EDTEC 561 : Advanced Web-Based Multimedia Development

by Matt Moore (Summer 2005)

A Reflection on "CONDITIONS THEORY AND MODELS FOR DESIGNING INSTRUCTION" by Matt Moore

The process of creating an e-learning module, an educational animation, an educational video, or a simulated educational software product can take time through the development of quick prototypes and constant evaluation and testing. In order to cut costs in the production process and to maintain continuity with the original educational goals and objectives, the design phase of these types of multimedia projects is extremely important. This article entitled "Conditions Theory and Models for Instructional Design" (Ragan and Smith) reminds instructional designers of the importance of using sound educational learning theories in the design of a product.

In particular, the events of instruction attributed to Briggs and Gagne are important to note because clear goals, relevant associations of prior knowledge, and clear feedback are important to the design of multimedia instruction. Also Merrill's Component Display theory helps designers see distinct categories of content learning so that specific strategies can be used depending upon the learning outcome. And finally, the Tennyson and Rasch description of the six learning processes can help designers clarify why they are using a particular approach or design.

Multimedia learning projects can go astray in the development process because a poor plan or no plan was ever implemented; therefore, it is important for instructional designers to note the importance of good design documents that clarify the designer's goals and objectives for the learners. There is sound educational research that can provide the basis for the instructional designer's decisions, and the Ragan and Smith article clearly enlightens instrucitonal designers on those theories and where to begin to elaborate upon those theories and models.

Ragan , T. J., & SMITH, P. L. (2003). Conditions Theory and Models for Designing Instruction. In D. Jonassen (Ed.), Handbook of Research on Educational Communications and Technology (pp. 623-649). Bloomington, Indiana: The Association for Educational Communications and Technology (AECT).