Course Guide

3T-2022-2023

Introduction

Welcome to EDS 153: Design of Educational Multimedia Materials!

In today's digital age, multimedia materials have become an integral component of

teaching and learning. Studies have shown that multimedia materials help enhance
learner engagement, provide greater accessibility, make the learning of the subject
matter more valuable/meaningful, help increase retention, and improve collaboration
among members of the class.

In this course, you will be provided with the knowledge and understanding of the
principles and practices involved in creating effective educational multimedia
materials. We will delve into the planning, designing, and producing effective
educational multimedia; which will include examining the various media modalities
and their applications to teaching and learning.

From understanding the fundamentals of multimedia design to incorporating visual

elements, sound, video, graphics, and animation, you will also develop the skills
needed to create appealing and impactful multimedia materials.

The course will also discuss the importance of front-end analysis and instructional
design, ensuring that your multimedia materials align with your learning objectives
and can cater to the diverse learning needs of students.

Furthermore, we will also discuss the crucial stage of field-testing and evaluation,
enabling you to assess the usability and effectiveness of the educational multimedia
materials that you shall produce.

Course Prerequisites
EDS 112 Principles of Instructional Design
EDS 113 Principles and Methods of Assessment
Course Goals
1. To appreciate how educational multimedia materials (EMM) can support and
enhance learning;
2. To understand the principles of effective educational multimedia design; and
3. To develop skills in designing, developing, and evaluating educational multimedia
materials (EMM).

Course Objectives
After completing this course, you should be able to:
● differentiate the different media modalities;
● discuss the uses of educational multimedia materials (EMM) in
technology-supported learning environments;
● discuss the principles of effective educational multimedia design;
● apply sound instructional design principles in the design and evaluation of
educational multimedia materials (EMM); and
● assess sample educational multimedia materials (EMM) using these principles.

Course Outline

Unit I. Basic Concepts of Educational Multimedia

Module 1. Media modalities
Module 2. What is multimedia?
Module 3. Multimedia in Education

Unit II. Designing Educational Multimedia Materials (EMM)

Module 4. The multimedia development process
Module 5. Front-end analysis and instructional design in the multimedia development
cycle

Unit III. Developing Educational Multimedia Materials (EMM)

Module 6. Developing the visual elements: principles of visual design
Module 7. Integrating sound, video, graphics, and animation
Module 8. Field-testing and evaluation of educational multimedia materials (EMM)

Course Materials
The course will be taught using a series of online and offline activities on designing
educational multimedia materials.

Different educational multimedia materials will be used in the course – text-based

modules/reading materials and audio and video materials

There will be individual as well as group activities that you shall accomplish via
MyPortal.
Study Schedule
This study schedule is designed to serve as your guide as you navigate through the
different learning tasks and activities. Do take note of the essential activities you need
to complete and the corresponding deadline for each activity.

To ensure you are able to successfully accomplish the various academic tasks on
time and track your progress, we also recommend each one of you to create a weekly
to-do list. You may also practice getting ahead of the provided schedule so you have
more time to digest the knowledge shared in this class and complete your
assignments.

You are the best judge of your own abilities and capabilities. Utilize this
self-awareness to plan your study routine and academic workload in a manner that
aligns with your strengths and preferences. With a well-structured plan in place, you
will be better equipped to achieve your academic goals.

Week Topic Activity

19-25 June Preliminary Activities ● Join Self-Introduction

Forum
● Answer Diagnostic
Assessment
● Download course
materials
● Form a Group

26 June - 2 July Module 1. Media modalities ● Read the study guide

Module 2. What is and reading resources
multimedia? for modules 1 & 2
● Collaborate with your
groupmates

3 - 4 July
Quiz 1 (Media Modalities and What is Multimedia)

3-16 July Module 3. Multimedia in ● Read the study guide

Education
Module 4. The multimedia
development process
Module 5. Front-end
analysis and instructional
design in the multimedia
and reading resources
for modules 3-5
● Collaborate with your
groupmates
● Start conceptualizing
your FMA 1
 development cycle

17 July - 31 July ● Continue and finalize

your FMA 1

31 July 2023 Deadline for FMA 1

1- 7 August Module 6. Developing the ● Read the study guide

visual elements: principles and reading resources
of visual design for module 6
● Collaborate with your
groupmates regarding
your FMA 2

8-14 August Module 7. Integrating ● Read the study guide

sound, video, graphic, and and reading resources
animation for module 7
● Collaborate with your
groupmates regarding
your FMA 2

19-20 August, Quiz 2 (Principles of visual design)

15-20 August Production Week

21-28 August Production Week

28 August 2023 Deadline for FMA 2

29 August - 3 September
Reading Break

4 -10 September Module 8. Field-testing and ● Read the study guide

evaluation of educational
multimedia materials
(EMM)
and reading resources
for module 8
● Reconvene with your
group and start
creating your Pecha
Kucha

11-23 September Pecha Kucha Creation

23 September 2023 - Deadline for Pecha Kucha

Course Requirements
 Quizzes (2 quizzes) 10%
FMA 1: Concept Paper 35%
FMA 2: Development/Production of Educational Multimedia Material 35%
Final Exam: Pecha Kucha 15%
Peer Evaluation 5%
Total 100%

Quizzes
To assess your comprehension of the course materials, quizzes will be administered
online through MyPortal.

Faculty Marked Assignment

FMA 1: Concept Paper (Group Task)

Objective:
The objective of this assignment is to write a concept paper about the production of
an educational multimedia material (EMM), which will be about any of the 17 UN
Sustainable Development Goals. Through this assignment, you shall be able to
achieve the following learning objectives:

● Differentiate the different media modalities.

● Discuss the uses of educational multimedia materials in
technology-supported learning environments.
● Discuss the principles of effective educational multimedia design.
● Apply sound instructional design principles in the design and evaluation of
educational multimedia materials (EMM).

Tasks:
1. Choose your group’s topic, which should be one of the goals from 17 UN
Sustainable Development Goals.
2. Decide what type of educational multimedia material you shall produce. Consider
the following maximum allowable length/number for each multimedia material:
a. video - 3 to 5 minutes
b. animation - 3 to 5 minutes
c. website - 1 functional website
d. interactive infographics - 6-10 pages
e. podcast - 5 to 10 minutes
f. 1 VR - functional VR design
g. Interactive PowerPoint–20 slides
3. Do a Front-End Analysis, which shall guide you in developing your concept paper.
4. Create your concept paper. Your concept paper shall include but not be limited to
the following:
a. Introduction
i. Background and significance of educational multimedia production
ii. Purpose and objectives of the concept paper
b. Problem Statement
i. Identification of the educational need or problem that multimedia
materials aim to address
ii. Explanation of why multimedia production is a suitable solution
c. Target Audience Analysis
i. Description of the intended audience for the multimedia materials
ii. Analysis of audience characteristics, including age, educational
background, and learning preferences
d. Learning Objectives
i. Clear articulation of the specific learning objectives the multimedia
materials aim to achieve
ii. Alignment of the objectives with the target audience and identified
educational need
e. Content Outline
i. Breakdown of the key topics or themes to be covered in the
multimedia materials
ii. Organization of content based on logical progression and
instructional design principles
f. Multimedia Elements and Modalities
i. Identification of multimedia elements to be incorporated (e.g., text,
images, audio, video, interactive elements)
ii. Discussion of the modalities through which the multimedia materials
will be delivered (e.g., web-based, mobile applications, offline
access)
g. Design and Development Process
i. Overview of the instructional design and multimedia development
process
ii. Explanation of the steps involved in creating the multimedia
materials, including content creation, media production, and
integration
h. Interactive and Assessment Strategies
i. Description of interactive strategies to engage learners and enhance
their understanding
ii. Explanation of assessment strategies to evaluate learner progress
and measure achievement of learning objectives
i. Production Timeline and Resources
i. Development of a timeline outlining the key milestones and
deliverables throughout the production process
ii. Identification of the necessary resources, such as personnel,
technology, and software
j. Technology Requirements
i. Assessment of the technology infrastructure needed to support the
delivery of multimedia materials
 ii. Consideration of compatibility, accessibility, and scalability aspects
k. Evaluation and Feedback Mechanisms
i. Discussion of the methods for evaluating the effectiveness of the
multimedia materials
ii. Incorporation of feedback mechanisms to gather input from learners
and stakeholders for continuous improvement
l. Budget and Sustainability
i. Estimation of the budget required for multimedia production,
including personnel, equipment, and licensing.
ii. Consideration of long-term sustainability and maintenance of the
multimedia materials
m. Conclusion
i. Summary of the main points discussed in the concept paper
ii. Reinforcement of the potential impact and benefits of the proposed
educational multimedia production
n. References
i. List of sources cited throughout the concept paper
5. The concept paper should be from 1200 to 2000 words only.
6. Submit your output to the designated submission bin. Use this file name
convention when you submit your output:
<Group#>_EDS153_FMA1_Surname1_Surname2_Surname3 (ex. Group
2_EDS153_FMA1_Gelisan_Mangubat_DelaCruz). Note: This is a group
submission, which means only one from your group shall submit your output.
The grade to be earned from this assignment shall be the grade of each member
of the group.
Please do not wait for your group members, if the member will not respond to you
in at least two communications, proceed with the development of your
assignment.

FMA 2: Development and Production of an Educational Multimedia Material (Group

Task)

Objective
The objective of this assignment is for your group to produce the educational
multimedia material (EMM) that has been proposed in FMA 1.

Through this assignment, you shall be able to do the following learning objective:
apply the appropriate instructional design principles in the design and evaluation of
EMM

Tasks:
1. Review your submitted FMA 1 concept paper.
2. Develop the educational multimedia material based on the proposed concept.
3. Ensure that the material adheres to the maximum allowable length or number of
slides/resources, as specified in the FMA 1 guidelines.
 4. Include the names of the group members who participated in producing the
material.
5. Upload your output to the designated discussion board. If your produced EMM
cannot be uploaded in myPortal, upload it on YouTube or Google drive. Then post
on the discussion board the YouTube or google drive link, and make sure that
your submission can be accessed by all members of the class.

Final Exam: Pecha Kucha (Group Task)

Objective:
The objective of this Pecha Kucha, as your final exam, is to assess the EMM
produced by your classmates, using all the knowledge you learned from the different
modules of the course, especially from Module 8.

Tasks:
1. Select one output from the FMA 2 discussion board.
2. Evaluate the materials using the criteria provided in Module 8.
3. Create a concise Pecha Kucha presentation to showcase your evaluation.
Pecha Kucha is a presentation style where each presenter uses 20 slides, with
each slide displayed for exactly 20 seconds. The total presentation time is limited
to 6 minutes and 40 seconds. To know more about Pecha Kucha, read details
here.
In creating your Pecha Kucha, please also apply the EMM principles you have
learned in this course.
4. Submit the link to your presentation to the designated submission bin. Use this
file naming convention for your output:
<Group#>_EDS153_FMA3_Surname1_Surname2_Surname3 (ex. Group
2_EDS153_FMA3_Gelisan_Mangubat_DelaCruz).

Note: This is a group submission, which means only one from your group shall
submit your output.

Peer Evaluation
To assess your participation and contribution to your group tasks, we will be using a
peer and group evaluation form developed by Asst. Prof. Roja Rivera. This will be
posted on our course site.

Course Requirements and Grading Scheme

You are required to read all the modules and watch the video learning materials and
do all the assessment tasks or FMAs, including a quiz and join the discussion forum.

It is important to note that the amount of effort you put into the course will heavily
influence your learning. You will not be graded based on the software you use, but on
 your resourcefulness, ideation, design conceptualization, and assessment
tasks/projects completed/submitted

Faculty Marked Assignment

Every assessment task shall have 100 points as the highest score.
Assessment criteria and grade discussion shall be discussed further in the
course site.

How to submit
Make sure you have a backup copy of your submissions. Submit via the
MyPortal assignment tool ONLY. DO NOT submit your documents via email
unless specifically instructed to do so.

Grading System
Final Grade Points

1.0 98-100 Excellent

1.25 95-97

1.5 92-94 Very Good

1.75 89-91

2.0 86-88 Good

2.25 83-85

2.5 80-82 Satisfactory

2.75 77-79

3.0 75-76 Passed

4.0 60-74 Conditional

5.0 Below 60 Failed

EXT Extended

A final grade of EXT (Extended) is given only if the student has demonstrated
satisfactory performance in at least 50% of the module requirements. If you
get an EXT, you may submit lacking requirements within one year.

General Guidelines
1. Download and print this course guide. Read it over and over again, until you
understand the instructions. Post questions/queries in the designated discussion
board.
2. Print out the course guide, study schedule, and other guideline documents for
this course. Keep those in an easy-to-reach place or post in a place where you
can always see the documents, door, and study area Avoid asking your FIC or
tutor about matters that are already presented in the guide/documents uploaded in
the course site.
3. Do not plagiarise. Cite your sources, including your previous works, in your
forum posts and assignments. Include a list of references at the end of your posts
and assignments. Use the APA style of citing references (see
http://owl.english.purdue.edu/owl/section/2/10/). We will not tolerate plagiarism in
this class. Detected plagiarised work shall get a 5.0 grade for that particular FMA
where plagiarism was detected.
4. Do not use AI essay maker or other AI-powered tools in all course
requirements. Your essays and other course outputs shall be subjected to an AI
detector app. The outputs that will receive a high probability score in the AI
detector app shall be further investigated; submitting an AI-authored FMA may
result in a student or group producing an additional assessment project.
5. Avoid jokes or humorous statements in text messages that may be
misunderstood by your classmates. You may have informal conversations in our
discord channels but you still have to be respectful and mindful of the contents of
your chat messages.
6. Flaming, trolling, griefing, and cyberbullying are forbidden in this class. Do not
harass your classmates with nonsense and too personal questions.
7. Avoid grouchy responses to inquiries about basic information. Please do not
post statements like “Google it,” or “RTFM”. These are not helpful to anyone,
especially those who are novices in distance education/eLearning. Such
responses may be also misunderstood as insults.
8. Be polite and respectful when arguing/discussing in class. Do not be rude.
Name-calling should be avoided at all times. Respect the views and opinions of
others, especially those who hold views that are different from yours. The
objective of debates and discussions in education is for learners to collaboratively
produce a conclusion acceptable to everyone or arrived at agreements. It is not
for winning over your classmates.
9. Read the 15 Rules of Netiquette for Online Discussion Boards by Rhode
(2014). If you can’t access the embedded link, try to use this link:
https://www.jasonrhode.com/15-rules-of-netiquette-for-online-discussion-boards#s
thash.lcT1VXHZ.dpuf.
10. Protect your privacy. Think before you post. If you wish to share something
private with a particular member/s of the class, email or message him/her directly.
11. You have the right to ignore people you don't want to talk to. Be prudent with
complaints or reports of abusive behavior. We expect you to be able to resolve
conflicts among yourselves as adults. When you have exhausted all reasonable
means to resolve the conflict, you may elevate it to the FIC or a higher office.
 12. All submitted output beyond the deadline will be subjected to a deduction of
points. Five points will be deducted for every week of delay.
13. Never ask for an exemption from a required task. Including asking for an
exemption from group tasks.
Group activities are designed to make one experience working with a team to help
develop one’s capability to be a team player, learn negotiation skills, and enhance
leadership skills, among others.

About the Faculties-In-Charge

This is a team teaching class, where two faculties-in-charge will manage and moderate
the class.

Ms. Luisa A. Gelisan

Asst. Professor Gelisan, is a new full-time faculty member of the Faculty of Information
and Communication Studies, at UP Open University (UPOU). Though she has been with
UPOU since 1997 where she has served as an Information Officer at the Office of the
Chancellor, then later as a University Researcher, and then later as Director of the UPOU
Multimedia Center (and concurrently served as the Center's Director). Her
undergraduate degree program is a Bachelor of Development Communication, major in
Community Broadcasting, from UP Los Banos while her graduate degree program is
Master of Development Communication from UP Open University.

Upon graduation from UP Los Baños, she worked at the Institute of Development
Communication’s Radyo DZLB as a Station Manager, Scriptwriter, Program Producer,
and trainer. After working in UPLB for more than a year she moved on to another state
university to teach in the field of development communication. After several years, she
worked in an international research institution where her knowledge and skills in
producing text, audio, and video-based communication materials for teaching and
extension work were further developed.

Liza, as she is called by office mates and friends, serves as a resource speaker in
multimedia production-related training programs inside and outside the university; a
researcher where she was able to publish research-based articles related to multimedia
for teaching and learning; a course coordinator and course developer for a number of
UPOU massive open online courses (MOOCs); and course tutor.

You may reach her at fic.mms@upou.edu.ph.

Mr. Lexter Mangubat

Mr. Lexter Mangubat is a theater artist and director, an instructional designer, and a
multimedia specialist and enthusiast. He graduated cum laude with a Bachelor of
Education Studies degree from the University of the Philippines Open University, and he
is currently pursuing a Master of Distance Education from the same institution.
At present, Lexter serves as Deputy Director and Information Systems Researcher at the
UP Open University Center for Open and Digital Teaching and Learning- Educational
Media Production division. He also serves as a lecturer at the Faculty of Education,
UPOU, teaching game-based learning and multimedia production course.

His field of interest focuses on participatory and gamified theater, educational technology,
gamification, and interactive multimedia.

You may reach him at lexter.mangubat@upou.edu.ph or via Discord at lexgo24#9844.

General References

Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design
methods across different media. Learning and instruction, 13(2), 125-139.

Mayer, R. (2009). Multimedia Learning. Cambridge: Cambridge University Press

McGee, S and Howard, B. (1998). Evaluating Educational Multimedia in the Context of Use.
Journal of Universal Computer Science 4(3): 273-
291. Available at http://www.jucs.org/jucs_4_3/evaluating_educational_multimedia_in/Mc
Gee_S.pdf

Najjar, LJ. (2001). Principles of educational multimedia user interface design. In RW Swezey & DH
Andrews (eds.), Readings in training & simulation: A 30-year perspective (pp. 146 158).
Santa Monica, CA: Human Factors and Ergonomics Society. Available at
http://www.lawrence-najjar.com/papers/Principles_of_educational_multimedia_user_interfac
e_design.html

Nesbit, JC and Belfer, K. (n.d.) Collaborative Evaluation of Learning Objects. Available at

http://www.elera.net/eLera/Home/Articles/ColEvaluation.htm.

Packer, R. (1999). Just what is multimedia, anyway? IEEE MultiMedia 6(1): 11-13.
Available at https://www.zakros.com/bios/ReadingA.pdf Packer, R. (1999).

Reeves, T. (1991). Ten commandments for the evaluation of interactive multimedia in higher
education. Journal of Computing in Higher Education 2(2): 84-113. Available at
http://www.springerlink.com/content/n52601881l631115/fulltext.pd

Bunson, S. (2011). Front End Analysis: Blue Print for Success.

https://www.learningguild.com/articles/714/front-end-analysis-blueprint-for-success-part-1/