Lesley University – Newnan, GA
Teaching and Learning With Multimedia, Winter - 2007

Weekend 1: January 19, 20, 21 - 2007
Weekend 2:
February 16, 17, 18 -  2007

 

ECOMP 6016 (N6089)
Technology in Education Program
Instructor: Barry Haines
Email: Barry@Haines.net
Or Barry Haines
4
Hillcrest Place
Mendham, NJ  07945
  (973) 543-2577

http://www.barry.haines.net/
Course Web Site:
http://barry.haines.net/Lesley.html
Site Coordinator
Mr. Vincent L. Bass
PH: 770-254-2835
vince.bass@cowetaschools.org

Lab Coordinator
Ms. Jennifer Russell
PH:770-301-9948
jennifer.schmucker@cowetaschools.net

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

 

 

 

 

 

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

 

 

 

Lamb A.  (1999). Building treehouses for learning

(2nd Ed.). Emporia, Kansas: Vision to Action.

 

 

 

Green, T. D. & Brown, A. (2002). Multimedia projects in the classroom: A guide to development and evaluation.  Thousand Oaks, CA: Corwin Press, Inc.           

 

 

Theodosakis, N. (2001). The director in the classroom: How filmmaking inspires learning. San Diego, CA: Tech4Learning.

                                                     

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.

 

 


Recommended Websites

 

 

 

Lamb, A. (2005). Multimedia Seeds

(Based on Building Treehouses for Learning)

http://eduscapes.com/seeds/

 

 

 

 

i, cringely, Robert X. Cringely

http://www.pbs.org/cringely/

 

Consider This Articles (David Thornburg)

http://teacherline.pbs.org/teacherline/resources/archive_thornburg.cfm

 

The Encyclopedia of Educational Technology

http://coe.sdsu.edu/eet/

 

From Now On, The Educational Technology Journal

http://www.fno.org/

 

The George Lucas Educational Foundation

http://www.glef.org

 

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

http://www.newhorizons.org

 

Partnership for 21st Century Skills

http://www.21stcenturyskills.org

 

T.H.E. Journal

http://www.thejournal.com/

 

 

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