Reeves multimedia design model
Definition
The 'Reeves Multimedia Design Model is a typical instructional systems design (ISD) model for education and training. It includes four major functions: 1) analysis, 2) design, 3) production, and 4) evaluation, i.e. a typical variant of ADDIE. Each function is divided into a set of specific activities.
The Model
Disclaimer: This model seems to have been published by Thomas Reeves some now dead Georgia Tech Web Site. Since DSchneider found the model ((c) Reeves, 1994) on an other Georgia Tech site, we assume that Thomas Reeves is the author of it. However, we do not claim that this is what T. Reeves believes to be the best design method. We are not even sure that Reeves is Thomas Reeves :)
<tpd width="194">• Instructionally ValidIMM| Process | Team | Product |
| Analysis phase | ||
|---|---|---|
| • Conducting NeedsAssessment | • Project Manager | • Needs Assessment Report |
| • Preparing AudienceAssessment | • Subject MatterExpert(s) | • Learner Profile |
| • Specifying Content andObjectives | • InstructionalDesigner(s) | • Content Outline |
| • Selecting AuthoringSystems | • Project Evaluator(s) | • Learning Hierarchy |
| • Selecting DeliverySystems | • Programmer(s) | • InstructionalObjectives |
| • Planning Project | • Authoring System Specs. | |
| • Planning EvaluationStrategies | • Delivery System Specs. | |
| • PERT Chart | ||
| • Project Timetable | ||
| • Evaluation Plan | ||
| Design phase | ||
| • Creating TreatmentSpecifications | • Project Manager | • Treatment Description |
| • SpecifyingInstructional Interactions | • Subject MatterExpert(s) | • InstructionalArchetypes |
| • Screen Design | • InstructionalDesigner(s) | • Flowcharts |
| • Flowcharting | • Project Evaluator(s) | • Scripts |
| • Prototyping | • Programmer(s) | • Format Sheets |
| • Writing ScriptsSpecifications | • Graphic Artist(s) | • IMM Prototypes |
| • Formatting Screens | • Video Producer(s) | • ImprovementSpecifications |
| • Conducting FormativeReviews | ||
| Production phase | ||
| • Authoring Interactions | • Project Manager | • Interactive Code |
| • Creating Graphics | • Subject MatterExpert(s) | • Graphics |
| • Preparing AdjunctMaterials | • InstructionalDesigner(s) | • Adjunct Materials |
| • ConductingPreproduction | • Project Evaluator(s) | • Program Documentation |
| • Conducting Production | • Programmer(s) | • Shot Lists |
| • ConductingPostproduction | • Graphic Artist(s) | • Video/Film |
| • Mastering Optical Media | • Video Producer(s) | • Audio |
| • Integrating OpticalMedia & Code | • Video Editor(s) | • Edited Video Masters |
| • Talent | • Videodisc/CD-ROM | |
| • IMM Program | ||
| Evaluation phase | ||
| • Documenting Project | • Project Manager | • Project Documentation |
| • Testing IMM | • Subject MatterExpert(s) | • Functionally Valid IMM |
| • Validating IMM | • InstructionalDesigner(s) | |
| • Conducting ImpactEvaluation | • Project Evaluator(s) | • Formative EvaluationReport |
| • Programmer(s) | • Effectiveness Eval.Report | |
| • Impact EvaluationReport | ||
Critique and discussion
As presented, this model is a linear "waterfall" model. However, you should, before implementing it, think about important "milestones" that should lead to inspection of what has to been done, what needs to changed, etc. and include revision loops (at least at the end of each phase).
In DSchneider's opinion, such design methods are very well suited for lower designs that are concerned by lower learning levels.
“The objective based design tradition presumes that knowledge exists in its perfect form in the world outside the user and that each user possesses a more or less perfect understanding of that perfect form Pedagogic practises based on this view often incorporate behavioural learning theory whereby learning was viewed as primarily dependent upon the arrangement of stimuli and the reinforcement provided for various responses. Most computer based training has been designed from such a behaviourist perspective. Reeves (1992) observes that generally these instructional technologies have had disappointing results. "Although there is some evidence that these programs are effective for learning concepts and procedural knowledge, their efficacy in the development of the higher order learning required in most education and many training contexts has been limited".” (Litchfield, 1994).
On a side note, Reeves is today rather known for eclectic views, e.g. see the pedagogic strategy article.
Links
The model presented here can be found (at least) on these web sites:
- Original dead link: http://mime1.marc.gatech.edu/MM_Tools/MMDM.html
References
Litchfield, A. (1994). Interface communication management: A user centred multimedia design model. In C. McBeath and R. Atkinson (Eds), Proceedings of the Second International Interactive Multimedia Symposium, 298-303. Perth, Western Australia, 23-28 January. Promaco Conventions. http://www.aset.org.au/confs/iims/1994/km/litchfield.html
Reeves, T. C. (1992). Research foundations for interactive multimedia. In Promaco Conventions (Ed.), Proceedings of the International Interactive Multimedia Symposium, 177-190. Perth, Western Australia, 27-31 January. Promaco Conventions. [1]