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3. Project conceptualisation
Group ideas were translated into concepts and storyboards. Members created sketches for the interfaces of their
application’s screen and started to acquire the necessary media elements (e.g., graphics, sound, video, animation, and
text) and created the visuals for their Director application.
4. Project authoring
The final application was authored. Each member of the team was responsible for at least one screen of the
application. They proceeded to develop the application collectively and collaboratively.
5. Presentation
Figure 3. The multimedia-mediated student development learning process
The groups made two presentations. The first was a work-in-progress presentation to give the class an overview of
their work and solicit their comments. This provided them with preliminary experiences in presenting to an audience.
They fine-tunee their work, taking into account the comments from other students regarding their design, navigation,
interactivity and overall presentation. The second presentation was more formal on completion of the applications.
The students presented their work, discussed modifications made on their first presentation, and submitted their
application to the lecturer.
6. Reflection
Students reflected on: their own individual progress, their relationships with the group, the team leader, the problems
they encountered individually and collectively, how they overcame their problems, as well as on the comments made
by the other groups on their presentations. These reflections were incorporated in their final group report and
submitted to the lecturer.
The conceptual framework of their multimedia-mediated development process is illustrated below in Figure 3.
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