Why a Multimedia Inventory is Important for Instructional Designers

Preparing a multimedia inventory can be a tedious task but when done right, they often provide a comprehensive list of items in a website. If the table is structured adequately, it can help instructional designers identify different types of multimedia quickly and easily as well as help them note any revisions or missing files. The inventories are also a measure of good practice when developing web sites or pages and, as discussed in an online chat with a fellow classmate, should be started at the beginning stages of LMS development rather than accumulated at the end. Starting an inventory from the beginning of the process not only saves time but once the list has been compiled, the author or designer can remove any files from the list that are not used and also be able to list where in the process any copyright requests are taking place.

Relating to the SECTIONS Model

The inventory takes into consideration most of the SECTIONS model. In Vista, I am mainly targeting adults. Most of the content for the web writing portion of the course is text while some content for the usability design portion includes visual content – mainly imagery and videos. While deciding which types of multimedia to include, the SECTIONS model provided insight into what should or should not be added to the inventory. In sum, the questions I had to ask myself in relation to the model were: “Is this relevant to the instructional content?”, “Is it necessary?”, “Are there any accessibility issues to consider?” and “Is the media current?”

During this week’s group discussion, I realized that the use of screenshots may be a copyright issue; therefore, a decision has yet to be made on whether or not to use them. Nevertheless, they have been included in the inventory in the event they will be used. This copyright issue alone questions the costs, teaching and learning, and organizational issues of the SECTIONS (Bates & Poole, 2003) model. What is the cost of using a screenshot and is there a liability issue that creates a barrier for the organization or institution with its use? Do students really need this screenshot to get a point across? What are my alternatives – can I mimic the appearance or structure of a website and create my own imagery or is that a copyright issue as well? How long will it take for the original author to reply to a request for permission to use their work if no Creative Commons Licensing or other terms of use exist?

Although I favour interactivity in course content, I think it is more important to consider usability first, since there are more issues associated with the use of content. For this project, it is easy to miss identifying copyright permissions – definitely something that should not be overlooked.

Reference
Bates, A. W. & Poole, G. (2003). A framework for selecting and using technology. In Effective teaching with technology in higher education: Foundations for success. New York: Wiley, John & Sons. Retrieved June 6, 2009 from UBC WebCT Vista: ETEC 565A.