A Guide to Managing the Interactive Multimedia Instructional (IMI) Development Process

Getting Started in the Interactive Multimedia Instructional (IMI) design and development process.

This is not another one of those instructional design blogs where the author discusses Gagne’s Nine Events of Instruction or Vigotsky’s theory of cognitive development, or even the constructivist theory among others—there’s plenty of that information presented around the internet. Instead I’m going to focus more on how one manages the IMI process – an area of teaching/learning not normally taught in colleges/universities for students working on their Master Degree in Instructional Technology, or even at the Doctoral level. Instead I will focus on converting a face-to-face course to an interactive multimedia / online course.   I had the wonderful opportunity to work with a major military command, as an intern, while working on my Doctor Degree in Instructional Technology.

Managing IMI was the the one major area that was sorely lacking in the military organization I use to work for.   I use to be a high level supervisor in the Multimedia Development Branch of a major U.S. Army military command.  I was transferred to this organization from the U.S. Navy when that command was disestablished.  Upon arriving at my new command, I was asked to look over an online mathematical tutorial course being developed.  I looked it over and told the Instructor there were too many steps missing for the student to learn the techniques being taught —I was a certified mathematics instructor.  His response was “Our students are smart, they’ll figure it out.”  To which I replied,  “Then why is an online tutorial being developed and wasting time and resources.”  Needless to say, the instructor didn’t like my response.    A year later, the contractors working on the project came to me because the course didn’t pass validation — Why was I not surprised. SMEs have much content knowledge, but the vast majority of them are lacking adequate knowledge in instructional design and how to effectively present that content via distance learning.  There is a lot of “death-by-Powerpoint” teaching going on.