Lesley
University
Teaching and Learning With Multimedia, Winter - 2007
Weekend
1:
Weekend 2:
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ECOMP 6016 (N6089) http://www.barry.haines.net/ Lab Coordinator |
SYLLABUS
ECOMP
6016 TEACHING AND LEARNING WITH DIGITAL MEDIA [3 Credits]
This
is a combination of the two related courses formerly known as:
ECOMP
5016 Teaching and Learning with Multimedia &ECOMP 6010 Video as Educational
Technology
OVERVIEW
This course will help educators to harness the power of digital
media for teaching and learning. They will learn to use that power to transform
traditional teacher-centered classrooms into student-focused learning environments
where students use digital media for the acquisition, analysis, construction,
and presentation of knowledge. Hands on experiences will also help them
develop proficiency with the tools and skills needed for authoring and
publishing digital media in a variety of formats. Through research, discussion,
and practice, participants will discover how to integrate existing technologies
across the curriculum.
GOAL AND OBJECTIVES*
Overall Goal
Learn to create rich learning environments in which students
use digital media for the acquisition, analysis, construction, and presentation
of knowledge.
Theory & Practice Objectives
● Gain functional knowledge about educational media
resources and associated teacher support materials. (ISTE
II-C)
● Know rationales and methods for using constructivist,
inquiry and project based learning activities. (ISTE II-A, B, III-B)
● Devise
digital media experiences for the classroom that address both content and
technology standards. (ISTE III-A)
● Know the definition, rationales and strategies for
developing media literacy in the classroom. (ISTE VI-D)
● Know and use a variety of planning and design techniques
and principles for digital media projects. (ISTE II-A)
● Incorporate learning theory and research into the
design and planning of digital media activities. (ISTE
II-B, V-B)
● Know rationales and approaches for alternative assessment
strategies for digital media projects. (ISTE IV,
IV-C, V-B)
Tools & Skills Objectives
● Develop proficiency at tools and skills for authoring
and publishing digital media. (ISTE I-A, B, II-C,
V-A, C, D, VI-A)
● Use web authoring tools for constructing rich digital learning
environments. (ISTE I-A, B)
● Examine and appreciate issues
of intellectual property and copyright as it relates to using digital
media. (ISTE VI-A)
● Find, repurpose and generate original text, graphics,
audio and video. (ISTE I-A, II-C, V-A, C, D)
● Construct complex, powerful video segments incorporating
text, visual, audio and video files. (ISTE I-A & B,
II-C)
● Master strategies for publishing digital media using
mass storage devices and the web. (ISTE I-A)
READINGS
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Required Text
Simkins, M., Cole, K., Tavalin, F. & Means, B. (2002). Increasing
Student Learning Through Multimedia Projects. Alexandria, VA: ASCD. http://www.ascd.org/publications/books/2002simkins/2002simkinstoc.html
Recommended Texts
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Lamb
A. (1999). Building
treehouses for learning (2nd Ed.).
Emporia, Kansas: Vision to Action.
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Green, T. D. & Brown, A. (2002). Multimedia
projects in the classroom: A guide to development and evaluation. Thousand Oaks, CA: Corwin Press, Inc.
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Theodosakis,
N. (2001). The director in the classroom: How filmmaking inspires
learning. San Diego, CA: Tech4Learning.
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Brunner,
C. & Talley, W. (1999). The new media literacy handbook: An educator's guide to bringing new
media into the classroom. New York, NY: Doubleday.
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Recommended Websites
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Lamb,
A. (2005). Multimedia Seeds (Based on Building Treehouses for Learning) http://eduscapes.com/seeds/
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i,
cringely, Robert X. Cringely http://www.pbs.org/cringely/ |
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Consider This Articles (David Thornburg)
http://teacherline.pbs.org/teacherline/resources/archive_thornburg.cfm
The Encyclopedia of Educational Technology
From Now On, The Educational Technology Journal
The George Lucas Educational Foundation
Information Today’s Multimedia & Internet @ Schools!
http://www.infotoday.com/MMSchools/
Journal of Technology Education
http://scholar.lib.vt.edu/ejournals/JTE/
Kathy Schrock’s Guide for Educator’s
http://school.discovery.com/schrockguide/
Multimedia Schools
http://www.infotoday.com/mmschools/default.htm
New Horizons for Learning
Partnership for
21st Century Skills
http://www.21stcenturyskills.org
T.H.E. Journal
Other Required
and Recommended Readings and Resources
There will be other readings marked in the syllabus as required
readings.
There will also be a number of recommended books, articles
and web sites introduced during class.
KEY CONTENT ITEMS AND PRINCIPLES
THEORY & PRACTICE OF USING DIGITAL MEDIA IN THE CLASSROOM
I. Digital media resources and support materials for teachers
a. History and types of resources
b. Overview of current sources
II. Student centered approaches to using digital media in
the classroom
a. Constructivist Learning Theory
b. Inquiry Learning Activities
c. Project Based Learning
III. Media literacy in the classroom
a. Introduction to media literacy
b. Developing skills in critically analyzing media messages
c. Key questions and resources
IV. Design and planning
a. Team roles
b. Planning the project’s rationale, goals and objectives
c. Storyboarding
V. Learning theory
a. Multimedia information and learning
b. Multiple Intelligences, revisited
c. Accessibility and Universal Design
VI. Assessment of student digital media projects
a. Alternative assessments and rubrics, review
b. Digital media portfolios for students
c. Digital media portfolios for teachers
VII.
Integrating digital media experiences with content and technology standards
a.
Basic integration strategies
b. Challenges
c. Local
and national opportunities
DIGITAL
MEDIA TOOLS AND SKILLS
I. Digital
media basics
a. Overview
of digital media tools and techniques
b. Why
use built-in, free or low cost tools relative to equity and access
c. Repurposing,
copyright and fair use
d. Finding,
viewing, creating, editing and imbedding in projects
II. Digital Media Types
a. Text
b. Images
c. Audio
d. Video
III. Authoring and Publishing
a. Web authoring tools review (Free Web e.g. Mozilla, etc.,
MS Front Page)
b. Web authoring skills, links for linear, branching and menus
a. Publishing to R/W CD & DVD
b. Publishing to drop box (WinZip)
c. Publishing to web (FTP)
ASSESSMENT AND COURSE POLICIES
Assessment
of student work will be evident throughout the class but detailed assignment
criteria for major assignments will be provided in class. All in class
assignments will be evaluated on their completeness, amount of positive
participation, and involvement. All
written work will be evaluated on the quality of thought, completeness,
adherence to guidelines, word processing style, and ability to effectively
communicate ideas and information.
All other
projects will be evaluated on the appropriate use of technology, originality
and practicality for use in
the classroom,
as well as adherence to guidelines
Assignment Evaluation
Criteria
Graduate work must be above average, earn an A or B grade,
to be acceptable for receiving credit.
The characteristics of graduate work
are outlined below. For all
assignments, work must meet assignment specifications. This constitutes the necessary conditions
for acceptable work (regardless of quantity).
Participation and
In-Class Activities (20% of final grade – 20 points)
Active
participation is a vital element for success in this course. It includes
active, constructive contributions to all in-class discussions and activities.
You should read all required and some recommended readings and actively
contribute to discussions. Patience, perseverance, active problem-solving
and mutual support, especially in cases of unexpected technical problems
or set-backs is a sign of quality participation in a Learning Studio environment.
Assignments (40% of final grade – 40
points)
The following is the specific break down of points for participation
in the four individual assignments:
Media Safari (10 Points)
Write a short essay describing the
results of your process of creating a personal digital media collection
with a minimum of 10 resources with notes on any accompanying lesson plans
and resources. Also include one in-depth evaluation and brief lesson plan
for one selected resource appropriate to your own classroom curriculum.
Potluck Studio (10 Points)
Write a
short essay describing what resources you contributed to the in-class production
studio and what personal technical challenges you addressed during the
course. It should include a report of your efforts to locate equipment
and facilities to do media production at your home or school.
Learning Theory Reflection (10
Points)
Write a
short essay in which you explain how learning theory can be applied to
practical classroom situations to increase quality and purpose of student
learning. Begin from a personal perspective--consider how your own learning
styles and Intelligences have influenced your educational successes or
frustrations. Reflect upon conclusions you have drawn for yourself and
how you have seen evidence of these truths in your students. Then find
evidence to support your conclusions from at least three published sources
and refer to these in your paper.
Media Literacy Reflection (10 Points)
Write a
short essay summarizing your understanding of Media Literacy and it’s personal
relevance to you and your life. Then describe how you feel media literacy
and production relate to your own classroom curriculum. Integrate readings
into your summary.
Course Project (40%
of final grade – 40 points)
This course project will require you to use the knowledge
you have gained to create something useful for your classroom. For your
course project, you will create a mini-unit containing 3 or more lessons
that you will teach in your classroom. The
mini-unit must be grounded in your classroom curriculum and require students
to create a product.
During this course you are learning a variety of ways to use digital media in educational contexts. Of the possible uses, the most powerful are those in which students are actively engaged in creating their own media. For your course project, you will create a mini-unit containing 3 or more lessons that you will teach in your classroom. It must be grounded in your classroom