Like in most other walks of life there is a pecking order in terms of dominant content forms. There are it seems more popular, more preferred, forms of content. User-generated video, animation, and audio (podcast) are used to stimulate ‘gazillions’ of learning experiences every day.
Each form has its genres, and sub-genres building on learners’ pre-existing experience and knowledge of said form. Like any type of established cuisine, each form has its range of intrinsic ingredients that once blended and processed by expert hands will result in a rewarding experience.
Digital instructional designers that are expert and literate in specific forms of multimedia will be able to enrichen the end-user’s digital learning experiences. Similarly, learners who want to learn by doing, demonstrate a new skill acquired or simply give voice to their opinions in a socially collaborative learning context can do so by other means than simply writing or typing their contribution. This generates really interesting dynamics for collaboration. For collectively working to understand something, to discuss and discover together and then to collaboratively create a response that highlights or exemplifies the very thing that the group has been learning about. The multimedia tools and the creative process involved to make such a sophisticated learner response possible are often collaborative by their very nature. So a number of outcomes are possible from such approaches:
For example, if using film (audio and video):
The concept or skill that is demonstrated on film is more iconic, more realistic than that of any other type of representation. More ‘realistic’ than a teacher’s verbal description at the front of the classroom or an artist’s impression in a flat 2D graphic in a traditional digital learning object.
The technical form (film) enables the learner to repeat the experience repeatedly. The learner can rewind to view and listen to the content as many times as is required.
As a learning response:
The form (film) enables learners to work together to create a video response that demonstrates they have the skill or understand the concept
The form (film) requires learners develops or at the very least appreciates other valuable important skills for example, scripting, acting, lighting, direction, sound, editing etc.
The execution of the form (film) and its genre will ensure an intrinsic experience of the new concept or skill the learners are being exposed to
At CDSM we seek to understand the mechanics of each interactive content form to enable us to utilise it effectively to create high quality learning and development content for client organisations and their targeted learning audiences.
Authored by Dan Sivak, Managing Director, CDSM Interactive Solutions