The multimedia enhanced student activity I created is designed for my Digital Literacy 8 course. It didn’t have any sort of introductory activity to help students get to know one another or the teacher (me). I believe that it’s important to have these sorts of activities built into a course early on in order to foster a sense of community amongst the participants and instructor. I’ve read a lot about this throughout the courses taken in the EDDL program and it has been modelled well by my various instructors and course participants in their projects. At the same time as carrying out an introductory activity (Objective 1), I wanted to give my students the opportunity to demonstrate the use use on text, graphics, audio and video (Objective 2). After all, it’s a digital literacy course and using those various forms of media is something they will encounter and I thought it would be appropriate to do this early on in the course.

Designing the activity, I followed principles I’ve learned from Keith Webster’s online course summaries called ‘Text Design For Online Learning.’ (2014) and ‘Graphics for Learning’ (2010). Also, Meyer’s (1996) SOI Model was used for considering which graphics and video to use in the activity. In a presentation Meyer (2014) gave at Harvard University, he discussed many effective research based strategies for using multimedia in online learning. I took many of them into consideration including: Pre-training, segmenting, using graphics & audio instead of just graphics & text, reducing extraneous processing, and personalization. I chose to use Moodle as my site to contain all the instructions, links and supporting tutorials. I also gave links to all the software students need to use and download/install. I believe this adds to the pedagogical soundness of this activity. The major individual element of the activity has students using Padlet to showcase the various forms of media they created to highlight themselves. The group portion of the activity has students using ZeeMaps. Other recommended applications include Windows Paint,  Audacity, Windows Movie Maker and YouTube.

One thin to note here is that I had a few options as to how I wanted this activity to be evaluated. I decided to go with the low stress option because it’s an introduction to the course and because of the varying ability students will have using the various forms of media and software. I added a Choice option at the end of the activity that students check off when complete so I can get a record in Moodle that they have done the activity. I could also set it up so that students need to complete this activity before they can access the rest of the course. The other option would be to make this activity an actual hand-in assignment where I evaluate the actual creation of the various media types. Another option that I think I’d do would be to get students to make a forum post and have a discussion with the other participants. They could showcase what they created and go from there. Due to the asynchronous nature of my courses, I’m not sure if this option would go as well as I’d hope for.

You can see the objective of my activity and all the supporting instructions, links, videos and activities in the MoodleCloud space I’ve created. Please let me know what you think.


You can find the Activity I created here on my MoodleCloud site

Username: student               Password: student


Mayer, R. E. (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8(4), 357-371.

Mayer, R.E. (2014). Research Based Principles for Multimedia Learning. Presentation given at Harvard University, 5 May 2014.

Webster, K. S. (2010, January 26). Graphics for Learning [Video file]. Retrieved from

Webster, K.S. (2014). Text Design for Online Learning. Retrieved from

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