ANALYSIS TOOLS

The "Multimedia Design Model" is one version of literally scores of instructional systems design (ISD) models that have been designed for education and training. The model includes four major functions: 1) analysis, 2) design, 3) production, and 4) evaluation. Each function is divided into a set of specific activities. A list of the project team members most likely to be involved in a function is also included as well as a list of the interim products likely to come out of that function. One danger in applying this tool is that you might think you have to check off each activity in a linear manner. Actual multimedia development projects will include some of these activities and not others. Additional activities not included in this model may be required. The team make-up and the specific interim products will also vary considerably according to the nature of a real-world project. The model is only meant to suggest the types of activities to be followed. It is a guide, not a blue-print.

The "Needs Assessment Matrix" is a simple tool that suggests different ways of gathering information regarding audiences, tasks, and content while conducting a needs assessment for an interactive multimedia development project. The easiest way of obtaining needs assessment information is to interview people, but interviews have limitations as well. The ideal procedure is to "triangulate" the information you need by collecting it via two or more ways!

The "Needs Assessment Decision Aid" is a tool designed to help you select the best method (or methods) for collecting information during the needs assessment portion of your analysis effort. There are three primary information collection methods described in this tool: focus groups, interviews, and questionnaires. Each has advantages and disadvantages. The tool includes a list of questions that when you answer them should assist you in selecting the preferred method of collecting the needs assessment data you desire. Of course, if personnel, temporal, and financial resources permit, it is sound policy to use two or three methods to collect needs data so as to "triangulate" your findings.

The "Needs Focus Group Protocol" is a tool that provides:
1. background information about focus groups as a method of collecting needs assessment data,
2. an actual sample focus group protocol,
3. references to additional information about this data collection method.

The "Needs Interview Protocol" is a tool that provides:
1. background information about interviews as a method of collecting needs assessment data,
2. an actual sample interview protocol,
3. references to additional information about this data collection method.

The "Needs Questionnaire" is a tool that provides:
1. background information about questionnaires as a method of collecting needs assessment data,
2. an actual sample questionnaire,
3. references to additional information about this data collection method.

A useful approach to defining precisely what an multimedia program ought to contain is to conduct a job or content analysis. If your program is intended to train people for a specific job, e.g., graphic artist. you will usually conduct a "job analysis." If your program is aimed at educating people about a specific content or subject area, you will usually conduct a "content analysis." Both types of analysis are quite similar, and in most cases, your analysis will include both job and content analysis. If your multimedia program is focused on a clearly defined job, e.g., training a secretary how to use a new word-processing program, then the emphasis will be on "job analysis." If however, the multimedia program is focused on general knowledge, e.g., the history of World War II, then the emphasis will be on "content analysis."

An interactive multimedia program can address many different goals. Before proceeding to the design stage, you will want to obtain agreement about a program's goals among the major parties involved in the development of a multimedia program. These parties will include the clients, the users, the instructors, or anyone else with a major stake in the program. The "Goal Analysis Tool," provides a strategy for gradually refining goals and describing the processes by which the attainment of goals can be assessed. A through goal analysis will provide you with a sound basis for writing precise performance objectives.

Just as it is important to conduct a good needs assessment, it is also essential to report the findings in a clear, concise manner that decision-makers can understand and use. The "Analysis Report Template" tool lists the major topics that should be included in a needs assessment or task analysis report. The formality of the report will depend upon the size and scope of the project and the nature of your relationship with the client. It is easy to get so caught up in the analysis phase of a project that there may not be enough time for the equally important design, production, and evaluation phases. On the other hand, the clearer and more accurate your analysis, the more likely it is that your project will be focused on the real needs of the client and thereby be successful.

The "Project Estimation Rules" presented in this tool are based upon the "best guesses" of experienced instructional designers. There is a lack of science in these estimates, but at least they give you a place to start in estimating the time and resources needed for an interactive multimedia development project. Many important development aspects are not included in these "rules of thumb," e.g., authoring time and video or graphics production time.

Ultimately, you will want to use a spreadsheet program to establish an estimated budget for your multimedia development project. This "Project Estimation Worksheet" will provide you with some guidance for setting up your own spreadsheet program to calculate the temporal, financial, and personnel resources required for a interactive multimedia design project.