly develop learning material

Building in assessment submission functions

The look, feel, style, branding and navigation elements

Meeting SME to divide courses into topics and plan assessments

Pre-testing of programme elements

When I know what my responsibilities are, I work more effectively. It’s clear what I’m expected to do next.

A subject-matter expert is usually responsible for: S.M.E.

Understanding how resource fits into programme

Researching existing resources and identifying links to new resource

Co-ordinating the people involved in video and audio clips

Establishing contact with the ID

Writing assessment material for unit standards

Reviewing all material and giving feedback to ID

Drawing up a resource overview and plan with ID

Meeting ID to regularly develop learning material

Coordinating enduser testing of programme


Knowing what the SME is expected to do makes us both sure of where things are at in the project.


The quality of a course is often judged on the quality of how it looks. Getting the brand right for a course is an important part of an instructional designer’s role. A set brand keeps a course looking tidy and professional. A course where everything changes from topic to topic can be confusing.

Design Features

The ID ensures that banners, names, navigation buttons, graphics, fonts and colour schemes are in a consistent style through an entire course.

Brand refers to the colours and general style that I make sure I stick to when building all the different parts of a programme.

An ID often uses the SME’s existing resources as a starting point and builds a pathway for learners around them that is clear, easy to follow and logical. Start Submenu 1



Main Menu Submenu 2

Design Features




Pod cast

Video Textbook chapter Info Textbook chapter

Submenu 3


I will always ask ‘so what will I see or hear next?’ I put myself in the learners’ shoes and ask the questions that I think they would ask.

An online programme involves learning material, formative and summative assessments, and tutor and student interaction opportunities. Course introduction Topic 1


Subtopic 1A

Subtopic 1B


Review Quiz 1B

Review Quiz 1A

Design Features

Main Menu

Assessment 1A, 1B

Topic 2

Subtopic 1C Review Quiz 1C

Subtopic 2A

Online Discussion Assessment 1C

Subtopic 2B

Review Quiz 2A, 2B

Web Conference Assessment 2A, 2B

An ID and a SME work together to work out the timing of these as learners progress through the programme.

It’s important to build in things that allow for interactions between tutors and learners. I need to know how they fit into a topic.

Leon Gray-Lockhart Multimedia Portfolio 2012


Selections from: Sample E-Book Resources From Road Transport Management (Level 4) for Bay of Plenty Polytechnic

2 Mobile: 021-073-8168 Email:

• Driver licence classes cover cars, motorcycles and heavy vehicles • Based on the type of vehicle and the weight of the vehicle • Vehicles can be rigid (a truck) or a combination (a truck and trailer) • Class of driver licence depends on: • gross laden weight (GLW) for rigid vehicles • gross combined weight (GCW) for combination vehicles

Leon Gray-Lockhart Multimedia Portfolio 2012


Selections from: Certificate in Carpentry From Certificate in Carpentry (Level 3) for Bay of Plenty Polytechnic

3 Mobile: 021-073-8168 Email:

Course Banner (top of BayLearn)

Topic Banners

Exterior Cladding Quiz 1

Hey! I’m Jayce. I’m studying carpentry at Bay of Plenty Polytechnic this year – you wanna work together?

Weatherproofing 1

Weatherproofing 3

Moodle Quizzes

Flash-based Quizzes

Leon Gray-Lockhart Multimedia Portfolio 2012


Selections from: Certificate in Work Skills Special Education Programme for Bay of Plenty Polytechnic

4 Mobile: 021-073-8168 Email:

Click to edit Master title style

Preparation for Work

Health, Safety and Wellness Personal Identity and Care

Work Experience

Certificate in Work Skills Life, work, friends and fun! Hey there! Welcome to Certificate in Work Skills (Year 1) You’re going to have heaps of fun learning new skills and making new friends.

I’m Rachel. I’ll help with your reading and writing

They’ll be games and quizzes, and you’ll get a chance to share your thoughts and ideas on things. And to help you, you’ll have a great bunch of new mates to give you a hand and have fun too!

I’m Gideon. I’ll help with your maths.

Preparation for Work

My name’s Freya

1. Following Instructions 2. Communicating Face-to-Face 3. Time Management

I’m going to give you some tips and pointers about the things you need to make sure you do when you’re at work.

Health, Safety and Wellness

My name’s Naomi

1. Personal Hygiene 2. Good Health 3. Minor Illness & Seeking Help 4. Persona Safety

I’m going to give you some tips and pointers about how to look after your health, your safety and your wellness.

Personal Identity and Care

My name’s Reece

1. Personal Culture & Family History 2. Friendships 3. Out and About

I’m going to give you some tips and pointers about how important it is to work out who you are and what you believe.

Work Experience

My name’s Ted

1. Following Instructions 2. Performing Tasks 3. Working with Supervisors

I’m going to give you some tips and pointers about things you should do when you’re actually in a workplace

Enrichment & Extension My name’s Rachel

My name’s Gideon

I’m here to give you a few reading and writing tips to hep in your workplace. I like games too,

I’m here to give you a few maths challenges that will help you in workplaces. I like games and quizzes.

1. What’s the Word?

1. Place Value Games

2. Name, Do, Describe

2. Going up, Going Down

3. Letter Writing

3. Times to Divide

Leon Gray Multimedia Design  

Multimedia file demonstrating Leon Gray's instructional design style.

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