Context & Conditions
This artifact was created during Spring 2025 in EDET 603: Design and Development Tools I at the University of South Carolina. The Integrated Multimedia Project (IMP) required collaborative design and development of a cohesive multimedia learning experience, including a podcast, vodcast, marketing materials, and a website. The project emphasized applying technical production skills alongside instructional design principles to create an engaging and educationally valuable product. At the time of creation, I brought foundational knowledge of classroom instruction and emerging skills in multimedia design, but I was still developing proficiency in translating instructional ideas into digital products. This artifact required me to apply knowledge of multimedia learning principles, storytelling structure, and audience-centered design. For example, in the podcast episode, we intentionally structured the opening a narrative “hook story” (Emily and Jake) to activate attention and establish relevance before introducing content about AI in education. This reflects principles from the Cognitive Theory of Multimedia Learning (Mayer, 2009), particularly the idea that meaningful learning occurs when verbal and auditory information are intentionally organized. Additionally, I applied principles of audience analysis by designing content for educators and students navigating AI integration, ensuring that both perspectives were represented through structured segments (teachers vs. students). Tools used included Glitch for website development, audio/video editing tools, and graphic design platforms to produce cohesive multimedia elements. This artifact reflects the integration of content knowledge, technology tools, and communication design.
Scope
The purpose of this artifact was to design and develop a cohesive multimedia learning experience that educated an audience about the role of artificial intelligence in education. This project was created for graduate coursework but reflects real-world applications of instructional design, particularly in creating digital learning resources and educational media.
Within the broader curriculum, this artifact represents a full-cycle instructional product, including analysis, design, and development phases. For example, the podcast segment on “wonders and worries” of AI for teachers explicitly addresses real classroom challenges such as grading efficiency and academic integrity, while the student segment highlights issues like bias and privacy. These content decisions demonstrate how the artifact was designed to provide balanced, research-informed perspectives. Additionally, the vodcast extends learning by showing real classroom application for a teacher trying to improve their questioning using AI, which makes abstract concepts concrete and applicable. This artifact fits within a larger instructional context as a resource that could be used in teacher professional development or EdTech courses.
Role
This was a collaborative group project in which I wired with two peers to design and develop all components of the IMP. My role included contributing to the podcast script, co-developing the visual plan and storyboard, and supporting the creation of the website and multimedia elements. For example, I contributed to the development of the podcast structure and features, including the narration of the hook story and segmentation of teacher and student perspectives. This ensured that the content was engaging and logically sequenced. I also added unique music and audio elements helping the engagement of the listener. Additionally, I contributed to planning the vodcast storyboard, including identifying how real-world classroom footage and student interviews would illustrate AI tools in action. This required both content knowledge and technical planning, as I had to consider how narration, visuals, and audio would work together to communicate meaning effectively. My contributions reflect active participation in both instructional design and multimedia development.
Instructional Design
This artifact reflects all phases of the ADDIE model as well as key components of the Morrison, Ross, and Kemp (MRK) model. From an ADDIE perspective, this project includes Analysis, Design, and Development phases (Molenda, 2015). During Analysis, we examined existing podcasts and identified effective structures, target audience needs, and storytelling techniques, as required in the IMP guidelines. For example, we determined that engaging hooks, segmented topics, and clear transitions were essential for maintaining listener attention. During Design, we created a detailed outline, storyboard and timeline for both the podcast and vodcast, specifying narration, sound effects, and visual elements. During Development, we produced the final multimedia products, including recording, editing, and integrating audio, video, and graphics into a cohesive website. These phases demonstrate the transition from planning to production.
Within the Morrison, Ross, and Kemp model (Morrison et al., 2019), this artifact reflects instructional goals, learning characteristics, message design, and delivery systems. For instance, we identified the instructional goal of helping educators and students understand AI’s role in education and analyzed learning characteristics by considering both groups perspectives. Message design is evidence in how we structured the podcast using storytelling, transitions, and segmented discussions (e.g., “wonders,” worries,” and “call to action”) to organize content clearly. The selection of delivery systems, including podcast, vodcast, and website, demonstrates intentional decisions about how learners would access and engage with the content. Additionally, principles of multimedia learning (Mayer, 2009) guided decisions such as combining narration with visuals in the vodcast to support dual-channel processing and reduce cognitive load.
Related Performance Indicators
AECT Standard 1: Content Knowledge
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1.1 Creating, using, and managing technological processes and resources.
Reflection
This artifact represents a significant point in my development as an instructional designer, particularly in integrating content knowledge with technology tools. At the time, I was focused heavily on making the project engaging and visually appealing, but I was still developing a deeper understanding of how instructional design theory should guide multimedia decisions. For instance, while we included negating elements like music, storytelling, and visuals, I did not explicitly justify these decisions using frameworks like the Cognitive Theory of Multimedia Learning during the design process.
Now I approach multimedia design with a much stronger theoretical foundation. If I were to revise this artifact, I would intentionally apply multimedia learning principles. For one, I would reduce extraneous audio or visual elements, especially within the vodcast, that do not directly support learning (coherence principle). And I would ensure that visuals and narration are tightly aligned (contiguity principle). I would also incorporate accessibility features such as transcripts, captions, and alternative formats, which were not included in the original project but are critical for inclusive design.
The artifact strongly reflects AECT Standard 1 because it demonstrates my ability to create and manage technological resources to support learning. For example, I contributed to building a functional website that housed all multimedia components and ensured that users could easily access the podcast, vodcast, and supporting materials. Since completing this project, I have developed more advanced skills in aligning technology use with pedagogy and accessibility. This artifact shows my early ability to integrate tools and content, while also highlighting my growth toward more intentional, theory-driven instructional design.
References
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40–42. https://doi.org/10.1002/pfi.21461
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2019). Designing effective instruction (8th ed.). Wiley.