Learning Reflection Report

Revisiting the Plan

Looking back at the course, I can clearly see that the 3 projects not only helped me understand Multimedia Design Principles but also allowed me to practically incorporate them in my design process.
Working on Project A(Comics) was the first time where I had clear principles that I can intentionally follow to provide a better learning experience rather than relying on instincts or aesthetic preferences.
Thinking from the audience’s perspective guided every decision, such as breaking the concept into smaller steps, using simple visuals and choosing a conversational tone so the idea of dispersion felt approachable.
This was also where I began to apply storytelling principles to create an effective learning opportunities: building curiosity, showing transformation and ending with a memorable resolution that tied the science together.
At the same time I dove into utilizing GenAI tools to help me accelerate the Comic Creation process. There is a lot of “hype” around these AI tools over the internet but very less information/critiques available on the limitations. The only way to be aware of those is by trying out these tools yourself and learning from the experience. This process helped me better understand both the potential and the constraints of GenAI in multimedia design.

Challenge B, the Color Psychology video series, pushed me further into applying multimedia learning principles in a more intentional and structured way. Working with dialogue-based scripts and colour themes helped me think carefully about pacing, signalling and reducing extraneous load so viewers could focus on the core ideas. Using familiar brand examples made the content immediately relatable, which reinforced how important context and storytelling are for transfer of learning.
By the time I reached Challenge C, the PPL(Push, Pull, Legs) OER, I was thinking in full design-thinking cycles – starting from the needs of beginner gym-goers, ideating formats, prototyping website sections and refining based on feedback. That project required me to apply cognitive load concepts, organize visuals meaningfully and present explanations clearly so the resource felt welcoming rather than overwhelming.

Identify the Turbulence

A major source of turbulence throughout the course came from incorporating GenAI tools into my projects. Going in, I underestimated how many limitations these tools have especially compared to the hype that surrounds them. In Challenge A, I struggled with basic consistency such as models would change character designs without warning, struggle with colours or fail to generate scenes with multiple elements. In the Color Psychology videos, the challenges shifted to workflow issues: audio wouldn’t sync properly, animations behaved unpredictably, many LLM models not having reference to previous generations(lacking context window) and even small prompt changes could alter the entire visual style. These constant setbacks forced me to rethink timelines, simplify designs and build in space for trial and error. Instead of treating AI as a tool helping me accelerate the creation process, I had to learn how to work with its constraints such as being more precise in my prompts, double-checking for bias and making design choices that wouldn’t rely on perfect outputs. Although frustrating at times, this turbulence ended up being one of the most valuable learning experiences, because it taught me to see GenAI as a tool that still requires human judgment, patience and adaptation.

Evidence of Growth

Looking at my contributions across the semester, my perspective shifted from trying to make the learning material “look good” based on my understanding to following researched methods to design for “how people learn”.

In the dispersion comic, peer feedback pushed me to go beyond visuals and consider pacing and clarity. Comments about the colour reveal feeling too quick helped me revise panels, split key moments and apply segmenting more intentionally. It was the first time I revised a design not because it looked better but because it taught better.

In the Color Psychology videos, my thinking became more theory-driven. Peers pointed out strengths like humour and clear themes but also highlighted missing elements explicit signalling, recap slides and accessibility. We made meaningful revisions: slowing narration, emphasizing key colour words, smoothing transitions, adding captions and thinking critically about AI bias. Documenting my workflow for my team also made me more aware of the importance of process in multimedia design.

By the time I worked on the PPL OER, I approached design with a learner-first mindset. Peer suggestions about simplifying explanations and adding diagrams aligned directly with cognitive load and UDL principles I had been using all term. My discussion posts also became more analytical over time, referencing concepts like redundancy, segmentation and personalization instead of giving surface-level observations.

This course not only helped me create more efficient learning resources but also gave me a guide to choose better resources for myself. Now, looking at educational content I can evaluate if it’s going to effectively teach me a topic or point out what all elements does it lack.

Next Destination

As a Computer Science student and Software Developer, I can already see clear applications of these learnings in the tech industry. Software applications/projects often require technical documentation, onboarding guides and presentations for teammates and stakeholders. The principles from this course such as segmenting information, reducing cognitive load and designing from the learner’s perspective translate directly into making those materials clearer and more effective.

I also see value in using storytelling techniques to explain complex technical ideas in ways that different audiences can quickly grasp. The experience I gained with GenAI tools will continue to be useful as well since understanding how to refine outputs and work around limitations is becoming essential in modern development environments.

I see myself applying these skills directly to technical documentation and project communication which would help me turn complex systems into clearer and more accessible explanations for teammates and stakeholders.
This course showed me that multimedia design is not separate from software development and rather is a core communication skill that will continue shaping how I share knowledge in both academic and professional settings.