Lecture 7-Develop Stage - reflection

 Hello everyone✋!

I hope you are fine 💗and ready for another potential week!

Today,I am going to talk about another Develop Phase of the DDD-E Model. This is the third one and it plays an important role regarding the multimedia projects.



The lecture emphasises that the Develop phase is when actual hard artifacts are created to support the framework built in the design phase. 👇

In this stage, media materials are created and gathered to make the process of learning more effective and simpler. Instructors assume the role of guide rather than teacher, manage media production and multiple learning activities, and address any shortcomings they notice. Students develop materials such as graphics, animations, auditory and visual videos through the use of the multimedia tools provided by their instructors (Ivers & Barron, 2010). At this stage, researchers develop interactive elements of the learning environment in which materials such as written texts, illustrations, animations, and sounds are required. Then, researchers create interactive learning mediums by using the software determined in the Decide stage (Wahidah et all, 2020).




 So after completing the flowcharts and storyboards💥, students can start working on their multimedia projects.  In this phase, they  can create the media components—text, graphics, animations, audio, and video—and work on programming the project.

The media elements are crucial because they make the projects engaging by adding color, movement, sound, and realism. This help cater to different learning styles and improve visual literacy.

For example, when working with graphics, we explore various ways to include images—creating them using software, scanning, or importing files. We also follow guidelines to ensure quality. For animations, we use techniques like path or frame animations and apply best practices to make them effective.

In the audio part, we learn to record, edit, and use different formats like digital audio and MIDI while respecting copyright rules. Similarly, in the video section, we focus on digitizing videos, managing file sizes, and ensuring the video fit well with the project.

Finally, we learn how to manage all these media resources effectively to stay organized throughout the process. Each step teaches us how to use technology creatively while considering technical and ethical aspects like copyrights.

But ,managing media production in multimedia projects requires teamwork and organization. Graphic artists and production specialists need to work closely with instructional designers to ensure they gather or create the right media elements for the project. Keeping a detailed list of the required media, along with proper bibliographical information, is essential for staying organized and giving proper credit.

To manage limited computer resources in a classroom, it suggests us to use strategies like the Jigsaw method. For instance, students responsible for graphics in each group can come together to form a new team to work on their tasks collaboratively. This approach encourages teamwork and helps maximize the use of available computers.

Media elements like graphics, animations, audio, and video  are crucial to:        

  •  make projects more engaging and help explain abstract concepts. 
  •  improve students’ visual literacy and creativity,
  •  allow students to express ideas in unique ways. 

However, working with media can come with challenges, such as compatibility issues with file formats or the need for extra software and hardware. Despite these obstacles, students generally enjoy working with media and find it a rewarding part of the project.

Thanks for reading!





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