Course Syllabus EDTECH 513: Multimedia Dr. K. Diane Hall Spring 2010 Welcome! Your Instructor: Dr. K. Diane Hall How to Contact Me: Boise State email: khall1@boisestate.edu Personal email : kdhall@amaonline.com Cell Phone: 806.433.5947 (call or text)

What to expect:

• 7 Discussion Forums @ 50 points each =350 points • 2 Assignments (Multimedia Homepage, Coherence Analysis) @ 100 points each = 200 points • 4 Multimedia Projects (3 @ 100 points each and 1 @ 150 points) = 450 points

Total Course Points = 1000 points

In this project-based class, you will demonstrate your progress and application of various research-based multimedia principles in an interactive, community-driven online course. To accomplish this, you will:

1. discover what you know (and don’t know!) about multimedia learning through taking a survey during the first week of the course;

2. contribute to the class community through a class directory activity; 3. develop effective web pages using appropriate links by creating an EDTECH 513 home page and

links to your projects; 4. identify and apply appropriate copyright to your website, using Creative Commons licensing; 5. apply readings from assigned chapters from our textbook, E-Learning and the Science of

Instruction (ELSI) to help you complete your multimedia projects; 6. interact with your classmates through discussion forums ; 7. demonstrate personal skill development using appropriate software applications suggested by your

instructor or your own choice; 8. create original projects that either directly teach or apply multimedia design principles which

specify optimal conditions for learning; 9. create multimedia instruction that takes into account all learners; 10. use instructor-created rubrics to help you self-assess; 11. complete and polish a final website portfolio, showing all of your work; and 12. re-evaluate your answers to the initial course survey and discuss what you learned about

multimedia for instruction through a discussion forum activity. You will begin with multimedia software you are very familiar with--PowerPoint, Keynote, or OpenOffice Impress, and then move on to areas that you may not have as much or any experience with--audio recording using Audacity, producing a digital story using Microsoft PhotoStory or VoiceThread, QuickTime Pro embedded videos and "baby screens" on your website, and screencasting using Jing or Camtasia. The textbook you should have BEFORE class starts: e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 2nd Edition Authors: Ruth Colvin Clark, Richard E. Mayer ISBN: 978-0-7879-8683-4 Hardcover 496 pages (But don't worry, we won't be reading the entire book!) The textbook for this class may be ordered online from amazon by clicking this link. Boise State University Bookstore: http://www.boisestatebooks.com Amazon: http://www.amazon.com

Hardware/Software (View additional Hardware/Software Requirements for this course) Current requirements for software and hardware for the EDTECH program can be found at http://edtech.boisestate.edu/web/hardware.htm Do not pay full price for your software! An academic discount is available for students and teachers with proof of eligibility. The academic price can sometimes save you hundreds of dollars from the original cost. Here are two places where you can obtain the academic (lower priced) versions of the software:

• Boise State Bookstore: http://www.boisestatebooks.com (Click Technology/Software) • Academic Superstore: http://www.academicsuperstore.com (Search for titles)

Assignments Course assignments are generally due on Sunday evenings. You should easily find links within the Module information/instructions as well as the Submit Assignment tabs at the top of the course to locate where and how to submit assignments . Of course, don't hesitate to contact me with any questions. Posting of Assignments All modules are posted, so you can work ahead as needed. I realize you have a busy schedule too and may want to know what we will be doing. Feedback/grades You can easily check your progress and status in the course through the Grades link in Moodle. I try to grade assignments within a week after they are due. Also, you will receive an email from Moodle when a grade is posted, so you don't have to always go to Moodle to check on your grades. How about that for convenience! Late assignments Late assignments may be reduced in grade by 10% for every day they are late. Special Circumstances – please let me know of any events/circumstances that may affect your ability to submit an assignment on time prior to the due date. Grading Policy and Grading Scale: All assignments add up to 1000 points. The following is how your total scores will be recorded: Highest Lowest Letter 1000 1000 A+ 999 930 A 929 900 A- 899 870 B+ 869 830 B 829 800 B- 799 770 C+ 769 730 C 729 700 C- 699 670 D+ 669 600 D Time Management An online course can take a considerable amount of time. For this reason, I would strongly suggest beginning each assignment early. Work on it regularly over the week rather than waiting until the last day or two. This will allow you to have the chance to work out problems or get help if needed.

Participation Depending on the class activities, you are responsible for completing weekly assignments, participating in discussion groups, and checking in to the course site on a consistent basis. Technical Difficulties On occasion, you may experience problems with accessing Moodle or class files located within Moodle, with your Internet service, and/or other computer related problems. Do make the instructor aware if a technical problem prevents you from completing coursework. Academic Honesty – all students are required to abide by Boise State University's Student Code of Conduct on academic dishonesty. Assignments completed must be your original work and cannot be used in other courses in the EdTech program. Reasonable Accommodations - Any student who feels s/he may need accommodations based on the impact of a disability should contact me privately to discuss your specific needs. You will also need to contact the Disability Resource Center at 208-426-1583 208-426-1583 located in the Administration Building, room 114 to meet with a specialist and coordinate reasonable accommodations for any documented disability. Course Schedule: Unit: Date: Reading from Text: Assignments/Projects/

Discussion Boards 1 Introduction

Jan. 19 – 24 (no textbook reading)

2 E-Learning

Jan. 25 – 31 · About the Authors, p. 473-474 · Chapter 1

· DB#1

3 Multimedia Learning

Feb. 1 – 7 · Chapter 2 · DB#2 · Assignment #1 - Homepage

4 Multimedia & Contiguity Principles

Feb. 8 – 21 (2 wks.)

· Chapter 3 · Chapter 4

· Project #1 – Multimedia Instruction

5 Modality & Redundancy Principles

Feb. 22 – 28 · Chapter 5 · Chapter 6

· DB#3 · DB#4

6 Critiquing Podcasts

March 1 – 7 (no textbook reading) · DB#5

7 Coherence Principle

March 8 – 14 · Chapter 7 · Assignment #2 – Coherence Analysis

8 Personalization Principle

March 15 – 28 (2 wks)

· Chapter 8 · DB#6 · Project #2 – Digital Story

Spring Break Mar. 29 – April 4 9 Segmentation & Pre-training Principles

April 5 – 18 (2 wks)

· Chapter 9 · Project #3 – Baby Screens

10 Worked Examples

April 19 – May 2 (2 wks)

· Chapter 10 · Chapter 11

· Project #4

11 Course Reflection

May 3 – 7 (no textbook reading) · DB#7 Course Reflection

Conceptual Framework

College of Education - The Professional Educator Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners. Department of Educational Technology Mission The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state, or local educational agencies, and educational organizations in the private sector.

Organizing, Presenting, and Reflecting On Your Work through an Electronic Learning Log Although you are posting much of your work to your edtech2 website, you should also begin to work on your electronic learning log or portfolio, demonstrating proficiencies in the AECT Standards, if you are pursuing the M.E.T. degree. If you are not pursuing an M.E.T. degree, you still might want to organize your work this way, as it can provide you with a strong portfolio for presentation to potential employers. We recommend you use an easy blogging program, such as WordPress (http://wordpress.com) to organize and present your work. We recommend you save as much as you can from your work in our courses. It is easy to copy and paste discussion forum posts in Moodle. Simply go to your profile (click your name in Moodle) and select the "Forum Posts" tab. You can then copy and paste this information to another file. Also, any comments or other interactions with faculty can be easily accessed by clicking the "Activity Report" tab and then the Grade link. You will find Moodle easy to access your work in this class. Setting up your WordPress Blog

1. Go to http://wordpress.com and create an account. If you already have an account, then you can skip this step.

2. Create a blog and name it the first part of your Boise State email address if that is available and title your blog "Your Name: EDTECH Portfolio."

3. If you've never created a blog before, take some time and look over the tools you have in WordPress.

4. You can select from many attractive themes. The themes will determine how your pages will appear and also the categories. Also, you can add widgets which will increase functionality and visual appeal.

5. To create categories, click Post and then add the AECT Standards. 6. Then, write your first post, titling it your artifact, writing about this artifact, reflecting on what you

learned/how you applied it in your profession, and how it demonstrates proficiency in the AECT Standards listed below. Depending upon the type of artifact, you can link to it, attach it to your post, or embed it to your post.

7. You can always edit, delete, and adjust any of your settings and categories in your blog, so don't worry if you change your mind on how you want it organized.

AECT Standards as Blog Categories Blogs allow you to create Categories, which we suggest assigning to the AECT Standards. You can also create subcategories, if you want to include the subsections of the 5 main AECT Standards. We also suggest you include the course number of the artifact as a tag and other tags to your posts as desired.

Blog Pages You can create pages in a WordPress blog, which makes it more like a traditional website. You could create a page about yourself, including a professional resume and other pages could be the courses you take in our program. Each page could link to important documents in the courses, such as course syllabi, instructor feedback, and other documentation that would strengthen your portfolio. I have included a sample page for EDTECH 501 on my sample WordPress blog. For more information on preparing your portfolio for the M.E.T. degree, please visit the Portfolio Template created by Dr. Chareen Snelson: http://edtech2.boisestate.edu/snelsonc/portfolio.html Also, look at the links provided on this Moodle course site for the AECT Standards (Word doc) to read in more detail about these standards. Suggestions for which standards apply to the artifacts created in this class are listed in the table below. However, you may find that some artifacts may address multiple standards or other standards. AECT Standards This table contains a brief list of the AECT standards and leaves room to link to evidence showing these standards are met. Standards Links to Evidence STANDARD 1 DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

 

1.1 Instructional Systems Design Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.

 

1.2 Message Design Message design involves planning for the manipulation of the physical form of the message.

Any of the projects would apply to instructional message design.

1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.

Pre-training Project: Demonstrates sequencing of learning through pre-training instructional strategies. Screencasting Tutorial: Demonstrates instructional strategy that scaffolds the learner through steps of a procedure, gradually fading the process, with the end goal of far-range transfer of learning.

1.4 Learner Characteristics Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process.

Any of the projects, with an explanation of when the multimedia principles MIGHT be violated based upon learner characteristics and background knowledge.

STANDARD 2 DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

 

2.1 Print Technologies Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.

Multimedia & Contiguity Project: Demonstrates "static" multimedia where audio is not used, but text and images. Could be produced as print technologies if needed.

2.2 Audiovisual Technologies Digital Storytelling Project: Demonstrates

Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.

the use of audio and images to create effective instructional materials. Audacity Project: Demonstrates the use of audio presented for an online audience.

2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

Any of the projects would demonstrate this item.

2.4 Integrated Technologies Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.

Digital Storytelling Project: Demonstrates integrated use of audio and transitioned images to create a digital story, accessible through a computer.

STANDARD 3 UTILIZATION Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

 

3.1 Media Utilization Media utilization is the systematic use of resources for learning.

Any of the projects, which would demonstration how media is being properly used, such as narration and images, following research-based multimedia principles.

3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.

 

3.3 Implementation and Institutionalization Implementation is using instructional materials or strategies in real(not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.

 

3.4 Policies and Regulations Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.

 

STANDARD 4 MANAGEMENT Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.

 

4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects.

 

4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services.

 

4.3 Delivery System Management Delivery system management involves planning, monitoring and controlling ‘the method by which distribution of instructional materials is organized’ . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner.

 

4.4 Information Management Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.

 

STANDARD 5 EVALUATION Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

 

5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.

 

5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.

 

5.3 Formative and Summative Evaluation Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization.

 

5.4 Long-Range Planning Long-range planning that focuses on the organization as a whole is strategic planning....Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.