What skills do I need to use rich media?

Posted on Jul 22, 2014

wandYou might be thinking that you need to be a technology wizard to use rich media in your course.

Well, you’ll definitely need to learn some basics, but even at a novice level, you can still make good use of rich media in your course.


We divide proficiency with rich media development into three levels. Keep in mind that everyone’s proficiencies differ across the spectrum of rich media skills, so perhaps you may see yourself as having a combination of proficiency levels:

LEVEL 1: I can find useful rich media content and use it in its existing form in my course.

Examples: Curating a YouTube video into a course by copy/pasting its embed code into the content area of a module; uploading an existing image or diagram in a course module to accompany text; linking to or embedding existing multimedia from a website that demonstrates a phenomenon or function; linking to a special interest group within a social network system.

LEVEL 2: I can do all of Level 1 skills, plus I can manipulate, add, or embellish media through the use of software or webtools.

Examples: Curating a collection of YouTube videos into a playlist; editing, adding or embellishing an existing image or video with text or symbols to emphasize or describe its features.

LEVEL 3: I can do all of Level 1 and 2 skills, plus I can create my own content.

Examples: Recording and editing your own videos (webcam or handheld); creating your own graphics or photo images; creating and maintaining your own special interest group or account on a social network system; using web tools to create, organize, and present media.


Defining the levels helps instructors to self-identify their proficiencies, such as to say that “With video, I’m definitely a Level I, but I’m really good at Photoshop, so I’d say I’m a Level III for images.” This strategy may be useful as a basis for pre-assessment in a competency-based training program.

In a training scenario, a trainer might develop a guide for an instructor that outlines what steps to take given the instructor’s abilities. For example, if the focus of the training is in the use of video, the trainer could produce guidelines that recommend either curating, curating + modification, or original production depending on the instructor’s capabilities.

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