Changing Metaphors for Designing Interactive Multimedia for Higher Education: From Media Producer to Dialogical Collaborator

In this paper, we: (a) review briefly the problematic nature of the initial design process and the subsequent paradigm shift in which the formerly separate strands of research and design became interwoven into a dialectical collaborative process, (b) outline the way in which the multimedia program makes possible a multi-dimensional curriculum including a constructivist epistemology of undergraduate teaching practice, and (c) illustrate why the epistemology of assessment needs to be a focus of future design dialectics.