CD-ROM Based Multimedia Development

MPT 1293 : CD-ROM Based Multimedia Development

Week 2

This week we are learn about multimedia development process. As we know, there are some model we can use when we are develop our project.

1) ADDIE Model

The five phases of ADDIE are as follows: 

a) Analysis

During analysis, the designer identifies the learning problem, the goals and objectives, the audience’s needs, existing knowledge, and any other relevant characteristics.  Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project.

b) Design

A systematic process of specifying learning objectives.  Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here.

c) Development

The actual creation (production) of the content and learning materials based on the Design phase.

d) Implementation

During implementation, the plan is put into action and a procedure for training the learner and teacher is developed.  Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.

e) Evaluation

This phase consists of (1) formative and (2) summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users.  Revisions are made as necessary.

2) Waterfall Model

a) Requirement Analysis and Definition
All possible requirements of the system to be developed are captured in this phase. Requirements are a set of functions and constraints that the end user (who will be using the system) expects from the system. The requirements are gathered from the end user at the start of the software development phase. These requirements are analyzed for their validity, and the possibility of incorporating the requirements in the system to be developed is also studied. Finally, a requirement specification document is created which serves the purpose of guideline for the next phase of the model.

b) System and Software Design
Before starting the actual coding phase, it is highly important to understand the requirements of the end user and also have an idea of how should the end product looks like. The requirement specifications from the first phase are studied in this phase and a system design is prepared. System design helps in specifying hardware and system requirements and also helps in defining the overall system architecture. The system design specifications serve as an input for the next phase of the model.

c) Implementation and Unit Testing
On receiving system design documents, the work is divided in modules/units and actual coding is started. The system is first developed in small programs called units, which are integrated in the next phase. Each unit is developed and tested for its functionality; this is referred to as unit testing. Unit testing mainly verifies if the modules/units meet their specifications.

d) Integration and System Testing
As specified above, the system is first divided into units which are developed and tested for their functions. These units are integrated into a complete system during integration phase and tested to check if all modules/units coordinate with each other, and the system as a whole behaves as per the specifications. After successfully testing the software, it is delivered to the customer.

e) Operations & Maintenance
This phase of the model is virtually a never-ending phase. Generally, problems with the system developed (which are not found during the development life cycle) come up after its practical use starts, so the issues related to the system are solved after deployment of the system. Not all the problems come into picture directly but they arise from time to time and need to be solved; hence this process is referred to as maintenance.

3) Hannafin & Peck Model

a) Needs Assess

The purpose of needs assessment is to define clearly the specifications of a project. During this phase, the designer develops an understanding of the student for whom the program is to be developed, the environment in which the program will be use, the constrain within which the program will be developed, the goals and objectives the program is to achieve, and the assessment item that will be used to determine the extent to which objective have been met. The designer identifies the skills and knowledge is to acquire during the lesson, as well as those the student must possess prior to beginning the lesson.

b) Design

This model emphasizes the important of evaluation and revision. This model is linear in nature and requires completion of a particular phase before moving on to the next. It still adapt the website hierarchy design procedure. In the website design procedure. The following information on lesson procedure, clarity, efficiency and design of a lesson for the computer from was also given:

1. Instructions must be clear and unambiguous.
2. Instructions must be consistently presented throughout.
3. Basic design of the lesson must be sensible and user-friendly.
4. The lesson activities must be easy to follow.
5. The information presented (test, graphics, animation, and sound) must be readily interpreted.
6. Lessons should avoid unnecessary and distracting information.
7. The placement/design/color of instructions should be consequent throughout the lesson

c) Develop/ Implement

This phase convert the lesson from paper to the point at which it is actually used by students in the target environment. Activities during this phase include flowcharting, authoring and/or programming, Testing and debugging; documenting lesson procedures, formative evaluation, summative evaluation and revision the computer program is produced during this phase. The final product is a CAI lesson in the form of a computer program or set of programs that accomplishes the prescribed goals and objectives within the constraints identified during needs assessment.

d) Evaluation and Revision

Evaluation encompasses more then simply comparing obtained with expected student learning outcomes. Evaluation requires that factors related to attitudes, learning environment, curriculum priorities, and several other concerns are consider carefully before effectiveness can be concluded. Revision is a potential part of every aspect of the systems model. Revision in system-based approaches is ongoing, occurring at every level of the systems process.