Abstract
Multimedia exploration programs have different purposes than task-oriented computer-based training (CBT) programs. The multimedia learning process may be more important than its learning product, with the student accessing a rich base of information and symbol systems in a more idiosyncratic manner. The amount and structure of information in an exploratory environment also differs from task- or objectives-based programs. These process and structure differences necessitate special types of task analysis approaches. When meeting with the subject-matter expert, the instructional designer may find it helpful to use scenarios and knowledge mapping tools, and to employ variable consultation strategies. This article outlines some tools and tactics to facilitate the knowledge elicitation process in multimedia design by facilitating communication between the designer and subject matter expert (SME).
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