Week 16: Final Multimedia Presentations

Week 16: Final Multimedia Presentations

On campus students will be sharing their multimedia project with the class.  The final deadline however is next week, Thursday of finals week.  Please post a link to your project or attachment to the Help Forum or else to a blog post, and I'll email out to everyone a list of all the projects next week.

Some final things to do:

Fill out the course evaluation (blue thumbs up icon) in blackboard (http://bb.usu.edu) if you haven't already.

Allow guest access to your moodle course.  There was a bug in the upgrade to moodle 2.0 preventing guest access.  To fix it, go to your course -> Settings -> Users -> Enrolment methods.  Then from the popup choose 'Guest access'.  Now you can add a link to your course in your masters portfolio and tell people to click the 'Login as guest' button to access it.

Go back over the pdf copy of the job interview we did at the start of the semester to review what you have learned.

Here are some additional things you might add to your portfolio/resume:

• e-learning design
• learning management systems (moodle)
• backward design framework
• constructivist instructional design
• problem-based learning
• whatever multimedia tools/skills you learned, such as screencasts
• other things you feel you learned and would feel comfortable doing if asked to, such as assessment and evaluation
• I would recommend adding a statement of your philosophy of instructional design to your porfolio.  You can mix and match and customize instructional design techniques and technologies to best fit each context, see this quote:

I first encountered the problematic relationship between plans and situated actions when, after years of trying to follow Gagné's theory of instructional design, I repeatedly found myself, as an instructional designer, making ad hoc decisions throughout the design and development process. At first, I attributed this discrepancy to my own inexperience as an instructional designer. Later, when I became more experienced, I attributed it to the incompleteness of instructional design theories. Theories were, after all, only robust and mature at the end of a long developmental process, and instructional design theories had a very short history. Lately, however, I have begun to believe that the discrepancy between instructional design theories and instructional design practice will never be resolved because instructional design practice will always be a form of situated activity (i.e., depend on the specific, concrete, and unique circumstances of the project I am working on). (ref)

Email me if you have any questions or need any help with anything!  I've enjoyed having you this semester!