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Multimedia Production Process

Guides for Multimedia Development Heading link

Videos will be added to provide you with guidelines and best practices for multimedia development.

Examples include:

  • Embedding interactive elements in Echo360 videos
  • More to come

Embedding Interactive Elements in Echo360 Videos Heading link

This short video shows how to embed interactive elements such as multiple-choice questions at specific timestamps in Echo360 videos.

Media Development Production Process Example Heading link

This sample media production process is adapted from Northwestern University’s guidelines for media development.

Part 1: Introductory Conversations Around Media Development

It is a good idea to work with your instructional designers / technologists, learning designers, and graphic / video experts.  The sections below highlight a sample workflow for the multimedia development process.

In part 1 of the media development process, faculty and instructional / learning designers share and discuss ideas for media content. These discussions include what types of media might be developed and for what purpose.

For each idea proposed, the group should discuss and generate an outline for each item. The idea generation for media or tools should occur after or along with any activities to survey the field for existing materials, such as electronic or physical textbooks, articles, or other existing media with a goal of supplementing areas of the subject matter that are not adequately covered by existing materials. The outline requires:

  • a title or working title for the item
  • a summary of the content’s purpose and indication of one or more learning outcomes the content is designed to support
  • a description of the item which explains the student interaction and proposed media type
  • examples of similar media that can serve as a style guide or source of inspiration, as well as any rationale for remaking, reimagining, or adapting an existing material

After the outlines have been created, there is an opportunity to eliminate ideas that are good in theory, but don’t measure up to the proposed impact on learning. Depending on the number of proposed ideas, the team may need to prioritize the order they are developed or if some ideas may need to wait until a later project.

A discussion may need to occur between the development and curricular teams focusing on the scope of the proposed media plan to determine must-haves and prioritize production needs and schedules.

Development Team: At this stage in course development the development team Instructional / Learning Designer (ID) and subject-matter experts (SME) are proposing the inclusion of media items, regardless of their potential medium or presentation format. While both curated (existing) and created (new) materials are decided on during this part, this process applies primarily to the proposed development of newly created content.

Faculty + Instructional Designers + Project Managers: Faculty, IDs, and Program Managers (where applicable) review the media plan portion of the blueprint and provide feedback. Priority = HIGH

Part 2: Pre-Production and Development

In part 2, ideas are outlined, scripted, and developed into working prototypes. Outlines, scripts, or prototypes will vary based on proposed media types. This can include draft scripts, wireframes, story boards, guest speaker questions, guest speaker scheduling, napkin drawings or mock-up design concepts, etc.

This phase of pre-production includes a thorough search for existing content in a variety of formats. Found items should be reviewed for their adherence to the support of the achievement of proposed learning outcomes.

This phase of pre-production might also include rehearsals, sample drawings, tool testing, false starts and near misses.

Development Team: Script writing and script revision should occur immediately following the phase 1 submission, in parallel to the creation of core course content. For example, courses that are designed sequentially by module, script writing should occur concurrently with the creation of other items related to the module-level learning objectives.

Faculty + Instructional Designers + Project Managers: Faculty may be asking for proof of concept (POC) at this stage. Where POCs are provided, faculty + IDs review content and provide actionable feedback and suggestions. Estimated costs (if any) and timeline to produce media should be approved at this time. Priority = HIGH

In part 3, production development of the learning object is occurring. The completed part two version may need to live as a stand-in for the proposed media alternative.

Development Team: Design team is stewarding the production process of producing drafts, facilitating rehearsals/table reads, scheduling locations. Coordination of production and post- production with development staff, faculty, and external personnel is happening.

Faculty + Instructional Designers + Project Managers: Approve the finished product. This is happening concurrently with the course review and approval process. Priority = LOW

Even if you follow all the steps up to this point, your final production may not arrive at the intended outcome and may not be implemented in the course.