Reeves multimedia design model 1

Reeves multimedia design model

Definition
The 'Reeves Multimedia Design Model is a typical instructional systems design (ISD) model for education and
training. It includes four major functions: 1) analysis, 2) design, 3) production, and 4) evaluation, i.e. a typical
variant of ADDIE. Each phase implies a set specific activities performed by a set of team members and that will lead
to certain products.
See also: multimedia, multimedia animation, interactive multimedia, etc.

The Model
Disclaimer: This model seems to have been published by Thomas Reeves on some now dead Georgia Tech Web
Site. Since DSchneider found the model ((c) Reeves, 1994) on an other Georgia Tech site [1], we assume that
Thomas Reeves is the author of it. However, we do not claim that this is what T. Reeves believes to be the best
design method. We are not even sure that Reeves is Thomas Reeves :)

Process Team members Products

Analysis phase

• Conducting Needs Assessment • Project Manager • Needs Assessment Report

• Preparing Audience Assessment • Subject Matter Expert(s) • Learner Profile
• Specifying Content and Objectives • Instructional Designer(s) • Content Outline
• Selecting Authoring Systems • Project Evaluator(s) • Learning Hierarchy
• Selecting Delivery Systems • Programmer(s) • Instructional Objectives
• Planning Project • Authoring System Specs.
• Planning Evaluation Strategies • Delivery System Specs.
• PERT Chart
• Project Timetable
• Evaluation Plan
Design phase

• Creating Treatment Specifications • Project Manager • Treatment Description

• Specifying Instructional Interactions • Subject Matter Expert(s) • Instructional Archetypes
• Screen Design • Instructional Designer(s) • Flowcharts
• Flow charting • Project Evaluator(s) • Scripts
• Prototyping • Programmer(s) • Format Sheets
• Writing Scripts Specifications • Graphic Artist(s) • Interactive Multimedia (IMM) Prototypes
• Formatting Screens • Video Producer(s) • Improvement Specifications
• Conducting Formative Reviews
Production phase

• Authoring Interactions • Project Manager • Interactive Code

• Creating Graphics • Subject Matter Expert(s) • Graphics
• Preparing Adjunct Materials • Instructional Designer(s) • Adjunct Materials
• Conducting Preproduction • Project Evaluator(s) • Program Documentation
• Conducting Production • Programmer(s) • Shot Lists
• Conducting Postproduction • Graphic Artist(s) • Video/Film
• Mastering Optical Media • Video Producer(s) • Audio
• Integrating Optical Media and Authoring Code • Video Editor(s) • Edited Video Masters
• Talent • Videodisc/CD-ROM
• IMM Program
Reeves multimedia design model 2

Evaluation phase

• Documenting Project • Project Manager • Project Documentation

• Testing IMM • Subject Matter Expert(s) • Functionally Valid IMM
• Validating IMM • Instructional Designer(s) • Instructionally Valid IMM
• Conducting Impact Evaluation • Project Evaluator(s) • Formative Evaluation Report
• Programmer(s) • Effectiveness Eval.Report
• Impact Evaluation Report

Critique and discussion

As presented, this model could be interpreted as a linear "waterfall" model. However, you should, before
implementing it, think about important "milestones" that should lead to inspection of what has been done, what
needs to be changed, etc. and include revision loops (at least at the end of each phase). DSchneider therefore thinks
that this is rather a "checklist", i.e. a components model.
In DSchneider's opinion, such design methods are very well suited for lower designs that are concerned by lower
learning levels.
“ The objective based design tradition presumes that knowledge exists in its perfect form in the world outside the
user and that each user possesses a more or less perfect understanding of that perfect form Pedagogic practises based
on this view often incorporate behavioural learning theory whereby learning was viewed as primarily dependent
upon the arrangement of stimuli and the reinforcement provided for various responses. Most computer based training
has been designed from such a behaviourist perspective. Reeves (1992) observes that generally these instructional
technologies have had disappointing results. "Although there is some evidence that these programs are effective for
learning concepts and procedural knowledge, their efficacy in the development of the higher order learning required
in most education and many training contexts has been limited".” (Litchfield, 1994).
On a side note, Thomas Reeves is today rather known for eclectic views, e.g. search this Wiki for "Reeves".

Links
The model presented here can be found (at least) on these web sites:
• Multimedia Design Model (Georgia Tech) [1]
• Multimedia Design Model [2]
• Original dead link: http://mime1.marc.gatech.edu/MM_Tools/MMDM.html

References
• Litchfield, A. (1994). Interface communication management: A user centred multimedia design model. In C.
McBeath and R. Atkinson (Eds), Proceedings of the Second International Interactive Multimedia Symposium,
298-303. Perth, Western Australia, 23-28 January. Promaco Conventions. http://www.aset.org.au/confs/iims/
1994/km/litchfield.html
• Reeves, T. C. (1992). Research foundations for interactive multimedia. In Promaco Conventions (Ed.),
Proceedings of the International Interactive Multimedia Symposium, 177-190. Perth, Western Australia, 27-31
January. Promaco Conventions. [3]
Reeves multimedia design model 3

References
[1] http:/ / www. ceismc. gatech. edu/ MM_Tools/ MMDM. html
[2] http:/ / coe. etsu. edu/ departments/ cuai/ danielsh/ 5700/ tools/ MMModel. html
[3] http:/ / www. aset. org. au/ confs/ iims/ 1992/ reeves. html
Article Sources and Contributors 4

Article Sources and Contributors

Reeves multimedia design model  Source: http://edutechwiki.unige.ch/mediawiki/index.php?oldid=8133  Contributors: Daniel K. Schneider, WikiSysop

License
CC BY-NC-SA Licence
EduTech_Wiki:Copyrights
http:/ / creativecommons. org/ licenses/ by-nc-sa/ 3. 0/