Multimedia campaign on a shoestring : promoting 'Stay Active - Stay Independent' among seniors

Issue addressed: This paper describes a multimedia campaign implemented in rural New South Wales on a budget smaller than that typical of many published campaigns. The 'To Be Young at Heart- Stay Active Stay Independent' (SASI) campaign was one arm of a multi- strategic program to reduce falls among seniors by promoting physical activity. Methods: This 18-month campaign used social marketing techniques. Central to this campaign was strong formative research, significant use of corporate, community and media partnerships and a detailed, strategic distribution plan. Campaign reach was evaluated by a community intercept survey. Results: A variety of high quality information, education and communication (IEC) resources were developed. Overall, the campaign cost was calculated at $191,000. The actual cost of $42,000 (excluding staff time) was used to generate almost double this amount in sponsorship ($82,000). In the mid-campaign reach survey, 36% recognised the campaign and attributed this to television (58%), newspaper (33%), poster (13%) and bus-back advertising (8%). Of these respondents, 21% reported seeking information about physical activity, 33% reported increased intention to be more active, and 22% reported becoming more active as a result of the campaign. Conclusions: It is possible to develop and deliver a well designed, multimedia campaign on a limited budget by using sound formative research and engaging community and corporate partners to generate sponsorship. An effective distribution strategy is crucial and may require additional partnerships at State or national level.

Rural youth and multimedia: an interagency approach.

The 10MMM multimedia project began in late 2002 in a rural region of  western Victoria and has now entered its second stage. It is an interagency initiative intended to decrease the social isolation of rural young people and stimulate the expression of youth 'voice' and leadership using multimedia tools. As the process of working with rural young people unfolds over time, it provides an opportunity for ongoing reflection on the extent to which the project can become truly driven by young people, and whether it can enable them to take a stronger leadership role in their rural communities.

Investigation into the interactive multimedia production processes of novice multimedia designer /producers in a constructivist environment

The main purpose of this study was to investigate the instructional interactive multimedia (IMI) production processes of adult novice multimedia production course. The study aimed at discovering whether a constructivistic teacher-learning environment facilitated these multimedia novice designer / producers to further develop metacognitivestates of higher-order thinking like schema formation, problem-solving and cognitive construction when producing their interactive multimedia project. To achieve this study examined the facilitative and limiting activities in planning, design and development that have assisted or hindered the NMDPs during their multimedia production work This research utilises a qualitative paradigm and makes extensive use of multiple data sources such as the participants’ proposals, planning aids, logs and final projects for single as well as cross-case analyses and discussion. Three cases were selected for in-depth analysis in the study because they provided interviews and more complete documentation and "thick descriptions" of their multimedia production activities. Findings about the NMDPs multimedia production endeavours showed that they learnt best about multimedia technology for teacing and learning by producing an interactive multimedia project themselves. Factors that enabled some of the NMDPs to flourish in a constructivistic environment included their ability to utilise their new and extended schemata to problem solve, their self regulation and a creative and positive attitude to demanding multimedia work NMDPs who utilised facilitative planning aids and design strategies produced impressive work. The study further indicates that the NMDPs’ holistic multimedia production experience made them aware of the levels of complexity involved and boosted their confidence about multimedia production for educational purposes. Suggestions for further research include examining the production styles of adult multimedia novices and young novices and investigating the implications of designing multimedia for large audience presentation rather than for single or small group learner usage.

Investigation into the design and development of the Toad Interactive Multimedia Program (TIMMP) and its use by first year biology undergraduates learning dissection procedures and in situ functional anatomy

Investigates how first year biology undergraduates learn dissection when they have access to such interactive multimedia technology. Related design and developmental factors were evaluated in relation to how they helped students learn the content in the multimedia program. Through the use of interactive technology students can learn at their own pace without the need for actual animal dissection.

Developing multimedia materials : a professional development initiative at Rangsit University

This study consisted of four professional development investigations and a dissertation on professional development for academic staff at Rangsit University in Thailand. The dissertation includes professional development activities on the design and production of a CDROM. The research utilised some of the principles of action research.

A hermeneutic study of pattern mining as a knowledge creation process : exploring multimedia design practices

In this paper, we discuss a special case of knowledge creation via pattern mining that was studied using a hermeneutic approach. The reported study explores the nature of knowledge creation by domain practitioners who do not communicate directly. The focus of this paper extends the traditional view of a knowledge creation process beyond organisational boundaries. The proposed knowledge creation framework explains the facilitated process of knowledge creation by its qualification, combination, socialisation, externalisation, internalisation and introspection, thus allowing the transformation of individual experience and knowledge into formalised shareable domain knowledge.