Learning Reflection Report

Nov 25, 2025

Simon Zhang

Throughout this course, my learning shifted from being a student who usually receives information to someone who designs learning experiences for others. As a Health Information Science student, most of my academic work focuses on understanding systems and concepts, not creating educational materials. This course was the first time I had to think like a designer and create resources that help people learn. Working on comics, videos, and a website showed me how design choices shape understanding, and it helped me see learning from a completely different perspective.

Revisit the Plan: Meeting the Course Objectives

Looking back at the course objectives, I can see how each challenge helped me build new skills step by step. The comic, video, and OER were not just separate assignments. I know how each one added a new layer of skill, taking me from basic storytelling toward more complex and interactive learning design.

First, I learned to contextualize how learning informs interactive and multimedia experiences. In the comic project, I had to translate cybersecurity concepts into something a young audience could understand. Thinking about Tony as a typical student who reuses passwords helped me connect learning goals to a real context. I was not only telling a story about hacking. I was guiding readers to recognize risks, understand strong passwords, and see how 2FA and VPNs fit into their lives. In the video project, I did something similar by using my own experience in Edmonton. I connected winter dryness, skin and eye discomfort, and self-care strategies to the real life of students moving from milder climates. In the OER, I went further and designed for regular internet users who are worried about digital privacy but do not want to give up convenience. In all three projects, the starting point was not “content,” but the specific situations and needs of the learners.

Second, I applied multimedia design principles more intentionally as the course progressed. In the comic, I used coherence, contiguity, segmenting, and personalization from the Cognitive Theory of Multimedia Learning. Each panel focused on a single idea, with short text placed close to the image. The story used simple metaphors like keys and locks to reduce cognitive load. In the videos, I improved this by using segmentation across three short clips, each with a clear focus, and by limiting on-screen text so that narration and visuals could work together. I paid attention to pacing and avoided unnecessary details that did not support the main message. In the OER, I applied these principles at the level of whole pages. Each page had one main purpose, such as “What companies collect” or “Protect yourself,” and the layout used short sections, icons, and cards to support dual coding without overwhelming the user.

Third, I engaged in design thinking through all four phases: understanding, planning, trying, and reflecting. For each challenge, I started from a POV statement, identified needs, then created prototypes, collected peer feedback, and refined my work. With the comic, I learned that the gap between a written prototype and the final visual product can be large when tools are limited. With the video, I adjusted the plan during production to reduce bias and improve clarity. With the OER, I used feedback to add real-life examples and interactive elements like checklists. This showed me that design thinking is not a straight line. It is an iterative cycle of testing ideas, listening to users, and making trade-offs.

Fourth, I learned to apply storytelling principles and principles of interactive multimedia design in different formats. The comic used a clear narrative arc with a problem, a threat, and a resolution as Tony improves his online safety. The videos used Maine Coon cats as friendly guides and structured each script around a simple question, such as “Why does winter make your skin so dry?” or “How can you protect your eyes?” The OER did not use characters, but it used a kind of “story” through the user journey, moving from awareness (what data is collected) to action (tools, tutorials, and checklists). At the same time, the OER required me to think about interaction. I designed elements that invite users to click, check off items, and move through tutorials at their own pace, which reflects principles of effective interactive multimedia design.

Finally, I met the objectives of generating a variety of prototype artifacts and using GenAI appropriately. I created a comic, a three-part video series, and a multipage website. Each artifact became more complex and interactive than the previous one. I also used Midjourney as a GenAI tool for visual creation in both the video and OER projects. I treated AI as a way to speed up visual production and maintain a consistent style, not as a replacement for learning design. I was also careful about bias and representation, which is why we switched from human characters to cats in the videos and chose a more abstract graphic for the OER homepage. This helped me understand what “appropriate use of GenAI” means in an educational context.

Identify the Turbulence

The most challenging part of the course was the video assignment. It was my first time using AI to generate visual material for a video, and the technology is still developing. Some scenes could not show the exact actions I wanted, and I had to adjust my expectations and prototype. It was also difficult to fit meaningful health information into a one-minute format without oversimplifying it. I had to think carefully about pacing, narration, and transitions. This challenge taught me how to balance accuracy, clarity, and time limits.

Another challenge was deciding which tool to use for the OER. I started with Google Sites, but the design felt outdated and limited. Switching to Figma gave me more control, but it also took extra time. This taught me that planning the design process early can prevent unnecessary rework.

Evidence of Growth

My perspective changed across the semester. At the start, I focused mostly on presenting information. By the end, I understood how important it is to think from the learner’s point of view. The comic helped me see how narrative and visuals make complex ideas easier to understand. The video project showed me how emotional tone, pacing, and segmentation affect engagement. The OER made me think about accessibility, clarity, and the user journey.

I also became more confident with design tools. Moving from simple comic panels to structured videos and then to a full interactive website showed a clear progression in my design ability. My peer feedback comments improved, and I used feedback more effectively when revising my work. Overall, my contributions reflect a deeper understanding of CTML, UDL, and interactive design principles.

Next Destination

I see strong potential for multimedia in education, especially in health information. Many health topics are complex, and multimedia can make them easier to understand. In future projects, co-op positions, or public health communication work, I can use short videos, interactive web pages, and simple visual storytelling to support learning. These skills also connect directly to my field, where designing user-friendly interfaces is important. This course taught me to approach design from multiple perspectives and think about how different people experience information. I will use this mindset when creating health resources, websites, or software interfaces in the future.

Conclusion

This course changed how I understand learning and design. Through comics, videos, and an OER, I learned how to combine theory with creative practice, how to reduce cognitive load, and how to design for different kinds of learners. The experience helped me shift from thinking about “what I want to say” to “what the learner needs.” This is a skill I will carry into future academic work, my co-op placements, and my career in Health Information Science.