The University of Akron

Transcription

1 The University of Akron LeBron James Family Foundation College of Education Educational Foundations and Leadership 5150:633 Multimedia and Hypermedia 3 Credits Instructor: I-Chun Tsai, Ph. D. Section: 800 Office: Zook 206 Year/Term: Fall 2017 Phone: Home Phone: for important issues, otherwise Building/Room: Blended/Online Course Online in Brightspace/Panopto/WebEX & F2F Meetings at Zook113 (Optional, refer to course calendar for dates) tsai1@uakron.edu Office Hours: By Appointment/online anytime Day/Time: Engage in the course 5/7 days I. COURSE DESCRIPTION The purpose of this course is to introduce students to a variety of Hypermedia and Multimedia tools as well as developing multimedia/hypermedia products to support learning. There is no prerequisite knowledge needed for this class. Students will develop a variety of multimedia instructional materials and publish multimedia products on websites. This course also engages students to integrate Multimedia/Hypermedia in their classroom to support meaningful learning. The activities in this course are a representative sampling of the many ways that Multimedia/Hypermedia can be used to support learning. This is a blended/online course with regular project-based learning activities, coursecast lecture videos, WebEx Virtual meetings, 3 optional F2F meetings, and Brightspace supported. Basically, The WebEx Virtual Meetings will be hosted by individual student request. In this class, you will learn the multimedia and hypermedia knowledge and skills via assigned readings, Panopto Coursecast video lectures, online tutorials, asynchronous topic discussion, and WebEx Virtual Meetings. Thus, you will need to be familiar with the features of Panotpo, WebEx, and Brightspace systems. You can login with your UAnet ID and password directly to the Brightspace system via this link: and Panopto via this link: For WebEx Virtual Space, you can find the URLs under CONTENT space in Brightspace. Many relevant course documents and resources are uploaded in the CONTENT space of Brightspace as well as lecture videos in Panopto Coursecast system. Students will require the use of a computer with Internet access to utilize the online resources. This course has been peer reviewed and recognized by Quality Matters in Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses. QM is a leader in quality assurance for online education and has received national recognition for its peerbased approach and continuous improvement in online education and student learning. QM subscribers include community and technical colleges, colleges and universities, K-12 schools and systems, and other academic institutions. To ensure you can still access to learning materials when Brightspace system is not available, an external website (URL: with all the learning materials you can find in the CONTENT space of Brightspace is developed as an additional support. This overview website provides brief introduction of each mini project and suggestions of how to get started for the project. You can also access to the overview information of each mini project via the Content space of Brightspace system under the mini project folder. When starting a mini project, you would want to start with the overview information presented in the overview website. 1

2 II. There are no advanced computing skills needed before entering this class. However, you do need to have the general technical skills to be able to complete the learning tasks online. Below is a list of the general technical skills you are expected to have before taking the class: 1. Skills of using the learning systems to complete learning tasks. If you have trouble to get to these systems, you should contact: UA Help Desk via (330) or supportdesk@uakron.edu for assistance. a. Skills of using Learning Management System: Brightspace to complete learning tasks. b. Skills of using Panopto (Coursecase System) to review lecture videos. c. Skills of using WebEx (Web Conferencing System) to participate in Virtual Lab Meetings. d. Skills of using Atomic Learning system to explore additional tutorials of multimedia software. The additional tutorials are shared and accessible in the mini project folder of Content space in the Brightspace system. 2. Skills of using with attachments to communicate with peers and the instructor. 3. Skills of downloading and installing software 4. Skills of using word processing, presentation, and graphics programs. 5. Skills of saving files as.pdf format RATIONALE Hypermedia is a term that describes the fusion of two types of technologies: Multimedia and Hypertext. The purpose of this course is to provide exploration and experience with a variety of Multimedia tools (i.e. text, audio, images, animation, and video) and integrating the use of Multimedia tools with Hypermedia development tools/features into a hypertext document. In this class, students will apply elements and principles of instructional design and visual design, with multiple tools of technology, to gain insights on how to create multimedia and hypermedia materials for learning and instruction. III. REQUIRED/OPTIONAL TEXTBOOKS HTML, XHTML, and CSS : Visual QuickStart Guide (6 th or 7 th edition) by Elizabeth Castro (ISBN13: ). Available at Amazon.com ($23.09) & ebook ($17.50) available at: The online book is also available here: Web Style Guide (3 rd edition) by Patrick J. Lynch and Sarah Horton. Available at: All the project and assignment instructions will be posted under the Content space and will be updated regularly. IV. COURSE GOALS/OBJECTIVES Objectives for the course are aligned with the University of Akron conceptual framework as well as the National ISTE standards for Coach. At the conclusion of this course, you will be able to: UA New Assignments/Assessments Conceptual Standards Objectives [Identify portfolio items Framework ISTE: with asterisks (*).] Proficiencies NET-C Understand the instructional concepts of integrating Multimedia and Hypermedia tools appropriately to support learning and teaching. Apply elements and principles of visual design to effectively design web-based instructional products Apply instructional design principles to effectively design K1, K2, D1, D2 NET-C 3.2 NET-C 3.6 Instructional readings Discussion Board Activities Orientation Activity: Case Study Report K3, T1 NET-C 3.2 Instructional readings Discussion Board Activities Design Document Final Project K2, K3, K4, T1, T2, D1 NET-C 2.6 NET-C 3.6 Instructional readings 2

3 web-based instructional products Apply multimedia tools, including digital image, audio, and video editors to create multimedia instructional materials Apply basic xhtml programming skills and webpage design principles to integrate multimedia instructional material into web-based learning environment T1, T2, D1 NET-C 3.2 NET-C 3.5 T1, T2, D1 NET-C 3.2 NET-C 3.5 NET-C 3.6 Discussion Board Activities Design Document Final Project Final Project Final Project ***Note: Standards in parentheses for each objective are based on the International Society for Technology in Education (ISTE) whose standards are program standards for advanced programs in Educational Computing and Technology Leadership. V. COURSE OUTLINE There are 4 primary learning activities in this class: 1. Review Lecture Videos 2. Participate in Weekly Discussion Topics and Assignment Peer Review Forums in Discussion Board (Brightspace) 3. Complete Mini Projects: assignment page, digital image, audio, video, & hypermedia integration Projects 4. Complete Final project and present it to class via a Video tool. Week: Topics Fall/Spring Orientation (W1) MP1 (2&3) MP2 (W4&5) MP3 (W6&7) MP4 (W8&9) MP5 (W10&12/W11&12) Check Course Calendar) MP6 (W13&14) Final Week - Orientation - Start Assignment Page - Introduction to Design Document (Final Project) Digital Image: - Introduction to Photoshop - Text editing, Links & Images Digital Audio: - Introduction to Audacity Debugging Webpages: - Debugging Exercise - Debugging your WebPages: MP1-MP4 Hypermedia Integration: - Introduction to Dreamweaver - Start Final Website Digital Video: - Introduction to Movie Maker - Final Project: Presentation via a Video Tool Assignments/ Best Time to Download Software - Group Discussion Report - Discussion Topic 1 - Mini Project 1 & Peer Review Feedback - Design Document & Peer Review Feedback - Discussion Topic 2 - Download Photoshop 30-day free trial to your computer on the first day of the MP2. - Mini Project 2 & Peer Review Feedback - Discussion Topic 3 - Download Audacity free software to your computer on the first day of the MP3. - Mini Project 3 & Peer Review Feedback - Discussion Topic 4 - Mini Project 4 & Peer Review Feedback - Discussion Topic 5 - Download Dreamweaver 30-day free trial to your computer on the first day of the MP5. - Mini Project 5 & Peer Review Feedback - Mini Project 6 & Peer Review Feedback - Movie Maker is available in most of the PC computers. If you use Mac, you should use imovie to develop your project. - Final Project NO LATE SUBMISSION WILL BE ACCEPTED!! Class and Discussion Board Participation: Class discussion and DB Participation is worthy for 36 points of your final grade. You will be expected to participate in online weekly topic discussion forums and assignment submission forums. 3

4 Each Topic discussion with an initial post (2 pts) and at least 2 replying posts (2x1pt=2pts). A total of 5 weekly discussions (20 pts) are scheduled in this class. For each project submission, you will review others projects (6 mini projects) and provide at least 2 replying posts (2x1pt=2pts) by providing your suggestions. A total of 16 pts are assigned to feedback posts provided in MP1-6, Design Document, and Final Website submission DBs. To receive full credit for DB discussions, the postings must be substantive responses such as "good idea," or "interesting point," while appreciated as general feedback to your classmates, will not be considered substantive responses. Substantive responses are those that extend the discussion, elaborate on points others have made, etc. In addition to starting your initial ideas of the discussions, you will also earn points by helping your fellow students with their questions and providing feedback for their work in the assignment submission forums. Additionally, when participating in online discussion, you would want to make sure to follow the ground roles for online discussion below (source from: Colorado State University website): Participate: This is a shared learning environment. No lurking in the cyberspace background. It is not enough to login and read the discussion thread of others. For the maximum benefit to all, everyone must contribute. Report Glitches: Discussion forums are electronic. They break. If for any reason you experience difficulty participating, please call, , or otherwise inform me of the issue. Chances are others are having the same problem. Help Others: You may have more experience with online discussion forums than the person next to you. Give them a hand. Show them it s not so hard. They re really going to appreciate it! Be Patient: Read everything in the discussion thread before replying. This will help you avoid repeating something someone else has already contributed. Acknowledge the points made with which you agree and suggest alternatives for those with which you don t. Be Brief: You want to be clear and to articulate your point without being preachy or pompous. Be direct. Stay on point. Don t lose yourself, or your readers, in overly wordy sentences or paragraphs. Use Proper Writing Style: This is a must. Write as if you were writing a term paper. Correct spelling, grammatical construction and sentence structure are expected in every other writing activity associated with scholarship and academic engagement. Online discussions are no different. Use Proper Writing Style: This is a must. Write as if you were writing a term paper. Correct spelling, grammatical construction and sentence structure are expected in every other writing activity associated with scholarship and academic engagement. Online discussions are no different. Cite Your Sources: Another big must! If your contribution to the conversation includes the intellectual property (authored material) of others, e.g., books, newspaper, magazine, or journal articles online or in print they must be given proper attribution. Emoticons and Texting: Social networking and text messaging has spawned a body of linguistic shortcuts that are not part of the academic dialogue. Please refrain from :-) faces and c u l8r s. Respect Diversity: It s an ethnically rich and diverse, multi-cultural world in which we live. Use no language that is or that could be construed to be offensive toward others. Racists, sexist, and heterosexist comments and jokes are unacceptable, as are derogatory and/or sarcastic comments and jokes directed at religious beliefs, disabilities, and age. No YELLING! Step carefully. Beware the electronic footprint you leave behind. Using bold upper-case letters is bad form, like stomping around and yelling at somebody (NOT TO MENTION BEING HARD ON THE EYE). No Flaming! Criticism must be constructive, well-meaning, and well-articulated. Please, no tantrums. Rants directed at any other contributor are simply unacceptable and will not be tolerated. The same goes for profanity. The academic environment expects higher-order language. 4

5 Lastly, Remember: You Can't Un-Ring the Bell. Language is your only tool in an online environment. Be mindful. How others perceive you will be largely as always up to you. Once you've hit the send button, you've rung the bell. Review your written posts and responses to ensure that you ve conveyed exactly what you intended. This is an excellent opportunity to practice your proofreading, revision, and rewriting skills valuable assets in the professional world for which you are now preparing. You will need to complete 6 mini projects throughout the semester. Each mini project is worthy for 10 points of your final grade. The instruction for the mini projects will be delivered before the project starts. Final Project: Design Document (5 pts) + Video Presentation (4pts) + Final Website (35 pts) This final project is worthy for 44 points of your final grade. In the final project, you will integrate what you have learned in each mini project into a class lesson. Thus, the products of the final project include a design document, a class presentation, and final website. You will need to complete one final website (35 pts) by the last day of the class. Before the final website, you will submit a design document (5 pts) of your final website by the Second Sunday of Mini Project 1. After completing 75% of the final website, you will present your work (4pts) via a selected video tool, such as Jing, Viemo, Youtube, and etc. and share the URL of the video to discussion and GoogleDoc by the Wednesday of Week 15. The final project is due on the Friday of the 15 th week of the semester. No late submission will be accepted. VI. INSTRUCTOR CONTACT INFORMATION When you have questions, I can meet with you synchronous in the Collaborate. Of course, you will need to make an appointment with me in advance. You can also reach me virtually via my office telephone and address listed above. Or leave me a message in the Brightspace course discussion board. If you are asking questions regarding to course content, I prefer you use the course discussion board (Dr. Tsai s Virtual Office). VII. VIII. Additionally, I will reply to your questions or messages posted in the discussion forums within 24 hours during the weekdays. Questions or messages that are posted during the weekend or Friday evening will be replied on the coming Monday. Thus, if you wish to get quick feedback of your projects, I encourage you to work on your project ASAP and post your questions during the weekdays. INSTRUCTIONAL STRATEGIES/ACTIVITIES You will be learning in a full online environment. You need to have adequate technology for this course and this program. You must have robust, reliable Internet access at home. School or work access is not enough since you will be interacting at different times and will need to be able to work from home on weekends and evenings. Brightspace (Desire2Learn) - This course is a web-enhanced course. Participation via Desire2Learn via Brightspace is required. Students are required to access the Brightspace course page within one day of the start of the semester. It is each student s responsibility to access and review course materials, including hand-outs and discussion questions that are posted on the course webpage. Please be aware that some assignments will be available only through Brightspace. DIVERSITY/TECHNOLOGY You will be learning in a full online environment. You need to have adequate technology for this course and this program. You must have robust, reliable Internet access at home. School or work access is not enough since you will be interacting at different times and will need to be able to work from home on weekends and evenings. Brightspace (Desire2Learn) - This course is a web-enhanced course. Participation via Desire2Learn via Brightspace is required. Students are required to access the Brightspace course page within one day of the start of the semester. It is each student s responsibility to access and review course materials, 5

6 including hand-outs and discussion questions that are posted on the course webpage. Please be aware that some assignments will be available only through Brightspace. Please make sure you have the following required technologies: A RECENT desktop or laptop with Internet access (DSL, Cable or other fast, large bandwidth connection) You must have a RELIABLE Internet connection and a back-up plan. Lack of Internet access is not an acceptable excuse for absence from class or non-submission of assignments. UPDATED Firefox, Safari, and Internet Explorer or Google Chrome installed. Since Brightspace can be fussy about the browser for some applications, having a number of updated browsers to choose from is helpful. UPDATED JAVA, Shockwave, Quicktime, and other players. JAVA is used by many of our applications so if you do not have that downloaded, look up the current version and download that. Office Software-preferably MS OFFICE (available at discount through the UAkron Bookstore for students) WebCam Boom Microphone headset The first time you log into Brightspace it will give you the opportunity to do a SYSTEM CHECK please complete this process because it will tell you if you need to update versions or install any software. Do not wait until the first day of class to perform these essential technology tasks! Not being able to access the Internet will not be accepted as an excuse for not submitting work, participating in discussion or meeting online for synchronous sessions. Vacation or non-access is not acceptable in an online course. Your attendance is required online. Prepare a backup plan by locating free Wifi locations, public libraries, friend s houses that you can use if you find yourself in an emergency situation without access. Try not to wait until 11:59pm to submit assignments, or discussions---typically your Internet will be down Murphy s Law! Attendance/Participation/Discussion: Each week you will be expected to engage in scholarly discussion of topics associated with the class including but not necessarily limited to chapter readings, discussions related to research articles in instructional technology. You are required to review all the lecture videos before start working on the learning activities. Assignments Specific directions for completing this assignment are provided at the ASSIGNMENTS link on the course website on Brightspace. Assignments are due according to the course schedule. Technology Requirements - all work submitted for assessment should be created with MS WORD or saved in that format. Other acceptable formats for submission of assignments is.pdf (portable document format) or.rtf (rich text format) other formats are not acceptable. Due to the time required online, students need to have access to a high-speed Internet connection at home. Students will need an active University of Akron ID (UANet ID) and password to access a course Brightspace site. Contact the Information Services help desk ( ) for assistance if you have difficulties with your UANet ID. Students will also need a working account and the ability to send and receive attachments via . As a student in an online course or online program you are required to check your UAkron frequently. You can forward your UAkron to your main if you like. Please reply to my e- mails with a valid UAkron versus your gmail or other accounts. IX. OHIO S NEW LEARNING STANDARDS Objectives/Activities/Assignments for the course are aligned with not only the University of Akron conceptual framework but also the National ISTE standards for Technology Facilitation (NETS-C). You may refer to section IV for more details of how the standards are aligned with the learning activities. X. EVALUATION/STUDENT ASSESSMENT Assessment for learning will be done formatively through class discussions and DB discussions and summatively using mini projects and the final project. Mastery of course objectives is the ultimate goal 6

7 and you are advised to ensure that you understand the objectives and how they are being measured in the course. Master s level students should be self-directed in terms of their learning and their own selfevaluation of their progress. The following assignments/discussion must be completed and submitted for a grade. It is your responsibility to complete these assignments/discussion by the due dates. Also, you are required to submit the assignments via Brightspace by following the regulations addressed in the assignment instructions. What will be assessed? I. Class & DB discussion II. Assignment Page & Mini Projects III. Final Project How will this be assessed? Weight Due Date Weekly Discussion (5 weekly topics): Quality of posts Feedback for others Mini Projects (MP1-6), Design Document, and Final Website (at least 2 feedbacks): Quality of feedback Requirements and criteria are varied across projects. Rubrics will be provided within Mini Project Instructions. Design Document: Rubric is provided within Final Project Instructions. 20 pts possible 16 pts possible 10 pts per project - Initial Post for Weekly Topic Discussion is due by the first Sunday of each Mini Project. - Replying/Feedback Posts are due on the Second Sunday of each Mini Project. - the Second Sunday of each Mini Project. Total pts: 60 5 pts Second Sunday of Mini Project 2 Video Presentation of Final Website 4 pts Wednesday of Week 15 Final Website: Rubric is provided within Final Project Instructions. Total: 35 pts Friday of Week pts Late discussion posts and assignments are strongly discouraged. In order to receive full points for late posts and assignments, the post/assignment must be submitted no later than the post/assignment due date presented in the Course Calendar. The return rate for late posts/assignments will be slower. The maximum possible number of points for posts/assignments turned in after the due date will be 50% of the original value of the post/assignment. Students in this class can resubmit their projects until they are satisfied with their work. Thus, you would want to always submit your project on time and resubmit it again based on the instructor s feedback. The exception of this policy will be made if you contact the instructor for the extension of the due date in advance. Here are the letter grades aligning with the percentage of the total points you will get in this class: % = A 90-92% = A % = B % = B 80-82% = B % = C % = C 70-72% = C % = D below 60% = F Below are few reminders for the grade policy & Widthdrawal policy: 1. Please note that the required grade for graduate students is C. A student admitted to graduate study under any status at the University is expected to maintain a minimum 3.00 grade-point average (4.00= A ) at all times. A minimum grade-point average of 3.00 is required for graduation. No more than six semester credits of C, C+, and C- may be counted toward the degree. Grades of D+, D, and D- are treated as F grades. No grades below C- may be counted toward a degree. 2. You will be given several days to review your grades and final grade in the end of the semester. If you have any questions about your final grade, you MUST contact the instructor before the grade submission date. The date for grade submission to graduate school will be indicated by the instructor in the GRADE REVIEW announcement. Once the final grade is submitted to graduate school, it will not be changed. 3. If you complete more than 50% of assignment and need more time to finish all the assignment, you are eligible to request an IP. To do so, you need to contact the instructor via ASAP. Students who are fail to complete more than 50% of the assignments will not be able to earn an IP 7

8 XI. and continuously work on their work based on an individual plan. If you earn an IP, you will need to complete all the assignment within one semester and work with the instructor actively within one semester to complete all projects. The instructor will replace the IP to a letter grade you earn once all your submissions are completed. Students who are failed to complete the work for IP within one semester will get an F eventually. 4. Withdrawal Policy: 5. Refund Policy: 6. Add/ Drop Courses Policy: CONCEPTUAL FRAMEWORK PROFICIENCIES The University of Akron, College of Education has identified Educator as Decision Maker as the theme of our conceptual framework, which has been developed around the core components of professional practice and scholarship identified in the mission statement of the college: Knowledge, Technology, Diversity, and Ethics. The theme and components provide direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. It is our goal to provide opportunities to candidates to develop a solid foundation in the identified proficiencies for each of the core components through well-planned coursework. This foundation then transfers into knowledge-based decision making as it applies to Standards Setting Programs, Research and Inquiry, and Outreach. Descriptions of the proficiencies are provided at XII. COLLEGE OF EDUCATION MISSION AND GUIDING PRINCIPLES Mission: The LeBron James Family Foundation College of Education is a learning and teaching community that prepares educational professionals across varied organizations, who are committed to diversity, equity, and excellence, and who conduct, utilize, and critique research through scholarship, leadership, collaboration, inclusive education, innovation, and professionalism. The LeBron James Family Foundation College of Education is committed to preparing: Scholars: As demonstrated through the ability to the scholarship of teaching and learning to communicate, transform, and extend the understanding of education. Leaders: As demonstrated through the ability to empower stakeholders across varied organizations in collaborative practices that guide, direct, and improve opportunities for learning and reflective practice. Collaborators: As demonstrated through the ability to establish trust, share responsibility, and use effective communication skills to contribute and exchange ideas, knowledge, and resources to identify and solve problems. Inclusive practitioners: As demonstrated through the ability to research and critically reflect on practice and learner performance, and to serve diverse learners in a variety of social and cultural contexts. Innovators: As demonstrated through the ability to create and adapt content knowledge, technological knowledge, and pedagogical expertise. Professionals: As demonstrated through the ability to apply and facilitate interpersonal communication skills and ethical, reflective, and research-based practices. XIII. UNIVERSITY AND COURSE POLICY Policy: For further information about The University of Akron's policies regarding student ethics and conduct, please consult the following sources: (Student Code of Conduct and Community Standards) and (What Students Need to Know). Any student who feels she/he may need an accommodation based on the impact of a disability please consult and the Office of Accessibility at (330) Accessibility: Any student who feels she/he may need an accommodation based on the impact of a disability please consult and the Office of Accessibility at (330) The consideration of the accessibility regarding to online learning and the usage of Brightspace 8

9 Course Management System, please refer to the resource: Additionally, if you need any additional support for writing or successful learning, you can find more student tutoring support via the University Library: Under the Quick Links on the Library Home Page, you can find the resources for students. To be more specific, you can find writing support via this website: Please let me know how I may assist. I will fully cooperate to assist your learning. Information of Technical Support: Online doesn t mean on your own: The University of Akron provides personal ongoing support for online learners. You can find many information and resources that can support you as an online learning in this website: Brightspace Instructions on use: Brightspace is used by many courses to have on-line discussions, keep track of grades, and drop assignments. The on-line course management system directions are below, the Brightspace webpage is accessed through My Akron: Instructional Technical Service- Panopto System: Panopto System is a system allows the instructor to record live video lectures and share with students efficiently. This system is utilized to distribute the lecture videos for the learning activities in this class. If you need any help or support to use/access to the system, the support/information can be found in this website: Instructional Technical Service- WebEx System: WebEx is a web conferencing system that support the Virtual Lab meetings. If you need any help or support to use/access to the meeting space, the Support/Information can be found in this website: Zip Support/ Student Help Desk: If you encounter any problems to login to Brightspace system, Zipspace, or Atomic Learning System using your UAnet ID and password, you should contact Student Help Desk directly. You can find the possible solutions for your issues in the Help Desk website: or Support Wiki: However, if you really need to get immediate help, please contact Help Desk technical assistants via or supportdesk@uakron.edu. Useful Links for Students: My Akron: My Akron is an on-line resource portal where , Brightspace, course registration, transcripts, and additional information may be found. You must have a Uanet Id and password to log in. Is Online Learning for Me? Looking at these websites will answer the question if online learning is something you should and can manage to do. Graduate Bulletin: The current graduate bulletin offers information on programs, courses, and University information. Important Dates: Here you can find dates for graduation, registration, add/drop dates, university holidays, etc Adult Focus: A program which helps adult learners find scholarships, create effective study habits, and manage daily life when the classroom is not their first priority. Schrank Hall North, Room adultfocus@uakron.edu Career Services: Services offered to students include individual counseling & information on career and educational programs to meet their interests or needs. Simmons Hall, Room

10 IX. BIBLIOGRAPHY Arnheim, R. (1969). Visual Thinking. Berkeley: University of California Press. Well. A. (2005). Creating digital video in your school. How to shoot, edit, produce, distribute and incorporate digital media into the curriculum. Worthington, OH: Linworth Publishing, Inc. Besser, H. (2005). An introduction to Imaging. Getty Museum, Bidner, J. (2004). The kids guide to digital photography: How to shoot, save, play with and print your digital photos. New York: Lark Books Howell, D. & Howell D. (2003). Digital storytelling: Creating an e-story. Worthington, OH: Linsworth Publishing. Imagini. discover your VisualDNA. O Connor, B. & Wyatt, R. (2004). Photo provocations: Thinking in, with, and about photographs. Lanham, MD: The Scarecrow Press, Inc. National Education Technology Standards Ohio Department of Education Technology Academic Standards 3&TopicRelationID=339&Content=51505 Riesland, E. (retrieved: Visual Litearcy and the Classroom. Simpson, C. (2005). Copyright for schools: A practical guide, Fourth Ed. Worthington, OH: Linworth Publishing. Solomon Endich, R. (2004). Media literacy: Activities for understanding the scripted world. Worthington, OH: Linworth Publishing. Yenawine, P. (1997). Thoughts on Visual Litearcy. Macmillan Library References. Developed by Dr. I-Chun Tsai Revised I. Tsai 8/10/17 10

11 ATTACHMENT: Conceptual Framework Proficiencies Candidate proficiencies related to expected knowledge, skills, and professional dispositions have been identified for each of the core components of professional practice. Core Component: Knowledge Candidates will... K1. demonstrate knowledge of the content necessary for optimum practice and/or research in their respective employment settings (content knowledge) K2. demonstrate an understanding of students and individuals cognitive, social, academic, linguistic, physical, and emotional development to explain and present content in multiple ways that facilitate cognitive, academic achievement, linguistic, physical and affective development (pedagogical knowledge) K3. demonstrate knowledge of the interaction of subject matter and effective strategies to make cognitive, academic achievement, linguistic, physical and affective growth attainable for all students and individuals (pedagogical content knowledge) K4. demonstrate an understanding of professional, state and institutional standards, the role of assessment, and the use of formative and summative assessments, and data to facilitate learning and provision of effective professional services. Core Component: Technology Candidates will... T1. demonstrate an ability to integrate appropriate technology to facilitate learning and development for all students and individuals. T2. demonstrate an ability to use technology for assessment, analysis of data, and research to support and enhance student learning and individual development. Core Component: Diversity Candidates will... D1. demonstrate knowledge, skills and dispositions necessary to meet the individual needs of students and individuals based on gender, socioeconomic status, racial, ethnic, sexual orientation, religion, language and exceptionalities (both disabilities and giftedness). D2. demonstrate dispositions that value fairness and learning for all students and individuals. Core Component: Ethics Candidates will... E1. demonstrate an ability to collaborate and communicate with other educators, administrators, community members, students and parents to support student learning. E2. demonstrate knowledge of and adherence to the roles and responsibilities of the profession and to respective professional ethics and codes of conduct including the Ohio Educator Code of Ethics. E3. demonstrate ability to reflect on their effectiveness in helping all students or individuals learn and develop to their fullest potential. 11