The learning design comprises three main activity stages, a range of resources and support mechanisms. The Learning Design Sequence is illustrated as follows.

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WHAT STUDENTS DO
The subject outline and an extensive set of readings and resources are provided at the beginning of the subject. These provide information to which students need to refer throughout the session. At the first class meetings the students form teams of three or four, and select an educational or training problem put forward by a real client. From that time the students work directly with a client representative to produce a multimedia package that addresses the initial client brief.

The sequence takes learners through three stages:

1. Exploration of the problem: After forming their project teams, learners analyse two real-life cases through individual writing and small-group and whole-class discussion activities. This task encourages them to identify key issues arising in each case project and consider how these might be relevant to their own project problem.
2. Articulation of a solution: The project teams work together and with the client representative to develop a design statement outlining their proposed solution and then an advanced prototype that demonstrates the planned package.
3. Reflection on the solution: In the final stage of the process the learners reflect on their experiences by preparing an individual paper and collaborative case. They describe and analyse various aspects of the project process and outcomes, and consider implications for future practice.

SIGNIFICANCE OF ORDER
The activities are designed to be completed according to the stages above. Each activity in the sequence is designed to build upon the preceding tasks.

CRITICAL ACTIVITIES
Although it is possible for students to complete only the project task, optimal results are achieved by completing the full sequence of stages and activities.

ACCESSIBLE RESOURCES
The resources, developed as a collection of html and pdf files, are delivered online as part of a WebCT site, and on CD-ROM as a back-up in case Web access is a problem. Resources available to students as part of this subject are:

Readings: The cases are supplemented with readings that include papers and articles about the multimedia development process, and technical tips for media production.

Subject outline: This document provides information about the subject, in particular the schedule and the assessment requirements. Associated documents on the Web site provide a detailed outline of suggested weekly activities, including links to readings and other resources.

Case materials: Two real-life cases are the main resource provided. These are a rich information source providing learners with access to a project overview and timeline, transcribed interviews with the key designers, original project documents and relevant literature. Students are also provided with a copy of each of the CD-ROMs which were the outcome of the projects.

Discussion summaries (student-generated): At the end of their small group discussions each team prepares a brief summary of the main points and posts these to the WebCT discussion forum. These summaries are accessible to the whole class, and provide a record of the discussion for later reference.

Software tools and technical documentation: Students are provided with access to the software tools they need to complete their projects and the necessary technical manuals through the on-campus lab facilities and software library. Teams work with the instructor to determine what resources they require.

Diary checkpoints (student-generated): Several times during the session students are asked to post a message about their progress. These enable the class to maintain contact between meetings, and encourage learners to reflect on their progress. Issues raised in the diary checkpoints become discussion points at class meetings and on the WebCT forum.

Students are encouraged to seek out further resources of relevance to their specific project needs.

RESOURCES IN CONTEXT
These resources are unique in that they present a detailed, rich case study of two multimedia design cases. The use of electronic files allows a significant collection of resources to be compiled, much larger than if it was presented in print form, and enables the inclusion of visual and dynamic files (e.g. screen graphics and prototypes).

VARYING THE RESOURCE SET
The case materials are essential resources. There is some flexibility in the supplementary readings provided.

SUPPORTS SUPPLIED

Peer support: The collaborative teams are an essential feature of the subject and it is in these teams that students participate in small group discussion of the case issues, the development of their prototype product and the creation of a reflective case presenting their project experiences. Contact with the whole class is also maintained through class discussion both face-to-face and online.

Instructor support: The instructor is available throughout the subject both online and in person, and acts as a facilitator guiding learners to appropriate resources and assisting them with project issues as required. This is essential because the needs of each project group are different. Face-to-face classes and weekend skills workshops are also held in the Faculty’s postgraduate multimedia lab. Class meetings with a local tutor are scheduled as part of the off-shore program.

ICT tools: Students are supported by an online discussion forum through which they present updates about their project work (diary checkpoints) in addition to other issues. This facility and other technical support, such as provision of server space, are also available and tailored to suit the needs of each team.

Templates and guiding questions: Students have access to a number of templates to assist them with their project work. One of these guides them through the preparation of their design statement. Other documents assist them with project management and documentation. Guiding questions are also provided for the case analysis and reflective tasks. These direct students to respond to a series of questions, while leaving the structure open.

Models: To assist students prepare their reflective cases towards the end of their projects they are provided with a variety of different cases. Teams are invited to either use a framework relevant to their project or to develop their own.

SIGNIFICANCE OF SUPPORT STRATEGIES
The collaborative project is an authentic activity as it reflects the work of practitioners in the field by allowing student teams to develop a multimedia package to address a real-life education or training problem. The support from team members and the instructor through face-to-face meetings and electronic communications are an essential feature of this learning design. Other support strategies are tailored to specific tasks, for example the template for preparing the design statement.

SUPPORT STRATEGY ADAPTATION
In a different context an individual rather than group project may be appropriate, however support from peers through discussion is suggested.