Document Type

Article

Publication Date

2022

DOI

10.51869/114/kh

Publication Title

Journal of Applied Instructional Design

Volume

11

Issue

4

Pages

27-49

Abstract

This design case documents the inception, development, and installation of a virtual exhibit on ethical use of learning analytics (LA) for the Museum of Instructional Design (MID), hosted in Mozilla Hubs. Tension emerged as the design team attempted to negotiate established principles of multimedia design theory (see Mayer, 2014; Mayer & Fiorella, 2021; Richardson, 2014) within an emerging learning environment. A rapid prototyping model, combined with elements of critical museology and dialectics, allowed for ongoing formative evaluation of design fidelity. Exhibit artifacts consisted of scenarios illustrating the ethical ambiguities of LA; a data justice timeline pairing recent peer-reviewed articles on LA with significant contemporaneous milestones in data privacy; audio zones highlighting the dialectical dialogue between those who support LA use and those who advise caution; and a response wall for museum visitors to extend the discussion. Beyond application of multimedia design principles to artifacts, 3D spaces also demand consideration of space and movement flow. Lacking precedent, this exhibit design was guided by the Smithsonian’s (2018) recommendations for in-person exhibits. It is the intention of the design team that this design case highlights the need for a reconsideration of established multimedia theory when designing for emerging learning environments.

Rights

© 2022 The Authors.

Published under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.

Original Publication Citation

Herman, K., Shifflett, J. S., Schoolmaster, C. W., Thull, C., & Glaser, N. (2022). Past precedent reconciling established multimedia principles in 3D virtual learning environments. Journal of Applied Instructional Design, 11(4), 27-49. https://doi.org/10.51869/114/kh

ORCID

0000-0002-9266-1353 (Shifflett)

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