The objectives were as follows:

• to give participants an intensive learning experience including theory and practice of instructional design and alternatives in multimedia;
  
• to incorporate a practicum in which participants develop prototype multimedia materials for subjects they teach;
  
• to involve Computer Services fully in the project, with a view to developing technical support and understanding of instructional design and training issues;
  
• to establish a small group of "experts" who will in turn be College resources for further related training and development;
  
• to offer in June, 1993, a colloquium open to Central Region colleges and focusing on issues and opportunities in multimedia and education;
  
• to develop a practical understanding of costs and benefits associated with multimedia in the classroom and in learning centres;
  
• to initiate a long-term process and plan for training, development and resource aquisition
  Of the eight participants, six of us came from Seneca College, Sheridan and Humber Colleges each sent one participant. Each of us were released from one subject in the fall semester and two subjects in the winter semester and committed to the project from September 1992 until June 1993.

  We were selected for the project according to the following criteria:
  

• committed to innovation in teaching and learning
• comfortable with experimentation with new technology
• committed to designing and evaluating course materials according to sound principles of instructional design
• interested in a learning experience that demands considerable time and energy
• willing to work collaboratively with other participants and to contribute to colleagues' training and development through the coloquium and other means
• able to carry out a practicum and to create a "product".

And so we began the work in a networked computer lab at Seneca. The equipment, (486s)was made available through a donation from Toronto Datacomm Inc. The project was coordinated by Seneca's Centre for Educational Effectiveness - and our facilitator was from Sheridan College. Our machines were loaded with Authorware and Coreldraw. During the first semester, we concentrated on multimedia design, theory and practice, andon the various elements used to produce the academic support materials. Familiarization with tools such as drawing, type, animation, sound and video software including CD ROM and laser disc was the focus. We went to the University of Toronto TEL Centre to become acquainted with PC-VCR, Videodisc and CD-ROM. We made field trips to attend full scale demonstrations by Apple- MacIntosh and Commodore Amiga.

The Course Outline:

First Semester:
     
     A.  Multimedia literacy
           introduction to interactive learning
           introduction to multimedia programs
           introduction to equipment and technology
     
     B. Authoring Part 1
          introduction to Authorware
          demonstration and exercises in basic features
          
     C. Interaction design
          learner control and sequencing
          learner interaction
          user interfaces
          questioning, answer processing & feedback strategies

     D. Screen design
          screen management
          text design
          use of language
          graphics style
          graphic sequencing and assembly
       

Second Semester

     A. Instructional design theory and practice
          analysis (needs, audience, content/task)
          design
               selecting instructional strategies
               drill
               tutorial
               interactive presentation/demonstration
               simulations & games
          selecting media components
          flowcharting, scripting and storyboarding
          production
          evaluation
          implementation

     B. Project Management for multimedia



     C. Authoring Part 2
          demonstration and exercise in advanced features
          designing and producing video for multimedia
          designing and producing audio for multimedia
          designing and producing graphics for multimedia
          assembling multimedia assets

     D. Software Development Lab
          production of multimedia program

     E. Evaluation and Field Testing

By January of 1993, I had teamed up with a colleague from Humber College. We decided to develop a program called Job Quest. This interactive program was to be a guided expeditionthrough the necessary stages of pre-employment preparation. When constructed in four modules,the interactive tutorial would provide a host of practical exercises. The user (16 - 24 year old target group) would be given a rationale and stimulation for practicing positive job search methods and an opportunity to produce helpful aids for seeking employment. The program was designed to promote life-long career-planning and learning techniques.

After considerable brainstorming and planning, we divided up the work. I agreed to storyboard the first module, Networking. My partner took the introduction and mapping of the program as a whole. Happily, I had booked two weeks in Barbados and I spent the time snorkling and scuba diving by day, storyboarding by night. In February, we teamed up with a graphic arts student from Seneca College School of Communication Arts. Our project would be her coop placement. Our mentor and facilitator gave us great support through the tricky parts of Authorware configurations. Our student translated the storyboard into graphics files in Coreldraw to import onto the Authorware screens.

The Job Quest project is archived on one diskette. During the time allotted we were able to complete the introductory screens, and the module, "Networking". The cartoon-like 2-D graphics are very colourful and have the appeal of a video game. There is a Wizard who appears to assist the user in creating scripts that can be used in job search. We were pleased with the degree of interactivity we were able to accomplish. This module was designed to have sound files that were not completed. During this process, we created a video documentary of the work done on the project. This was shared with our colleagues at the colloquium where all projects were demonstrated. I have been field testing the work in FUTURES classes at Seneca with positive results.

PROJECT: Job Quest

SUMMARY:

Modeled on the quest game format, this program is a guided expedition through the necessary stages that make up seeking employment in today's job market. Basic modules serve as an introduction to pre-employment preparation with practical applications. Further modes of learning would be needed to elaborate on specific skills such as resume writing and interview role-play. The user is given a rationale and stimulation for practicing positive job search methods and an opportunity to produce helpful aids for seeking employment. These tools become protypical techniques for life-long career development.

PRIMARY AUDIENCE:

• 16 - 14 year olds (novices in the job search world)
• post secondary students
• unemployed workers seeking job market reentry

SOLUTION:
A video game approach that will be familiar to and have appeal for this age group. This format will provide for interactivity and allows for independent exploration by students. It is applicable to a wide variety of learning styles.

OBJECTIVES:
To develop an overview of the Job Quest realm as it would expand on each aspect in modular fashion. Given the time frame of this project, one module would be elaborated. Each screen within the module will be graphically intensive so as to fully exploit the visual learning potential of multimedia.

TOOLS:
Authorware and Coreldraw 3.0
FIELD TEST:
Seneca College Futures program. Return to Making Multimedia