Multimedia construction is a complex and theoretically valid process for developing higher order thinking that can be implemented as a teaching activity and optionally associated with formal assessment in many ways. This paper explores the associated learning strategy--learning through multimedia construction, through research and reflective analysis of two class cases that feature learners from primary school and tertiary age ranges. The lecturer/researcher develops awareness of the complexity of group interactions, resource implications, the critical design of meaningful activities, appropriate assessment tasks and assessment criteria, and the importance of task and product ownership. Each case is presented in descriptive text accompanied by analysis using two recent activity/learning design models. A key aim is to inform those who wish to engage students in such activities of some of the critical factors that maximise the strengths of this strategy and inform meaningful negotiation of the potential pitfalls.