Subject Learning Guide_ Subject code_Sem_Year Page 1 of 17
Using Multimedia for Learning
EDU4UML
LMS Subject link
https://lms.latrobe.edu.au/course/view.php?id=131867
SUBJECT LEARNING GUIDE
Teaching Period Term 3 2023
Subject Coordinator Dr Stefan Schutt
SUBJECT DETAILS
| Subject Code: | EDU4UML |
| Subject Title: | Using Multimedia for Learning |
| Teaching Period: | TERM 3 (Weeks 19-21) |
| Location(s): | Bundoora and online |
| Credit Points: | 15 |
| Delivery Mode: | Intensive: face to face and online |
| AQF Level: | Year level 4: UG/1st Yr PG |
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ENROLMENT REQUIREMENTS
| Prerequisites: | None |
| Co-requisites: | N/A |
| Assumed Skills & Knowledge: | N/A |
| Special Study Requirements: | Basic computer skills and how to navigate the web as well as LMS |
| Additional requirements: | N/A |
| Class materials: | Own computer |
STAFF CONTACTS
| Subject Coordinator: | Dr Stefan Schutt |
| Email: | [email protected] |
| Tel: | 03 9479 1347 |
| Location: | ED1, Room 345 |
| Consultation time/s: | Ongoing – please make time |
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ABOUT THIS SUBJECT
In this subject students consider the educational possibilities of using multimedia for learning through the
exploration of a range of multimedia materials. The aim in this subject is to build participants’ confidence in
using multimedia materials as well as their abilities to make principled decisions and evaluations of the use
of multimedia within their various teaching and learning contexts.
SUBJECT INTENDED LEARNING OUTCOMES (SILOs)
Upon successful completion of this subject, you should be able to:
1 Take risks, experiment, think critically and creatively to explore the potential of learning
through the use of multimedia and a range of software programs
2 Develop, refine and enhance your techniques and skills in using a range of freely available
multimedia for learning in your practice.
3 Extend your concepts and ideas of using multimedia for learning from both theoretical and
practical perspectives
4 Gain confidence in using and linking multimedia, information technologies and software
programs to your respective learning environments.
GRADUATE CAPABILITIES (GC)
| GC | GC Point |
| Communication | Communicating and Influencing |
| Inquiry and Analysis | Creativity and Innovation Research and Evidence-Based Inquiry Critical Thinking and Problem Solving |
| Personal and Professional | Ethical and Social Responsibility Adaptability and Self-Management Leadership and Teamwork |
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LEARNING ACTIVITIES
Timetable details are available at https://www.latrobe.edu.au/students/your-course/timetables. Students
should also regularly check this subject’s LMS site for updated information.
| Session | Dates | Learning Activities | Contact hours |
| 1 | Monday 1 May (Online) or Friday 5 May (Bundoora) |
Session 1: Understanding multimedia Introduction: subject and peers What is multimedia? • ‘Lofi’ virtual reality exercise – Renderstuff image • 15 minute mini-lecture: What do we mean by multimedia? Combining media for learning: • Image/audio/moving image exercise • 15-minute mini-lecture: Images, text and beyond Design Thinking • Origins of Design Thinking • Tim Brown video on Design Thinking Work on poster projects (AT1) Go through Sway: • Understanding the process • Defining the issue Multimedia Theories Mini-lecture: Multimedia learning: theories & approaches: • Mayer’s Cognitive Theory of Multimedia Learning • Constructivist theories of technology enhanced learning |
3.5 hours |
| 1a | Wednesday 3 May | Wednesday joint session for both online and f2f groups: • Digital Habits survey and discussion (30 minutes) • Any initial questions/queries about the subject (30 minutes) |
1 hour |
| 2 | Monday 8 May (Online) or Friday 12 May (Bundoora) |
Session 2: Creating visual media Introduction to today’s activities Designing posters • What are learning posters? (Sway) • Investigating Infographics • Copyright and fair use (Sway) Poster brief & brainstorming • Work on poster idea using ‘How can we…so that…” statement • Comment on others’ ideas (Padlet) |
3.5 hours |
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| Poster design: brainstorming • Generate and post ideas • Provide feedback on ideas • Choose leading idea Poster design: Start to create poster with digital tools |
|||
| 2a | Wednesday 10 May | Wednesday joint session for both online and f2f groups: • Q & A session: dedicated to any questions/queries about the subject or assessment tasks |
1 hour |
| 3 | Monday 15 May (Online) or Friday 19 May (Bundoora) |
Session 3: Beyond images and text: sound, video, interactivity What is interactivity? VR exercise #2 Options for creating interactive multimedia works Generate ideas for interactive piece (including giving and receiving peer feedback) Subject wrap-up |
3.5 hours |
| 3a | Wed 17 May | Wednesday joint session for both online and f2f groups: • Q & A session: dedicated to any questions/queries about the subject or assessment tasks |
1 hour |
| Total | 13.5 hours |
SELF-DIRECTED STUDY
In addition to the learning activities specified, you are expected to undertake self-directed study in this
subject. This time includes subject preparation, completing learning activities, readings, assessment
preparation and other related work to enhance your participation in this subject and your learning at La
Trobe.
Subject Learning Guide_ Subject code_Sem_Year Page 6 of 17
LEARNING RESOURCES & TECHNOLOGIES
| Useful books and articles for further exploration (all essential resources you need are listed on the LMS) |
| Barone, T. & Eisner, E. (2012). Arts Based Research. Sage Publications |
| Bennett, S. & Maton, K. (2011). Intellectual field or faith-based religion. Moving on from the Idea of “Digital Natives”. In Thomas, M. (Ed.) Deconstructing digital natives: young people, technology, and the new literacies (pp. 169–185). Routledge. |
| Berry, M. & Schleser, M. (2014). Mobile Media Making in an Age of Smartphones. Palgrave Macmillan |
| Bruns, A. (2007). Produsage. Proceedings of the 6th ACM SIGCHI Conference on Creativity & Cognition, 99-106 |
| Donath, J. (2004). Sociable Media. The Encyclopedia of Human-Computer Interaction. Retrieved from http://smg.media.mit.edu/papers/Donath/SociableMedia.encyclopedia.pdf |
| Eisner, E. (2008). Persistent tensions in arts based research. In M Cahnmann-Taylor & R. Siegesmund (Eds.), Arts based research in education: Foundations for practice (pp.16-27). Routledge |
| Handmer, A. (2006). Multimodal possibilities. Teacher, 166, 44-45 |
| Healy, A. (2006). Multiliteracies teachers and students at work in new ways with literacy. In Campbell, R. and Green, D. (Eds.), Literacies and learners: current perspectives (pp.191-207). Pearson Education |
| Jenkins, H., Puroshotma, R., Clinton, K., Weigel, M. & Robison, A.J. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. John D. and Catherine T. MacArthur Foundation. Retrieved from http://www.newmedialiteracies.org/w p-content/uploads/pdfs/NMLWhitePaper.pdf |
| Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A Framework for Technology based Teaching and Learning. Educational Technology, 38(5),20-23 |
| Kiili, K. (2005). Participatory multimedia learning: Engaging learners. Australasian Journal of Educational Technology. 21(3), 303-322. |
| Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19. |
| Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52 |
| Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press |
| Osa, J.O. & Musser, L.R. (2004). The Role of Posters in Teacher Education Programs. Education Libraries, 27, 1 |
| Papert, S. & Harel, I .(1991). Situating Constructionism. Retrieved from: http://www.papert.org/articles/SituatingConstructionism.html |
| Ulmer, G.L. (2003). Internet Invention: From Literacy to Electracy. Longman. |
| Vaughan, T. (2008). Multimedia: Making it work (7th ed.). Mac-Graw Hill |
| Willet, R. (2009). Young people’s video productions as sites of learning. In Carrington V. and Robinson, M. (Eds). Digital literacies (pp. 13-26). SAGE Publications |
| Williams, T. (2009). Multimedia Learning Gets Medieval. Pedagogy, 9(1), 77-95 |
| Wilson, J. (2005). Multimedia: digital feast or recipe for disaster? Idiom, (41)3, 44-46 |
| Wittel, A. (2001). Toward a Network Sociality. Theory, Culture & Society, (18)6, 51-76 |
Subject Learning Guide_ Subject code_Sem_Year Page 7 of 17
ASSESSMENT AND FEEDBACK SUMMARY
| Date due | % | Assessment | Feedback method | SILOs assessed |
| Sunday 14 May (midnight) |
5 | ASSESSMENT TASK 1 (250 words equiv) Technology quiz on LMS |
Included in rubric for AT2 | 4 |
| Sunday 14 May (midnight) |
35 | ASSESSMENT TASK 2 (1250 words equiv) Poster presentation: create a poster to communicate an area of your expertise |
Rubric and comments uploaded to LMS |
1,2,3,4 |
| Sunday 4 June (midnight) |
60 | ASSESSMENT TASK 3 (3000 words equivalent) Multimedia learning materials based on an educational issue: develop an interactive multimedia product based on your poster. |
Rubric and comments uploaded to LMS |
1, 2,3, 4 |
| Additional information about assessment & feedback |
| Students should keep a copy of all assignments submitted for assessment. |
HURDLE REQUIREMENTS
There are a variety of assessment hurdles or conditions for passing a subject other than the overall mark.
Hurdle Requirements may be built into the assessment of the learning outcomes of your subject.
There are no Hurdle Requirements for this subject
Subject Learning Guide_ Subject code_Sem_Year Page 8 of 17
GENERAL ASSESSMENT REQUIREMENTS
SUBMITTING WRITTEN WORK WITH TURNITIN
Turnitin is a web-based text-matching software system used at La Trobe University to assist you in writing
your assignments and checking for similarity with existing published work. Please remember to allow
adequate time to submit your assignment to Turnitin. It is your responsibility to have your assignment
submitted by the assessment due date. Not receiving an originality report is not an acceptable reason for
requesting an assignment extension unless it is a required part of the assessment.
POLICIES, PROCEDURES AND GUIDELINES
The University has a comprehensive policy framework to which both staff and students must adhere. You
should familiarise yourself with those policies, procedures and guidelines likely to affect you, especially the
following:
• Academic Progress Review Policy
• Assessment Policy
• Health and Safety (OHS)
• Privacy
• Student Academic Misconduct Policy
ADJUSTMENTS TO ASSESSMENT
You may be affected by a range of adverse circumstances while you are preparing for or undertaking an
assessment task. There are avenues for adjustments to your assessment depending on the circumstances
you face including opportunities to apply for extensions to submission dates, Special Consideration and
Alternative Assessment Schedules. For more detailed information refer to the Assessment Procedure –
Adjustments.
REQUEST AN EXTENSION OF TIME TO SUBMIT AN ASSIGNMENT TASK
Where you know in advance that you will not be able to submit an assessment task by the due date due to
adverse circumstances that have affected you during the preparation of the task, you will need to request
an extension of time to submit. This must be done at least three days prior to the due date. Penalties
normally apply if you submit an assessment after the due date. Poor time management is not an
acceptable reason for an extension.
To apply, go to https://www.latrobe.edu.au/students/admin/forms/request-an-extension/request
SPECIAL CONSIDERATION
If you have experienced serious short term, adverse and unforeseen circumstances that substantially affect
your ability to complete an assessment task to the best of your potential, you may be eligible to apply for
Special Consideration. To do this or find more information, go to http://www.latrobe.edu.au/specialconsideration
Subject Learning Guide_ Subject code_Sem_Year Page 9 of 17
STUDENTS WITH A LEARNING ACCESS PLAN (LAP)
Students who have a Learning Access Plan must apply for any adjustments they may need via the same
channels but may have access to more flexible arrangements depending on their circumstances. Please
refer to the Assessment Procedure – Adjustments and your LAP.
REVIEW AND RE-MARK
For information on what to do if you wish to seek a review of an assessment outcome see Part B of the
Validation and Moderation Procedure.
ACADEMIC INTEGRITY
Academic integrity means being honest in academic work and taking responsibility for learning the
conventions of scholarship. Academic integrity education is integral to the learning experience at La Trobe
University. The University requires its academic staff and students to observe the highest ethical standards
in all aspects of academic work, and it demonstrates its commitment to these values by awarding due
credit for honestly conducted scholarly work, and by penalising academic misconduct and all forms of
cheating.
The penalty for submitting an assignment under your name that is the work of a third party may be severe,
even leading to exclusion from the University without readmission. Refer to the Academic Integrity –
Schedule of Penalties and Actions within the Student Academic Misconduct Policy.
You should understand and be able to practice integrity in all your academic work, be familiar with the
Academic Integrity website and complete the Academic Integrity Module (AIM) found in your LMS.
If you have any specific questions about academic integrity and your assessment, your Subject or Course
Coordinator will be able to assist.
STUDENT FEEDBACK ON SUBJECT SURVEYS
The Student Feedback on Subjects (SFS) Survey is one of the quality assurance processes that occur across
the University. In this survey, you can tell us about your learning experiences in this subject. We value your
feedback. Your views are taken seriously and assist us to improve the learning experience for future
students through the LTU Subject Monitoring process.
The surveys will be available for you to complete towards the end of the subject teaching period. Feedback
from previous students who completed this subject is available in the LMS site for this subject.
For more information you may contact [email protected].
CHARTER OF STUDENT RIGHTS AND RESPONSIBILITIES
As a La Trobe coursework student, you have rights and responsibilities which are governed by La Trobe
statutes and regulations, as well as policies and procedures. La Trobe University aspires to provide an
outstanding student experience which is conducive to scholarly activity and supportive of your learning
goals.
The Charter of Student Rights and Responsibilities is a summary of your rights and responsibilities as a
student at La Trobe. The Charter was developed in consultation with La Trobe students.
https://policies.latrobe.edu.au/document/view.php?id=225.
Subject Learning Guide_ Subject code_Sem_Year Page 10 of 17
STUDENT COMPLAINTS
The Student Complaints Management System (SCM) is a formal mechanism for students to lodge
concerns about any aspect of their university experience. A student complaint may be about an
administrative matter, a problem with a subject or course, or the conduct of a student or staff member.
For more information about the Student Complaint process and how to lodge a complaint, visit the
Complaints and Feedback page at: https://www.latrobe.edu.au/students/support/complaints.
GETTING HELP AND SUPPORT AT UNI
A range of services at La Trobe can assist you with your studies, health and wellbeing.
For the full range of services and facilities available for you, go to Student Help and Support at
http://www.latrobe.edu.au/students/support.
STUDYING ONLINE
When you are in studying an online subject, please be sure that you can continue to access our learning
support services through the Learning Hub (academic skills, English language, Maths and Science) via Zoom
appointments that you can book by accessing the Learning Hub LMS page or by emailing the
[email protected].
You also have access to assignment feedback and online study support chat through Studiosity that can be
accessed from any subject LMS page. You can also access the Library services remotely through the library
website.
LIBRARY
Your Library offers many ways to support your study. To discover more about how the Library can help,
visit your Library website and explore the following essential resources:
| • | Achieve@Uni https://www.latrobe.edu.au/students/study-resources/learning/achieve – |
Learn skills to help complete your assessments
• Assessment Planner
http://www.latrobe.edu.au/library/assessment-thesis-support/plan-my-assessment –
Create a personal assessment schedule
| • | Expert Help Guides https://latrobe.libguides.com/ – Find expert discipline and specialist help for your research |
| • | Referencing at La Trobe University http://latrobe.libguides.com/referencing/ – Understand how and why to reference |
| • | Academic Referencing Tool www.lib.latrobe.edu.au/referencing-tool – Get detailed examples of referencing styles |
| • | Chat to library staff www.latrobe.edu.au/library – Access the text chat service from the Library website |
| • | Contact us www.latrobe.edu.au/library/about/contact – Call or email your Library |
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ASK LA TROBE
ASK La Trobe is a service open to all La Trobe students who need guidance with administrative matters
during their time at La Trobe. ASK La Trobe can provide you with help relating to enrolments and
timetabling, fees and financial support, exams, results and graduations & student life and support services.
Go to ASK La Trobe – Current Students at http://latrobe-current.custhelp.com/app/home and start by
looking at our FAQs or visit us at your campus ASK La Trobe Help Zone.
If you can’t find what you’re looking for:
• Call 1300 La Trobe (1300 528 762)
• Ask a question online at http://latrobe-current.custhelp.com/app/ask
• Visit the ASK La Trobe Help Zone. Join the queue for the Bundoora, Bendigo or city campuses using
the QLess: Virtual Queuing system.
LEARNING AND SUPPORT PROGRAMS
There are many resources, including services, to help you with your academic studies at La Trobe. Go to
the Learning and Support Programs page at http://www.latrobe.edu.au/students/study-resources/learning
for further information.
HEALTH AND WELLBEING
Your health and wellbeing are an important part of being a successful student. Studying can be stressful
and many factors can affect your mental and physical health, in and outside of the University.
Check out the services available to you at La Trobe to support your health and wellbeing at
www.latrobe.edu.au/wellbeing.
Subject Learning Guide_ Subject code_Sem_Year Page 12 of 17
ASSESSMENT AND FEEDBACK DETAILS
| Assessment Task 1 | Date due | % | SILOs Assessed |
| Digital Habits Quiz | Sunday 14 May 2023 midnight |
5 | 4 |
| Submission Details | |||
| Complete the online Digital Habits Quiz – you can find this in Module 1 on the LMS | |||
| Grading Criteria and Feedback | |||
| Please see combined AT1 and AT2 rubric for range of marks given for full, partial and non completion of quiz. |
|||
| Description of Task | |||
| Follow the instructions on the LMS, Module 1. The online quiz consists of 20 simple questions relating to the use of digital technologies by yourself, your family and friends. We will discuss quiz findings in our sessions. |
Subject Learning Guide_ Subject code_Sem_Year Page 13 of 17
| Assessment Task 2 | Due Date | % | SILOs Assessed |
| Poster Poster presentation (1250 words equivalent) |
Sunday 14 May 2023 Midnight Submission to include feedback on ideas provided and received |
35% | 1, 2, 3, 4 |
| Submission Details | |||
| Via LMS (upload) | |||
| Grading Criteria and Feedback | |||
| See Rubric below | |||
| Description of Task | |||
| Design, create and upload an A2-size poster that teaches others about an issue or problem you care about, have witnessed, heard about or have experienced. The issue can be something encountered in your career, background or personal life. It does not need to be about education specifically – but it does need to be something real or meaningful. You will need to confirm your topic with the lecturer before proceeding. Your poster will include visual and textual elements. Through the deployment of those elements, your poster will teach others how to address an aspect of the issue or problem you have chosen. Your challenge will be how to use this combination of visuals and text to quickly and effectively ‘teach’ your ‘lesson’ to your potential audience. We will start the process of designing the poster in our workshops, using an adaptation of the “Design Thinking” process (see: https://www.interaction-design.org/literature/topics/design-thinking). You will then complete it in your own time. Your peers will contribute feedback on your work and you will provide feedback on others’ work. Our design activities will include generating: • An outline of the issue or problem (your ‘issues statement’) • An outline of your intended audience (your ‘audience statement’) • A problem definition statement (your “How can we…so that…” statement) • A range of solution ideas • Feedback on your ideas • A final prototype poster design Software tools to consider for your prototype include: • Piktochart: https://piktochart.com/ • Canva: https://www.canva.com/ • Gimp: https://www.gimp.org/ (we will go through a more comprehensive software options list during our workshops) To start you thinking about the issue you would like to tackle, and the kinds of posters that could address the issue, note that learning posters can be grouped into four categories. They can: illustrate a concept or thing; demonstrate a process; differentiate between similar things, or; capture interest and stimulate emotion (Osa & Musser, 2014). Submission details: Please submit your completed AT2 Template by midnight on Sunday 14 May. The submission link will be on the LMS site in the Assessment tile. |
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| Assessment Task 3 | Due Date | % | SILOs Assessed |
| Multimedia learning materials based on an educational issue – convert your instructional poster to a multimedia interactive (3000 words equivalent) |
Sunday 4th June 2022, midnight Submission to include feedback on ideas provided and received |
60% | 1, 2, 3, 4 |
| Submission Details | |||
| Via LMS | |||
| Grading Criteria and Feedback | |||
| See Rubric below | |||
| Description of Task | |||
| In this task, you will turn the poster from Task 2 into an interactive multimedia work. You can choose to create an online resource, animation, video or augmented reality/virtual reality piece. This task will be started in our workshops, and you will need to confirm your choice of software and product with the lecturer. We will go through a range of free software options to help you decide, including: • Powtoon: https://www.powtoon.com/ • Audacity: https://www.audacityteam.org/ • QR Code Generator: https://www.qr-code-generator.com/ • VR Panorama viewer: https://renderstuff.com/tools/360-panorama-web-viewer/ (we will go through a more comprehensive software options list during our workshops) Your final product needs to be easily navigable and demonstrate an understanding of the use of multimedia – this can include graphics, animations, sounds, text, video, colour, fonts or hyperlinks. Imagine that you are giving this to someone to use independently, without further explanation. It should include the following key features: • The content of the poster should be included as a minimum • Navigation must be easy to follow/use • Content MUST be legible • An audio component must be included • Multimedia content (beyond static images and text) is a core requirement – examples include audio, use of VR, animations, or use of locative media such as QR codes or GPS • Include an accompanying text statement of 100-200 words outlining your feedback from colleagues and peers, and your reflections on this feedback Submission details: Please submit to the LMS a completed Assessment Task 3 template document (available on the LMS in the Assessment area)/. This document will ouline: 1. A link to the online resource containing your interactive work (e.g. Youtube). Your completed interactive needs to be easily viewable by your teacher. It must not be uploaded in a proprietary software form such as Photoshop, video program files etc. 2. text statement of 100-200 words summarising the peer feedback you have received on your idea, and your reflections on/responses to that feedback. This feedback will be given and received during our Session 3 workshops/presentations. |
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Assessment Tasks 1 & 2: Tech quiz (AT1) and Poster (AT2)
| Criteria | Strongly meets/exceeds requirements 80-100% |
Soundly meets requirements 70-79% |
Meets requirements 60-69% |
Meets limited requirements 50-59% |
Does not meet requirements 0-49% |
| AT1: Tech quiz | Quiz fully completed (20 questions) | 16 -19 questions completed | 12-16 questions completed | 10-15 completed | 9 or less completed |
| Total: 5 marks | 5 marks | 4 marks | 3 marks | 2.5 mark | 2.5 – 0 marks |
| AT2: Poster | |||||
| Empathise: issue outline | Issue outline describes issue in clarity & detail, includes comprehensive evidence |
Issue outline describes issue in some depth. Evidence included. |
Issue outline summarises issue, including minimal evidence |
Issue outline is vague/cursory | No issue outline provided |
| Total: 5 marks | 4-5 marks | 3.5 marks | 3 marks | 2.5 marks | Less than 2.5 marks |
| Empathise: audience statement | Audience statement describes audience in depth and detail |
Audience statement describes audience in some depth |
Audience statement summarises audience |
Audience statement is vague or cursory |
No audience statement provided |
| Total: 5 marks | 4-5 marks | 3.5 marks | 3 marks | 2.5 marks | Less than 2.5 marks |
| Define: issue considerations and “How can we…so that..” statement |
More than 3 issue considerations, multiple connections/ insights . Statement defines problem and outcome with clarity/ incisiveness |
3 or more issue considerations, some connections/insights. Statement effectively defines problem and potential outcome |
3 or less issue considerations. Statement defines problem or potential outcome |
3 or less issue considerations. Statement is vague or cursory |
No issue considerations and/or oo statement |
| Total: 5 marks | 4-5 marks | 3.5 marks | 3 marks | 2.5 marks | Less than 2.5 marks |
| Ideate: generate ideas | 3 ideas generated. All ideas are distinct and imaginative. |
3 ideas generated. 1-2 ideas are distinct and imaginative. |
3 ideas generated | 2 ideas generated | 1 or 0 ideas generated |
| Total: 5 marks | 4-5 marks | 3.5 marks | 3 marks | 2.5 marks | Less than 2.5 marks |
| Ideate: provide feedback | Detailed/thoughtful feedback provided to 3 or more peers. |
Constructive feedback provided to 3 or more peers. |
Constructive feedback provided to 1 or 2 peers |
Minimal or cursory feedback provided |
No feedback provided |
| Total: 3 marks | 3 marks | 2.5 marks | 2 marks | 1.5 marks | Less than 1.5marks |
| Prototype: develop poster | Outstanding poster effectively combines visual/textual elements. Strong evidence that peer feedback has been considered. |
Strong poster effectively integrates visual/textual elements. Evidence that peer feedback has been considered. |
Acceptable poster includes most components of assignment. Evidence that peer feedback has been considered. |
Basic poster evidences some organisation of materials. Lacks overall visual clarity. Little evidence of feedback considered. |
Poster is poor: not legible, lacks meaningful content, poor software use. No evidence of feedback considered. |
| Total: 10 marks | 15-12 marks | 12-10.5 marks | 10.5-9 marks | 8.5-7.5 marks | Less than 7.5 marks |
| Test: consider feedback | Detailed/thoughtful response to all feedback |
Constructive response to all feedback |
Constructive response to some feedback |
Adequate response to feedback | Minimal or no response to feedback provided. |
| Total: 2 marks | 2 marks | 1.5 marks | 1. 5- 1 marks | 1 marks | Less than 1 mark |
| Total Marks: /40 |
Subject Learning Guide_ Subject code_Sem_Year Page 17 of 17
Assessment Task 3: Multimedia learning materials based on an educational issue: develop an interactive multimedia product based on poster
| Criteria: adaptation of poster design |
Strongly meets or exceeds requirements 80-100% |
Soundly meets requirements 70-79% |
Meets requirements 60-69% |
Meets limited requirements 50-59% |
Does not meet requirements 0-49% |
| Reworking of poster content into interactive format |
Content of the interactive creatively replicates that of the poster – and more |
Content of the interactive creatively replicates that of the poster |
Content of the interactive replicates that of the poster |
Content of the interactive mostly replicates that of the poster. |
Not all (50% or more) poster content has been transferred. |
| 10 Marks | 8-10 marks | 7-7.5 marks | 6-6.5 marks | 5-5.5 marks | Less than 5 marks |
| Navigation | Coherent and consistent sequencing of multimedia elements |
Multimedia content has logical structure and multimedia elements well sequenced |
Multimedia content has basic structure and multimedia elements sequenced |
Multimedia content has poor structure and multimedia elements not sequenced |
Impossible to navigate. Content unstructured and multimedia elements not sequenced |
| 10 Marks | 8-10 marks | 7-7.5 marks | 6-6.5 marks | 5-5.5 marks | Less than 5 marks |
| Legibility | Professional, consistent multimedia style. Use of grammar and language is error-free |
Content is clear. Grammar and language usage contains few mistakes |
Multimedia content is generally sound. Grammar and language used contain some mistakes |
Multimedia content has many issues. Grammar and language used contain a number of mistakes |
Most (50% or more) content is not legible |
| 10 Marks | 8-10 marks | 7-7.5 marks | 6-6.5 marks | 5-5.5 marks | Less than 5 marks |
| Audio | Included and creatively supports the content |
Audio included and supports the content |
Audio included and is audible. | Audio included but difficult to hear | Audio not included |
| 10 Marks | 8-10 marks | 7-7.5 marks | 6-6.5 marks | 5-5.5 marks | Less than 5 marks |
| Interactive visual content: animation, video, VR, AR, graphics |
Interactive visual content included, creatively supports the content |
Interactive visual content included and supports the content |
Interactive visual content included | Interactive visual content included but not functioning |
Interactive visual content not included |
| 10 Marks | 8-10 marks | 7-7.5 marks | 6-6.5 marks | 5-5.5 marks | Less than 5 marks |
| Reflection on feedback provided |
Reflection on feedback provided, incorporated thoughtfully into work |
Reflection on feedback provided and acted upon |
Reflection on feedback provided | Some basic reflection on feedback provided |
No reflection on feedback provided |
| 10 Marks | 8-10 marks | 7-7.5 marks | 6-6.5 marks | 5-5.5 marks | Less than 5 marks |
| Total Marks: /60 |
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