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Stephanie A. Barbee
DETC 620-9020
August 3, 2014
A-3: Multimedia Proposal
Word Count: 1,840
Multimedia Proposal: Virtual Oklahomas Severe Weather Course & GLOBE
Introduction
The purpose of this proposal is to integrate a multimedia-based program into the severe
weather course that VOk (Virtual Oklahoma) is including in the curriculum this coming fall. A
recent evaluation indicated that VOk, an online K-12 educational institution, offered fewer
elective courses than surrounding face-to-face school districts. VOk is currently developing
several additional elective courses to address this issue, starting with SWX 410 (Severe
Weather), in order to compete with the local school districts. The first of many new elective
courses, SWX 410 is available to high school seniors who have completed the following
prerequisites: ALG 210 (Algebra), PHY 101 (Physics), and ERS 101 (Earth Science). Focusing
on a learner-centered approach, the instructional design team suggests the institution incorporate
GLOBE (Global learning and Observations to Benefit the Environment) in order to enhance the
learning experience of VOks online students. The GLOBE multimedia program will
pedagogically ensure high school seniors have access to specialized and interactive material that
facilitates the SWX 410 course content.
The skills essential for science education ensure students are able to grasp scientific
inquiry and apply reasoning to real-world scenarios in a way that emphasizes critical thinking
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and reflection in a collaborative environment. GLOBE (2014) enables students to join a
worldwide team of scientists by participating in the following:
take valid scientific measurements of air, water, soil, etc.;
share data via the GLOBE Website;
publish research according to GLOBE protocol;
analyze data through the creation of maps, charts, and graphs, and;
collaborate with scientists and students around the world.
GLOBE (2014), which includes almost 4,000 schools internationally, mentors and supports
student-scientists with the application of scientific concepts in actual research projects with the
help of professional scientists. Ultimately, GLOBEs (2014) strategic priority is to improve
student understanding of Earth as a system; build and sustain a global community of students,
teachers, scientists, and citizens; and engage the next generation of scientists and global citizens
in activities to benefit the environment.
Rationale for Multimedia Learning Environment
VOk, one of Oklahomas leading online learning institutions for students K-12, offers the
same educational opportunities as traditional classrooms in surrounding districts. In order to
compete with the surrounding districts assortment of elective courses, VOk has decided to
introduce students to a larger and more diverse selection of elective courses. With the
implementation of SWX 410, VOk hopes to incorporate the multimedia program GLOBE in
order to present a more realistic and hands-on element to the severe weather course. According
to Moonen (2002), creative design teams will explore the possibilities of using different media
formats, including audio, video, real-time interaction, synchronous and asynchronous
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communication. By doing this, the design team can concentrate more on actual design and
pedagogical issues, and not on less important efforts (Moonen, 2002). Taking this approach
towards the interactive and educational content of the course, GLOBE will help introduce
students to meteorology on a deeper, more specialized level.
The project goal is to ensure the instructional design team is able to integrate the
multimedia program into the course seamlessly within the time parameters discussed in the roll-
out plan below. Moonen (2002) points out that often a design and development approach does
not anticipate the actual complexity of design projects and thus design and development
activities often extend beyond the agreed time frame (p. 164). This tool will augment the
course and offer many learning benefits. For example, it can address multiple learning styles to
assist students in the construction of knowledge. In addition, it provides students access to
videos, graphics, interactive elements, audio files, collaborative activities, and real-world
interaction that will supplement the content presented in the course.
Instructional Design Model/Project Management Process
According to Boyd and Fresen (2013), starting with analysis of the goals, target
population, instructional gap to be addressed and the selection of appropriate media,
instructional design is a progressive and cyclical process of planning and implementing a
required instructional intervention (p. 216). The design team will manage the process of
designing and developing multimedia learning materials using the ADDIE framework. There are
many instructional design models to choose from, but many of them were developed based on
the ADDIE model. As a result, the design team has decided to proceed with the ADDIE model.
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For example, the analysis phase of the framework ensures designers avoid mistakes, and its
Project Timeline offers an effective and efficient structure.
Key Characteristics of Target Group
The target group that will benefit from the multimedia program are high school students
that are enrolled in an online K-12 institution. These students are comfortable with online
learning, and are familiar with many types of online technologies. Each student has completed
the prerequisites mandatory for this course, and because the target group are of similar age and
interests, knowledge level and learning skills are quite comparable. Most students are preparing
for college, and trying to identify a collegiate major that fits their interests. The incorporation of
more specialized elective courses will introduce students to specific topics within the core
courses of the curriculum, which could guide them as they decide on educational track to take in
college.
The target group for this project is familiar with working independently with self-
instructional study materials, and may sometimes require assistance with the organization and
management of their overall learning. While these students are familiar with activities that
require advanced critical thinking and reflection skills and are able to systematize the
information they have gathered, they may need additional guidance with both learning and study
strategies (Naidu, 2004). Naidu (2004) claims that the following learning strategies be included
in order to support a pedagogically sound framework, cognitive processes and learner needs:
rehearsal, elaboration, organizational, self-monitoring and motivational strategies. These
powerful strategies, which integrate cognitive strategies into the instructional design, enhance the
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student learning experience and provide learners with the cognitive scaffolds they may come into
this course lacking.
Advantages & Disadvantages of Multimedia Learning Environment
The design team is aware that advantages and disadvantages surround the implementation
of a multimedia program. Ultimately, the disadvantages of multimedia learning stem from
inadequate integration of online support services; like poor technological substructure, the
distribution of resources, and overall quality of student support. The design team must prepare
for those students that may struggle with how to use the multimedia program. In addition, there
could be compatibility issues the institution may face when integrating multimedia programs into
the course, and it may be difficult to anticipate the speed and connectivity students will have
with the multimedia program.
While there are disadvantages the design team must prepare for, the advantages far
outweigh some of the elements that may prove troublesome. For example, the multimedia
program integrated with course requirements can promote an instructional environment that
promotes meaningful learning. In addition, the program can cater to multiple learning styles,
reaching a greater portion of the student population. In addition, the program provides
instructors with another tool to present content, which may be far more valuable than what a
textbook or course notes can offer. More specifically, GLOBE embraces the constructivist
approach and emphasizes individuals imposing meaning on the world; where learners do not just
take in and store information, but build a view of reality by finding order in the chaos of
interpretation (Karagiorgi & Symeou, 2005).
Media Selection and Evaluation Criteria
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Reeves and Harmon (1994) emphasize the significance of clearer evaluations and further
advancements within the usability and pedagogical dimensions, which are paramount for the
effective evaluation of multimedia learning resources. According to Leacock and Nesbit (2007),
there are three specific reasons for evaluating digital resources:
the design of multimedia learning materials is not informed by relevant research in
psychology and education
the efficacy of using quality metrics for search results is directly dependent on the
validity of the evaluative tool that generates quality ratings
the quality criteria for summative evaluations have the potential to drive improvements in
overall design practice (p. 44)
As a result, choosing GLOBE was the result of a thorough evaluation using the LORI method.
The LORI method ensures criteria is evaluated based on a summative discourse that identifies
the programs strengths and weaknesses as a set of averaged ratings summarized as a single
average (Leacock & Nesbit, 2007). The chart below illustrates the evaluation of GLOBE using
the LORI method:






GLOBE Evaluation



Criteria Rationale MM-A
Content is free of error and presented without bias or
Content Quality omissions that could mislead learners. Claims are well- 5
supported and key points are emphasized/appropriate.
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Learning goals are consistent with content, appropriate
Learning Goal Alignment for intended learners, and learning activities align with 5
declared goals. Learners are enabled to achieve goals.
Learning object is tailored with instructional messages
Feedback and Adaptation and simulates phenomena under study in response to 5
differential input from the learner.
Learning object is motivating; content is relevant to the
Motivation goals of learners; there are real-life activities that 5
are engaging and inspiring.
Learner can participate efficiently. Text is legible,
Presentation Design content is free of clutter. Audio and writing is clear, 5
concise and free of errors. Features are eye-catching.
User interface informs learners how to interact with the
Interaction Usability object and provides clear instructions. Navigation and 5
interface behavior is easy, intuitive, and free of delays.
The learning object does a decent job accommodating for
Accessibility learners with disabilities, but more could be done in 4
this area. Follows all IMS and W3C guidelines.
GLOBE is a stand-alone resource that is easily
Reusability transferable, but not without some modifications by the 4
institutions. Operates for a broad range of viewers.
GLOBE adheres to relevant international standards and
Standards Compliance guidelines set by IMS, IEEE, SCORM and W3C. Metadata 5
is tagged in code and available to users.

TOTAL SCORE: 43

Presentation/Delivery Media
The platform for this course will be the Desire2Learn LMS (Learning Management
System), which helps facilitate a constructivist point of view. In addition, designers ensure the
following guiding principles emanate throughout the course: Gagns Nine Events of
Instruction, Kellers ARCS Model, Vygotskys Zone of Proximal Development, and Bruners
scaffolding method. While each course module already provides engaging content and activities,
GLOBE can help reinforce materials that provide students a more meaningful learning
experience. The Desire2Learn LMS already supports the audio, text, graphics, and videos
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offered by GLOBE, so there will be no additional costs to ensure compatibility. The LMS and
GLOBE are also well-suited in the sense that both facilitate synchronous and asynchronous
elements necessary to implement the above guiding principles.
Content/Course Outline
The following are the course description, available in the course catalog and class
syllabus, and course outline, available in class syllabus:
This course includes an overview of the structure of the Earths atmosphere and
dynamics that facilitate severe weather conditions. Students will be required to complete
individual and collaborative learning activities that focus on the evolution of severe
weather phenomena and the impact these storms have on the environment and
surrounding communities. In addition to weather basics, this course will cover the
following severe weather events: windstorms, hurricanes, winter storms, floods,
thunderstorms, lightning, hail, and tornadoes. This is an 8-week course, worth 3-credits
(Barbee, 2014).
Module 1: Introduction to Severe Weather (week 1)
Learning Objectives:


Describe commonly used weather instruments
that gather data and monitor weather conditions
Explain and summarize the importance of

forecasting and early warning systems

Module 2: Wind Storms (week 2)
Learning Objectives:


Explain and illustrate common wind storms by
comparing and contrasting the following wind
storms: gust front, downburst, derecho,


monsoon, and Santa Ana Winds


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Define and explain global wind patterns,


driving forces, and how they may affect


human movement on Earth

Module 3: Hurricanes (week 3)
Learning Objectives:


Describe the evolution of a hurricane,


atmospheric and oceanic conditions for


hurricane formation, hurricane categories and
levels of damage caused by each hurricane
category


Identify hurricane forecasting and tracking
methods, and be able to recall past hurricanes

and their impact on the United States

Module 4: Winter Storms (week 4)
Learning Objectives:


Identify what constitutes a winter storm and explain
forecasting methods, storm evolution, and impact to
society and economy


Distinguish between and describe the following winter
storm components: freezing rain, sleet, ice,

blizzards, and wind chill

Module 5: Floods (week 5)
Learning Objectives:


Examine and explain the following flooding factors:
rainfall, river-flow and tidal-surge, topography,
flood-control measures and changes resulting from
human development


Compare and contrast river flooding with flash
flooding; examine areas prone to both kinds and

describe economic and environmental impacts

Module 6: Thunderstorms, lightning and Hail (week 6-7)
Learning Objectives:


Explain the evolution of a thunderstorm, the
atmospheric and environmental conditions
necessary for development, and the role of
Doppler Radar


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Illustrate the conditions necessary for hail
formation and describe the damage that results
from hail storms

Module 7: Tornadoes (week 8)
Learning Objectives:


Explain the evolution of a tornado; distinguish
between the different levels of the Fujita Scale;
describe the conditions that facilitate the formation
of a tornado; illustrate the many forms/shapes a
tornado can assimilate


Examine the destruction caused by each of the tornado
intensities described in the Fujita Scale; identify

and discuss advanced warning systems

Project Team & Roles/Responsibilities
There are many project team members involved in the development and implementation
of SWX 410, and the following outline the three types of project members:
Stakeholders: management, funders, community, government
Clients: students, lecturers
Practitioners: project manager, instructional designer, subject and course experts,
technological specialists, library consultant
In addition to the roles and responsibilities of project members, the Quality Policy and the
following six principles ensure exceptional standards: fitness of purpose, client satisfaction, cost
effectiveness, defined standards, time management, continuous improvement of our processes
and functions (Boyd & Fresen, 2005).
Roll-out Plan
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ADDIE Phase Descriptions
Est. Time
Frame



Phase 1: Identify learning problem, goals and
Analysis objectives, the audience needs, existing
knowledge, and any other relevant 4 weeks
characteristics. Define the learning
environment, constraints, delivery
options, and timeline.



Phase 2: Specify learning objectives. Create
Design detailed storyboards and prototypes. 6 weeks
During this phase the graphic design,
user-interface, and content is
determined.



Phase 3: During this phase the actual creation, or
Development production, of the content and learning 12 weeks
materials are finalized based on the
results of the design phase.



Phase 4: During this phase the course is put into
Implementation action and a procedure for training the
learner and teacher is developed. 4 weeks
Materials are delivered or distributed to
the student group, and the effectiveness
of the training materials is evaluated.



Phase 5: This phase is broken into two types of
Evaluation evaluation: formative and summative.
Formative involves the stages of the
ADDIE process, and summative consists 4 weeks
of tests for criterion-related items and
providing opportunities for feedback

from users. Revisions made as
necessary.
(Learning Theories, 2014)

Conclusion
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This proposal indicates a strong need to incorporate GLOBE into the course design of
SWX 410. Utilizing the ADDIE model, LORI method, and Quality Policy, the design team will
ensure that the multimedia program is implemented comprehensively into the learning modules.
GLOBE is an excellent multimedia program that allows students real-world experience working
hands-on with weather and other science-related topics. While the roll-out plan is ambitious, the
course has already entered the design phase and the LORI method ensures GLOBE will be a
great fit for SWX 410. Not only will GLOBE specifically enhance the overall learning
environment, it will provide content that addresses the multiple learning styles present in high
school seniors. Ultimately, the project team believes that students who participate in this course
will benefit from some of the more profound learning theories and multimedia outlets in
education today.









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References
Barbee, S. A. (2014). Learning design: Virtual Oklahomas severe weather course. Unpublished
manuscript, University of Maryland University College.
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http://www.globe.gov/about-globe/vision-statement-mission
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