Running Head: REFLECTIVE RESPONSE

REFLECTIVE RESPONSE
Patrick T. Baldwin
Drexel University
Multimedia in Instructional Design
EDU 525-901

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In this course, EDUC 525-901: Multimedia in Instructional Design, we

discussed using the DDD-E Model as described in Ivers and Barrons book,
Multimedia Projects in Education: Designing, Producing, and Assessing. In
their book, Ivers and Barron talk about a four-step process to developing
multimedia projects.
Step One is the Decide Phase. In this phase, we focused on the goals
and objectives of our multimedia project. We identified standards and set
instructional goals, decided on a specific project, assessed what skills the
students would need to already know, and determined how we would assess
the students. We were assigned cooperative groups and then assigned
specific roles to each group member.
Step Two is the Design Phase. In this phase, we focused on creating an
outline for our content, creating flowcharts for our website for this project,
and creating layouts for each individual page of the website. It was this step
that our group realized that we were not going to actually create the full
website and teach the material, but present on how we used the DDD-E
model to create the multimedia project on which our students would work.
This helped us focus on our approach to this project.
Step Three is the Develop Phase. In this phase we created multimedia
elements to enhance instruction within the multimedia unit we were
developing. We created a visual element using graphic editing programs, an
audio element using an audio editing program, a screen capture element for
direct instruction, and an animation element to support instruction.

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Step Four is the Evaluate Phase. In this phase we created a rubric for
the teacher and the students to use to evaluate the performance of each
student group project. We also created guidelines for online blogging as a
part of the evaluation process for the student projects. In this class, we had
several opportunities to evaluate the performance of each group member
and we also had the opportunity to evaluate the work of the other groups.
This course provided me with information and tools to create
multimedia projects within my own classroom as well as having the students
create multimedia projects as a means of classroom assessment. Upon
completion of this course, I have realized, however, that my initial thoughts
are very much the same as my current thoughts regarding the use of
multimedia in my classroom. The high school concert band is very much a
hands on class setting in which students must rehearse music on a daily
basis in preparation for various performances throughout the year. Student
growth and achievement is measured through formative assessment daily
via observation. Other than the possible use of media components for
student and peer assessment, taking the time to work on multimedia
projects is impractical given the time constraint already placed on the class.
In the future, should I be afforded the opportunity to teach a more
classroom type class, I can see many benefits to using multimedia in the
classroom for presentations, projects, and assessments. Students are so
much more technologically minded in this 21st century, and I can see

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multimedia being a means to keeping students motivated about their own
learning process.