Reeves multimedia design model: Difference between revisions

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== Definition ==
== 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.  Each function is divided into a set of specific activities.
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 ==
== The Model ==


Disclaimer: This model seems to have been published by Thomas Reeves some now dead Georgia Tech Web Site. Since [[User:DSchneider|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 :)


<table border="1">
    <tr valign="top">
      <td width="247">
      <b>Process</b></p>
      </td>
      <td width="170">
      <span
style="font-weight: bold;">Team</span></p>
      </td>
      <td width="194">
      <b>Product</b></p>
      </td>
    </tr>
    <tr valign="top">
      <td colspan="3" rowspan="1" width="247">
      Analysis phase<br>
      </p>
      <br>
      </p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Conducting Needs
Assessment</p>
      </td>
      <td width="170">
      &bull; Project Manager</p>
      </td>
      <td width="194">
      &bull; Needs Assessment Report</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Preparing Audience
Assessment</p>
      </td>
      <td width="170">
      &bull; Subject Matter
Expert(s)</p>
      </td>
      <td width="194">
      &bull; Learner Profile</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Specifying Content and
Objectives</p>
      </td>
      <td width="170">
      &bull; Instructional
Designer(s)</p>
      </td>
      <td width="194">
      &bull; Content Outline</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Selecting Authoring
Systems</p>
      </td>
      <td width="170">
      &bull; Project Evaluator(s)</p>
      </td>
      <td width="194">
      &bull; Learning Hierarchy</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Selecting Delivery
Systems</p>
      </td>
      <td width="170">
      &bull; Programmer(s)</p>
      </td>
      <td width="194">
      &bull; Instructional
Objectives</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Planning Project</p>
      </td>
      <td width="170">
      <br>
      </p>
      </td>
      <td width="194">
      &bull; Authoring System Specs.</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Planning Evaluation
Strategies</p>
      </td>
      <td width="170">
      <br>
      </p>
      </td>
      <td width="194">
      &bull; Delivery System Specs.</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      <br>
      </p>
      </td>
      <td width="170">
      <br>
      </p>
      </td>
      <td width="194">
      &bull; PERT Chart</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      <br>
      </p>
      </td>
      <td width="170">
      <br>
      </p>
      </td>
      <td width="194">
      &bull; Project Timetable</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      <br>
      </p>
      </td>
      <td width="170">
      <br>
      </p>
      </td>
      <td width="194">
      &bull; Evaluation Plan</p>
      </td>
    </tr>
    <tr valign="top">
      <td colspan="3" rowspan="1" width="247">
      <br>
      </p>
      <br>
      </p>
      Design phase<br>
      </p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Creating Treatment
Specifications</p>
      </td>
      <td width="170">
      &bull; Project Manager</p>
      </td>
      <td width="194">
      &bull; Treatment Description</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Specifying
Instructional Interactions</p>
      </td>
      <td width="170">
      &bull; Subject Matter
Expert(s)</p>
      </td>
      <td width="194">
      &bull; Instructional
Archetypes</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Screen Design</p>
      </td>
      <td width="170">
      &bull; Instructional
Designer(s)</p>
      </td>
      <td width="194">
      &bull; Flowcharts</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Flowcharting</p>
      </td>
      <td width="170">
      &bull; Project Evaluator(s)</p>
      </td>
      <td width="194">
      &bull; Scripts</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Prototyping</p>
      </td>
      <td width="170">
      &bull; Programmer(s)</p>
      </td>
      <td width="194">
      &bull; Format Sheets</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Writing Scripts
Specifications</p>
      </td>
      <td width="170">
      &bull; Graphic Artist(s)</p>
      </td>
      <td width="194">
      &bull; IMM Prototypes </p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Formatting Screens</p>
      </td>
      <td width="170">
      &bull; Video Producer(s)</p>
      </td>
      <td width="194">
      &bull; Improvement
Specifications</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Conducting Formative
Reviews</p>
      </td>
      <td width="170">
      </p>
      </td>
      <td width="194">
      <br>
      </p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      <br>
      </p>
      </td>
      <td width="170">
      <br>
      </p>
      </td>
      <td width="194">
      <br>
      </p>
      </td>
    </tr>
    <tr valign="top">
      <td colspan="3" rowspan="1" width="247">
      <br>
      </p>
      Production phase<br>
      </p>
      <br>
      </p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Authoring Interactions</p>
      </td>
      <td width="170">
      &bull; Project Manager</p>
      </td>
      <td width="194">
      &bull; Interactive Code</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Creating Graphics</p>
      </td>
      <td width="170">
      &bull; Subject Matter
Expert(s)</p>
      </td>
      <td width="194">
      &bull; Graphics</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Preparing Adjunct
Materials</p>
      </td>
      <td width="170">
      &bull; Instructional
Designer(s)</p>
      </td>
      <td width="194">
      &bull; Adjunct Materials</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Conducting
Preproduction</p>
      </td>
      <td width="170">
      &bull; Project Evaluator(s)</p>
      </td>
      <td width="194">
      &bull; Program Documentation</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Conducting Production</p>
      </td>
      <td width="170">
      &bull; Programmer(s)</p>
      </td>
      <td width="194">
      &bull; Shot Lists</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Conducting
Postproduction</p>
      </td>
      <td width="170">
      &bull; Graphic Artist(s)</p>
      </td>
      <td width="194">
      &bull; Video/Film</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Mastering Optical Media</p>
      </td>
      <td width="170">
      &bull; Video Producer(s) </p>
      </td>
      <td width="194">
      &bull; Audio</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Integrating Optical
Media &amp; Code</p>
      </td>
      <td width="170">
      &bull; Video Editor(s)</p>
      </td>
      <td width="194">
      &bull; Edited Video Masters</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      <br>
      </p>
      </td>
      <td width="170">
      &bull; Talent</p>
      </td>
      <td width="194">
      &bull; Videodisc/CD-ROM</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      <br>
      </p>
      </td>
      <td width="170">
      <br>
      </p>
      </td>
      <td width="194">
      &bull; IMM Program</p>
      </td>
    </tr>
    <tr valign="top">
      <td colspan="3" rowspan="1" width="247">
      <br>
      </p>
      <br>
      </p>
      Evaluation phase<br>
      </p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Documenting Project</p>
      </td>
      <td width="170">
      &bull; Project Manager</p>
      </td>
      <td width="194">
      &bull; Project Documentation</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Testing IMM</p>
      </td>
      <td width="170">
      &bull; Subject Matter
Expert(s)</p>
      </td>
      <td width="194">
      &bull; Functionally Valid IMM</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Validating IMM</p>
      </td>
      <td width="170">
      &bull; Instructional
Designer(s)</p>
      </td>
      <td width="194">
      &bull; Instructionally Valid
IMM</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      &bull; Conducting Impact
Evaluation</p>
      </td>
      <td width="170">
      &bull; Project Evaluator(s)</p>
      </td>
      <td width="194">
      &bull; Formative Evaluation
Report</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      <br>
      </p>
      </td>
      <td width="170">
      &bull; Programmer(s)</p>
      </td>
      <td width="194">
      &bull; Effectiveness Eval.
Report</p>
      </td>
    </tr>
    <tr valign="top">
      <td width="247">
      <br>
      </p>
      </td>
      <td width="170">
      <br>
      </p>
      </td>
      <td width="194">
      &bull; Impact Evaluation
Report</p>
      </td>
    </tr>
</table>


== Critique ==
 
== 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 [[User:DSchneider|DSchneider]]'s opinion, such design methods are very well suited for lower designs that are concerned by lower [[learning level]]s.
In [[User:DSchneider|DSchneider]]'s opinion, such design methods are very well suited for lower designs that are concerned by lower [[learning level]]s.
Line 13: Line 502:
{{quotation | 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).
{{quotation | 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 rather known for  
On a side note, Reeves is today rather known for eclectic views, e.g. see the [[pedagogic strategy]] article.
 


== Links ==
== Links ==
Line 22: Line 510:
* [http://www.ceismc.gatech.edu/MM_Tools/MMDM.html Multimedia Design Model (Georgia Tech)]
* [http://www.ceismc.gatech.edu/MM_Tools/MMDM.html Multimedia Design Model (Georgia Tech)]
* [http://coe.etsu.edu/departments/cuai/danielsh/5700/tools/MMModel.html Multimedia Design Model]
* [http://coe.etsu.edu/departments/cuai/danielsh/5700/tools/MMModel.html Multimedia Design Model]
* Original dead link: http://mime1.marc.gatech.edu/MM_Tools/MMDM.html


== References ==
== References ==
Line 28: Line 518:


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. [http://www.aset.org.au/confs/iims/1992/reeves.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. [http://www.aset.org.au/confs/iims/1992/reeves.html]
[[Category: Instructional design method]]

Revision as of 16:56, 24 May 2006

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 :)

Process

Team

Product

     Analysis phase

     

     • Conducting Needs
Assessment

• Project Manager

• Needs Assessment Report

     • Preparing Audience
Assessment

     • Subject Matter
Expert(s)

• Learner Profile

     • Specifying Content and
Objectives

     • Instructional
Designer(s)

• Content Outline

     • Selecting Authoring
Systems

• Project Evaluator(s)

• Learning Hierarchy

     • Selecting Delivery
Systems

• Programmer(s)

     • Instructional
Objectives

• Planning Project

     

• Authoring System Specs.

     • Planning Evaluation
Strategies

     

• Delivery System Specs.

     

     

• PERT Chart

     

     

• Project Timetable

     

     

• Evaluation Plan

     

     

     Design phase

     • Creating Treatment
Specifications

• Project Manager

• Treatment Description

     • Specifying
Instructional Interactions

     • Subject Matter
Expert(s)

     • Instructional
Archetypes

• Screen Design

     • Instructional
Designer(s)

• Flowcharts

• Flowcharting

• Project Evaluator(s)

• Scripts

• Prototyping

• Programmer(s)

• Format Sheets

     • Writing Scripts
Specifications

• Graphic Artist(s)

• IMM Prototypes

• Formatting Screens

• Video Producer(s)

     • Improvement
Specifications

     • Conducting Formative
Reviews

     

     

     

     

     

     Production phase

     

• Authoring Interactions

• Project Manager

• Interactive Code

• Creating Graphics

     • Subject Matter
Expert(s)

• Graphics

     • Preparing Adjunct
Materials

     • Instructional
Designer(s)

• Adjunct Materials

     • Conducting
Preproduction

• Project Evaluator(s)

• Program Documentation

• Conducting Production

• Programmer(s)

• Shot Lists

     • Conducting
Postproduction

• Graphic Artist(s)

• Video/Film

• Mastering Optical Media

• Video Producer(s)

• Audio

     • Integrating Optical
Media & Code

• Video Editor(s)

• Edited Video Masters

     

• Talent

• Videodisc/CD-ROM

     

     

• IMM Program

     

     

     Evaluation phase

• Documenting Project

• Project Manager

• Project Documentation

• Testing IMM

     • Subject Matter
Expert(s)

• Functionally Valid IMM

• Validating IMM

     • Instructional
Designer(s)

     • Instructionally Valid
IMM

     • Conducting Impact
Evaluation

• Project Evaluator(s)

     • Formative Evaluation
Report

     

• Programmer(s)

     • Effectiveness Eval.
Report

     

     

     • Impact Evaluation
Report


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:

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]