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In this assignment, the goal is to evaluate the quality of educational multimedia resources by using a theory assessment rubric. The rubric is well designed to evaluate different qualities to examine how design choices impact learning. By using the key element of multimedia learning theory, active learning, and accessibility and Universal Design for Learning, this will help evaluate different qualities of educational resources

Multimedia Educational Resource Assessment Rubric

Criteria	0-2 Need Additional work	3 Marginally Meet Expectation	4 Fully Meet Expectation	5 Exceeds Expectation
Theories of Multimedia Critique	Multimedia elements have little connection to CTML principles. Key principles are violated, increasing cognitive load. Design issues cause overload or confusion	Multimedia elements are present, but some principles are missing or may be inconsistently applied	Multimedia design accurately and intentionally employs various CTML principles to support learning. Visual and auditory elements complement each other, reducing factors that hinder learning	Multimedia elements have a strong connection to CTML principles. Key principles are not violated. Well-designed materials that help maximize understanding through the purposeful integration of media
Active Learning and Cognitive Engagement	Learners are in a passive state, with little practice and feedback. There is a lack of opportunities for interaction, communication, or application	Learners are in a passive position or have limited opportunities to participate. The learning path includes some opportunities for interaction, communication, or application, but these are very few.	Clear positive learning elements. The learning path is well-structured with scaffolding and extension challenges, and provides opportunities for interaction, communication, and application, but there is still room for improvement.	Learners are actively engaged in the learning process. The learning path offers well-developed, tiered instruction and extended challenges, and includes opportunities for interaction, communication, and application.
Accessibility and Universal Design for Learning	Accessibility features are missing or minimal, subtitles are lacking or navigation is poor, resulting in a poor learning experience.	The system has very few auxiliary functions, the subtitles do not match the content, and the learner’s needs are not being met.	Meet key accessibility requirements and provide accessible navigation to support most types of learners. Clear structure and conforms to UDL principles.	Strong inclusive design and provide accessible navigation to support all types of learners. Clear structure and conforms to UDL principles.
Clarity of Instruction and Instructional Intent	The purpose and learning goal are unclear. The contents are confusing and disconnected	The purpose and learning goal are implied but need more scaffolding. The contents cause some confusion and disconnected	The learning objectives are clear but not specific enough. Appropriate guidance is needed to help learners understand them.	The learning objectives are clear and specific. Strong guidance helps learners understand the objectives and promotes concept development.

Located Educational Resources

• Format: Recorded lecture
• Visuals: Mostly instructional visuals
• Interaction: Low since viewers mainly watch or listen
• Presentation Style: Moves through definitions with slides that include a few images but a lot of text and number
• Audience Engagement: Lengthy lecture format and limited interaction

Criteria	0-2 Need Additional work	3 Marginally Meet Expectation	4 Fully Meet Expectation	5 Exceeds Expectation
Theories of Multimedia Critique	This resource relies almost entirely on text and numbers. There are only a few images, but heavy text, particularly for abstract mathematical ideas.	Multimedia elements are present, but some principles are missing or may be inconsistently applied	Multimedia design accurately and intentionally employs various CTML principles to support learning. Visual and auditory elements complement each other, reducing factors that hinder learning	Multimedia elements have a strong connection to CTML principles. Key principles are not violated. Well-designed materials that help maximize understanding through the purposeful integration of media
Active Learning and Cognitive Engagement	Learners are in a passive state, since the speaker only moves point to point. Question by question There is no active learning and cognitive engagement	Learners are in a passive position or have limited opportunities to participate. The learning path includes some opportunities for interaction, communication, or application, but these are very few.	Clear positive learning elements. The learning path is well-structured with scaffolding and extension challenges, and provides opportunities for interaction, communication, and application, but there is still room for improvement.	Learners are actively engaged in the learning process. The learning path offers well-developed, tiered instruction and extended challenges, and includes opportunities for interaction, communication, and application.
Accessibility and Universal Design for Learning	There are only texts and numbers in the whole learning process.	The system has very few auxiliary functions, the subtitles do not match the content, and the learner’s needs are not being met.	Meet key accessibility requirements and provide accessible navigation to support most types of learners. Clear structure and conforms to UDL principles.	Strong inclusive design and provide accessible navigation to support all types of learners. Clear structure and conforms to UDL principles.
Clarity of Instruction and Instructional Intent	The purpose and learning goal are unclear. The contents are confusing and disconnected	The purpose and learning goal are help student have a better understand in Economic concept but is hard for student to follow since the information are too heavy	The learning objectives are clear but not specific enough. Appropriate guidance is needed to help learners understand them.	The learning objectives are clear and specific. Strong guidance helps learners understand the objectives and promotes concept development.

Overall Evaluation/justification:

Overall, this method of teaching is a bad example in Multimedia Educational Resource. The lecture video explains what poverty is and the problems that poverty causes. The speaker moves from point to point and explains the content using slides and text. This is a passive learning style in which students are only able to listen or watch. When they have questions, there is no platform for them to ask, which is not beneficial for students. Moreover, the video is too long and has too many texts and numbers. Moreover, due to a lack of images and a lack of animation, it will reduce accessibility. Therefore, this method of learning is mostly passive viewing rather than active learning.

https://www.federalreserveeducation.org/teaching-resources/economics/series/economic-lowdown-video-series

• Format: Design in different short videos (around 15mins), each video focuses on one concept only. Help the learner to focus on one thing at a time.
• Visuals: on-screen text, diagrams and animations.
• Interaction: There will be a Q&A section, and people can ask questions.
• Presentation Style: Design in different short videos with captions
• Audience Engagement: The videos are short, therefore learner to focus on the lesson itself. There are some quizes for learners to participate in different sections

Criteria	0-2 Need Additional work	3 Marginally Meet Expectation	4 Fully Meet Expectation	5 Exceeds Expectation
Theories of Multimedia Critique	Multimedia elements have little connection to CTML principles. Key principles are violated, increasing cognitive load. Design issues cause overload or confusion	Multimedia elements are present, but some principles are missing or may be inconsistently applied	Text, images, and videos are combined in this resource, and the content is organized into different topics. This structure helps learners quickly understand the purpose of the resources and their starting point, thereby reducing confusion and unnecessary cognitive burden.	Multimedia elements have a strong connection to CTML principles. Key principles are not violated. Well-designed materials that help maximize understanding through the purposeful integration of media
Active Learning and Cognitive Engagement	Learners are in a passive state, with little practice and feedback. There is a lack of opportunities for interaction, communication, or application	Learners go through a clear sequence of watching, trying, and receiving feedback, and the complexity of the task increases over time.	Clear positive learning elements. The learning path is well-structured with scaffolding and extension challenges, and provides opportunities for interaction, communication, and application, but there is still room for improvement.	Learners are actively engaged in the learning process. The learning path offers well-developed, tiered instruction and extended challenges, and includes opportunities for interaction, communication, and application.
Accessibility and Universal Design for Learning	Accessibility features are missing or minimal, subtitles are lacking or navigation is poor, resulting in a poor learning experience.	The system has very few auxiliary functions, the subtitles do not match the content, and the learner’s needs are not being met.	There are images with texts, and the video also includes the transcript below, which provides help for different students with different needs.	Strong inclusive design and provide accessible navigation to support all types of learners. Clear structure and conforms to UDL principles.
Clarity of Instruction and Instructional Intent	The purpose and learning goal are unclear. The contents are confusing and disconnected	The purpose and learning goal are implied but need more scaffolding. The contents cause some confusion and disconnected	The learning objectives are clear but not specific enough. Appropriate guidance is needed to help learners understand them.	The learning objectives are clear, and the learning is progressive. Students can learn one different concept at a time.

Overall Evaluation/justification:

This educational resource has a clear structure, which is easy for teachers to use. It provides thorough explanations. The multimedia supports most types of learners since it includes short videos with transcripts. Overall, I would say this is a great resource for students. Using short videos (around 10–15 minutes) that focus on one topic helps students stay focused. Moreover, the videos include some animation and captions, which can help students understand better. However, the interactive learning section is mostly limited to multiple-choice questions and lacks in-depth interactive or constructive tasks. Therefore in the Active Learning and Cognitive Engagement section, there will be some improvement for this resource.

https://mru.org/courses/principles-economics-macroeconomics/gdp-per-capita-purchasing-power-parity-example

Format: Design in different short videos (around 10-15 mins), each video focuses on one concept, after each video, there will be a game to text leaner knowledge

Visuals: on-screen text, simple diagrams and funny animations.

Interaction: There will be Q&A and games sections, and learners can ask questions after each section.

Presentation Style: Design in different short videos with captions and animations

Audience Engagement: The videos are short, therefore learner to focus on the lesson itself. There are some games for learners to participate in different sections

Criteria	0-2 Need Additional work	3 Marginally Meet Expectation	4 Fully Meet Expectation	5 Exceeds Expectation
Theories of Multimedia Critique	Multimedia elements have little connection to CTML principles. Key principles are violated, increasing cognitive load. Design issues cause overload or confusion	Multimedia elements are present, but some principles are missing or may be inconsistently applied	Multimedia design accurately and intentionally employs various CTML principles to support learning. Visual and auditory elements complement each other, reducing factors that hinder learning	Text, images, videos and animation are combined in this educational resource, and the content is organized into different topics. This structure helps learners quickly understand the purpose of the resources and their starting point, thereby reducing confusion and unnecessary cognitive burden.
Active Learning and Cognitive Engagement	Learners are in a passive state, with little practice and feedback. There is a lack of opportunities for interaction, communication, or application	Learners are in a passive position or have limited opportunities to participate. The learning path includes some opportunities for interaction, communication, or application, but these are very few.	Clear positive learning elements. The learning path is well-structured with scaffolding and extension challenges, and provides opportunities for interaction, communication, and application, but there is still room for improvement.	There are different sections, which include the game model, quiz, video induction, and images. Those can help students to be more active in learning and improve the cognitive engagement.
Accessibility and Universal Design for Learning	Accessibility features are missing or minimal, subtitles are lacking or navigation is poor, resulting in a poor learning experience.	The system has very few auxiliary functions, the subtitles do not match the content, and the learner’s needs are not being met.	Meet key accessibility requirements and provide accessible navigation to support most types of learners. Clear structure and conforms to UDL principles.	There are images and animations with texts, and the video also includes the transcript below, which provides help for different students with different needs.
Clarity of Instruction and Instructional Intent	The purpose and learning goal are unclear. The contents are confusing and disconnected	The purpose and learning goal are implied but need more scaffolding. The contents cause some confusion and disconnected	The learning objectives are clear but not specific enough. Appropriate guidance is needed to help learners understand them.	The learning objectives are strong and clear, and the learning is progressive. Students can learn one different concept at a time.

Overall Evaluation/justification:

This is a great example of educational resources. I have given 20 out of 20 for this resource. First, it has a clear goal and well-designed structures. It will be beneficial for all kinds of learners since it has well designed and accessible. Since there is a clear and simple image, text, animation and number, which can met leaner with different needs. The goal of the educational resource is clear and easy to understand, which can help learners have a better understand in Economic concepts. From the evidence, we can see that the learning process is very diversified, including image, video, text, game, and quiz. Therefore, it will help students in active learning and have a better cognitive engagement. It supports teachers and learners, and it includes great in-depth interactive or constructive tasks. Students are able to ask questions after each section, and there will be a section for testing learner learning outcomes, and it will show the result to the teacher. Therefore, this will maximize the learning effectiveness and experience.

Resources:

BurkeyAcademy. (n.d.). Poverty: Measurements, meaning, and alleviation (Updated) [Video]. YouTube. https://www.youtube.com/watch?v=BeH1N1UfvFc

Federal Reserve Education. (n.d.). Economic Lowdown video series. Retrieved February 5, 2026, from https://www.federalreserveeducation.org/teaching-resources/economics/series/economic-lowdown-video-series

Marginal Revolution University. (n.d.). Basic facts of wealth. Retrieved February 5, 2026, from https://mru.org/courses/principles-economics-macroeconomics/gdp-per-capita-purchasing-power-parity-example

After reading the article and the video, I realized that active learning and using multimedia can support demonstration at the beginning of the learning process. Based on these factors, we also need to think about how to design learning activities to support student learning. Therefore, accessibility is one of the most important factors that can support student learning, and it plays an important role in the learning process. Sometimes people might overlook learning design, including design context and accessibility. This means that throughout the learning process, there should be no unnecessary barriers for learners; the goal is to provide a friendly, supportive environment for all learners with diverse needs.

I have truly understood how important design context and accessibility are. These should be well designed and should support students in all aspects before learning begins, rather than being treated as a remedial measure. That being said, students should not face any barriers during the learning process. Therefore, the goal of learning design should include accessibility, which can reduce potential barriers that might negatively affect student learning. For example, including subtitles in videos, ensuring the video speed is suitable for learners who need more time to understand, and providing alternative text for images. These factors can affect student learning; therefore, if we consider them early in the design process, students’ learning experience and learning efficiency will greatly improve.

I will use Microsoft as an example, as it is one of the biggest and most successful companies in the world. They truly understand how different people respond during the learning process.

I would like to quote one thoughtful line from the video: “People approach problem-solving differently. Some people learn by trial and error, poking around to make something work. Some people learn by reading or watching videos and taking a step-by-step approach. Some people require absolute silence to focus, while others thrive on noise and energy.”

This shows that different people have different needs. Therefore, planning ahead before the learning process is necessary, and it can help people have a better learning experience.

Therefore, including elements like UDL in the learning process can benefit all kinds of learners. UDL provides multiple representations, so it can support different types of learners. This approach can reduce barriers by offering alternative learning pathways. For example, including text, visuals, audio, or interactive elements can support learners with different needs. However, one thing we need to be aware of is that while UDL provides different learning pathways. But it should not overwhelm learners or distract them from learning. Therefore, including alternative text for images ensures that learners with visual impairments will be able to access the same information. Videos allow learners to engage with content differently. Therefore, it is important to understand that more media is not always beneficial in learning. We need to balance learners’ needs with the learning goals.

In order to ensure learners with visual impairments can access the same information in the learning process, I would include clear text for images. If charts or diagrams are used during the learning process, it is important to include a text-based summary so that learners using screen readers can receive the same information. Moreover, it is important to design a clear layout and use appropriate colour contrast. These elements can help learners have a better learning experience. Lastly, I would ensure all content is screen-reader friendly and provide audio descriptions for essential visual content.

In conclusion, I think a well-designed learning process involves many factors to be aware of. Active learning and multimedia are foundational to the learning process, and the way you design the learning experience depends on how intentionally it is planned. Through the reading, I truly understand that thoughtful design choices can reduce barriers and support meaningful participation for all kinds of learners.

Interaction Design Foundation. (2016, August 16). What is Inclusive Design?. Interaction Design Foundation. https://www.interaction-design.org/literature/topics/inclusive-design

While reading Chapter 1 of Assessment Strategies for Online Learning by Dianne Conrad and Jason Openo, I was inspired by their insights into how learners respond to assessments. Looking back across 19 countries, I have noticed that educational systems and teaching methods have changed very little, remaining much the same since the nineteenth century. The COVID‑19 outbreak in 2019 became a milestone for education, exposing the outdated nature of traditional learning approaches. Since then, people have sought new methods of teaching and learning to help students succeed under different circumstances.

Compared with the 19th century, the education system in the 21st century is changing. Even though students still learn in the classroom, they can now use the internet to explore knowledge, not just rely on the teacher. Therefore, Universal Design for Learning offers multiple ways for students to perceive knowledge and engage with content. Providing flexible learning methods will enable learners to thrive in online spaces. This can optimize learning efficiency and support students even when they are in different situations.

I would love to share this quote. Online learning, according to Latchem (2014), “ceases to be mere delivery of digital learning products for the students’ consumption and becomes a platform whereupon knowledge and learning are created by students through interaction, collaboration and inquiry” (p. 311).

This proves that today’s learning channels have extended far beyond the four walls of the classroom; students can build this knowledge through their peers, instructors or even learn from others through different platforms. Moreover, Conrad and Openo point out three key elements—social, teaching, and cognitive—that play an important role in the learning process. Combining these factors can help students achieve a deeper and more effective learning experience. For example, while working on this Post 3 in WordPress, I must share my thoughts after reading the article, and my peers can comment below. This is a great example that combines the social, teaching, and cognitive elements. In today’s education, each layer strengthens the others, turning a simple posting exercise into a richer cycle of learning experience.

Education Suggestion

I think it is good to include a social-media platform like WordPress in the lesson plan. This approach moves away from traditional teaching methods and integrates more diverse educational strategies that can increase students’ enthusiasm for learning. Students can freely control their study time, and the process is actively managed by them. Teachers support all group members through meetings. Students can discover more interesting knowledge through communication with peers, and when they encounter difficulties, they can exchange opinions and learn from one another. This will be a big milestone for the education system.

Welcome to comment below and discuss what you think so we can learn together.

Refenece

A Set of Essentials for Online Learning : CSE-SET – Scientific Figure on ResearchGate. Available from: https://www.researchgate.net/figure/Benefits-of-online-learning_fig3_369556674 [accessed 9 Jun 2025]

Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. AU Press. https://doi.org/10.15215/aupress/9781771992329.01

https://onlineacademiccommunity.uvic.ca/frankiekerr/
I have a similar idea to Frankie Kerr’s Blog 1. He illustrates the combination of cognitivist and constructivist perspectives through his story with Vicky. I think Vicky’s teaching style is suitable for children, because children usually learn more easily by experiencing rather than just listening to knowledge from the teacher in the classroom. Children can learn more effectively by experiencing and thinking more actively during the experience. I think the survival unit is a very valuable learning experience, and I definitely agree that you learned a lot from this unit, because you can still remember the details even though the lesson took place more than ten years ago. Thank you for sharing!

Blog Post 1: Learning, Motivation, and Theory

After reading the article by Ertmer and Newby (2018), I learned a great deal. It also made me reflect on my past learning experiences with different professors, where I encountered various approaches such as cognitivism and behaviorism. I agree that learners do not simply transfer knowledge from the external world into memory; instead, they construct personal interpretations of the world based on their individual experiences and interactions. I would like to share two of my own learning experiences to illustrate this.

Behaviorism
My story

Flashback to my last‑semester ECON 313 tutorial at UVic. I remember my professor opened every class with a five to ten minute speed quiz on the material we had learned in the previous class. The quiz displayed the scores on our laptops. If we scored above 80 percent on the quiz, we would earn a bonus mark toward the final grade. After we submitted each question, the professor would go over it with us and revisit the concepts we had learned in the previous class.

I think this learning experience demonstrates a behaviorist approach because you can check your responses as soon as you submit your answers. Even when you make mistakes, you can see the correct answers and understand why you made those errors. The quiz also gives us a chance to apply the knowledge we have learned. This provides positive reinforcement of the concepts you learned in class.

Constructivism

I personally believe that constructivism is the best way for me to learn. I worked at BC Cancer in 2024, and my co‑op work term was the perfect example of constructivist learning. I took several courses and reached out to others whenever I had questions about work processes. After three months, my manager resigned, which meant I had to face challenges on my own. I still contacted her occasionally for her opinion on various matters. I used the knowledge I had learned when facing challenges, and when I made mistakes, I learned from the experience. This co‑op proved the value of learning through real‑world experience, and I applied the knowledge I gained throughout the entire year‑long co‑op in 2024.

Re – Best Learning Experience (frankiekerr)

https://onlineacademiccommunity.uvic.ca/frankiekerr/
I have a similar idea to Frankie Kerr’s Blog 1. He illustrates the combination of cognitivist and constructivist perspectives through his story with Vicky. I think Vicky’s teaching style is suitable for children, because children usually learn more easily by experiencing rather than just listening to knowledge from the teacher in the classroom. Children can learn more effectively by experiencing and thinking more actively during the experience. I think the survival unit is a very valuable learning experience, and I definitely agree that you learned a lot from this unit, because you can still remember the details even though the lesson took place more than ten years ago. Thank you for sharing!

An Introduction to Me!

My name is Christian Chu. I am an international student at UVic, currently studying Economics with a minor in Business. I enjoy playing sports and have worked several jobs in the past. I also love spending time with friends and family. I’m definitely an outdoor person—I love exploring the world, which helps open my eyes to new experiences. I especially enjoy the summer; the weather is amazing during that season.

Last year, I worked in the healthcare sector at BC Cancer. During that work term, I gained many practical skills that I could not have learned from textbooks or in school. I had to explore the unknown and continuously push myself to improve. That experience motivated me to take this course as an elective to explore a different field. I’m looking forward to this course and expanding my knowledge beyond my current area of study.