CENTRAL MICHIGAN UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES

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1 CENTRAL MICHIGAN UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES Department of Teacher Education and Professional Development EDU642: Instructional Multimedia (3 Credit Hours; Summer I, 2016) Instructor: Dr. Jennifer L. Weible Office: 464 EHS Building Office Hours: Online by Appointment Note: If you have questions about the course, is the best way to reach me. I will respond within 24 hours. Course Description: This course seeks to introduce and to help students study, create, evaluate, and implement multimedia technologies in classroom environments appropriately and effectively. Special attention is given to the theoretical and pedagogical principles underlying the use of multimedia, as well as design principles integral to the process of creating artifacts. Prerequisite: EDU590 Students need to have access to a computer and high speed Internet on a daily basis. Ability to use a computer, access s, use a web browser (Internet Explorer, Firefox, or Safari) and MS- Word, and use the Blackboard course management system. Required Textbooks: None. Readings are posted under each module in the Blackboard course site. These readings include Web resources, course reserve articles and resources, and recommended books. Special Requirements: We will have the opportunity for weekly real-time video sessions. It s recommended to have a headset with a microphone to fully participate in these sessions. Course Objectives: C- Concept- and knowledge-driven: A professional educational practice that is concept and knowledge- driven has, as its foundation, content knowledge. This knowledge base is acquired through serious study and developed through research. LEA- LEArner centered: A professional educational practice that is learner-centered focuses on the cognitive, affective and physical needs, and characteristics of each learner. It is based on the belief that all learners grow and develop throughout life and that all students can learn. R- Reflective practice relevant to diverse settings and roles: Educators will work in diverse settings from the large, urban high school to the small, rural school. Communities and schools are comprised of diverse people from a wide variety of cultural, ethnic, racial and socioeconomic backgrounds. Best educational practice requires recognition of and provisions for these differences. After completing this course, the student will be able to: 1. Select and justify the use of multimedia technologies on the basis of theoretical and pedagogical principles and best practices. {c, lea, r} 2. Effectively implement the most appropriate multimedia technologies in a learning environment to support different types of learners and learning tasks to account for varied learning styles, special needs populations, and diversity of students. {c, lea, r} 3. Demonstrate understanding of multimedia technologies to create or adapt artifacts for learning environments. {c, lea, r} 4. Create multimedia learning artifacts to be used in instruction. {c, lea} 1

2 5. Attribute resources using current copyright protocols. {c, lea} 6. Describe the characteristics, advantages, limitations, and applications in a learning environment of multimedia technologies utilized. {c, lea, r} Course Teaching Methodology: This course is taught through a mix of: 1. Technology based activities. 2. Cooperative learning exercises and problem solving. 3. Online projects and presentation. 4. Distance learning via E Mail, Internet access, or online services, or tutorials. 5. Research. 6. Readings. All materials are available on the Blackboard course site. Each week*, you will be asked to complete the following assignments: 1. Read several articles or webpages about the topic of the week, synthesize and apply this information to the topic of the week in the form of a blog post 2. Read and respond to at least two other students blog posts 3. Complete a project that demonstrates understanding of the topic and mastery of the technology used to support the learning objectives 4. Participate in a video discussion about the readings (you must attend 2 out of 6 during weeks 2-7) *During Week 1, your project will be in the form of a short paper. During Week 8, you will have TWO items: a Self-reflection and a Storify article. Course Outline: Week Topic Readings Deliverables: All due by 11:59 PM Sunday (except week 8) 1 The Power of Multimedia Introduction to Multimedia Learning (Ch 1) Mayer (2014) What is Multimedia? LearningResources/Technology/Multi media/ Synthesis and reflection paper (2-3 pages) 2 Copyright & Creative Commons 3 Digital Images 10 Common but Questionable Principles of Multimedia Learning (Ch 6), Mayer (2014) The Educators Guide to Copyright and Fair Use read all 5 parts Graphics in Instructional Presentations eating-infographics-easel-ly/ Copyright Padlet (Fri suggested) Image Project Edited image GIF Infographic 2

3 4 5 6 Using video to convey information Augmented learning Concept/mind mapping 7 Supporting Evaluation and Assessment 8 Final Project Self-reflection and Evaluation index.cfm /training/usingeducationalvideointhecl assroom.pdf 3/12/06/animation-in-the-classroom/ blog/2014/01/01/screencasting/ i/resources/video1.html - of- concept- maps ncept- mapping.html 011/05/10/best- tools- and- practices- for- concept- mapping/ opic files/dunleavydedearfi nal.pdf nted-learning-103-location-basedelearning-learn-go index.cfm ive.org/2014/05/21/digital-lessontwitter-and-storify/ Video Project Animation Instructional video Screencasting Evaluation of video/multimedia artifact Augmented learning project Augmented reality QR codes Concept mapping project Evaluation and Assessment project Assessment tool Polling and survey tools Final project Digital storytelling or Storify Self-Reflection and Evaluation Both assignments due FRIDAY Pre-Assignment: Blackboard Orientation Review or watch the Blackboard tutorials at Pay attention to (1) Discussion Board, (2) Submitting Online Assignments, (3) Online exam tips, and(4) Viewing Grades. Assignments and Assessment: Grades for each assignment and feedback are available via Course Grades within one week of the due date. Rubrics are available within each weekly module. Grading of Discussion/Blog Posts Ongoing blog posts (up to 8 points a week) Blog posts for each week are suggested to be made by Friday night, but must be posted no later than Sunday night at 11:59pm. Posts made later than Sunday will not be eligible for points. 3

4 Blog posts will be graded using a holistic scale that relates to quality of thought, integration of content and resources, and ability to extend the dialogue. The following three levels will form broad categories for evaluation. Excellent (8 pts): Post is intellectually sophisticated and engages with the content appropriately and in depth. Post extends the discussion beyond the presented material (i.e., is not a restatement or summary of reading materials) and provides clear support for positions/opinions taken (including references, resources, personal experiences, etc.) Good (6 pts): Post is intellectually sophisticated and engages with the content appropriately and in depth. Post may not extend the discussion too much beyond presented material or may not provide sufficient support for positions/opinions taken. Acceptable (4 pts): Post indicates mostly restatement/summarization of content with some justification. There may be a few original ideas but they are not developed or elaborated substantially. Unacceptable (2 pts). No post or after the Sunday due date = 0 points. Comments on peer blog posts (up to 2 points/week for a total of 16 points) You are required to comment on two blogs a week. This comment on a peer's blog should be made no later than Sunday evening. Beyond that time frame, comments are ineligible for points. Additional conversation, as always, is encouraged but not graded. Peer comments are also graded on quality of posts. o A comment that analyzes the peer post and thoughtfully extends the discussion in new ways, that adds resources to extend the conversation, or that integrates content and justification will gain 1 point. o A comment that just agrees or superficially restates peer post will get no points Assignment Point Values: Assignment Week 0- Create blog (10) Week 1 Power of Multimedia - Synthesis Paper (100) Possible Points Week 2 Copyright Padlet 100 Week 3 - Image Project 100 Week 4 Video Project 100 Week 5 Augmented Learning Project 100 Week 6 Concept Mapping Project 100 Week 7 Supporting Evaluation and Assessment 100 Week 8 Final Project 100 Blog Entries Video Sessions (2/6 required at 10 pts each) Self-Reflection Paper 100 Total Possible Points

5 Grading Scale: Point Range Percentage Letter Grade 950-1, % A % A % B % B % B % C % C % E Course Policies: Expectations for Students Being an online student is not an easy task, especially in a compressed course environment. You are expected to devote approximately hours each week to this class. To do so, you will have to be self-motivated and have self-discipline to adhere to the schedule. We will be reading, discussing, and creating each week. Look ahead. There will be skills that take you longer to acquire and use to complete your projects. Active participation is paramount to the success of this course. Learning is a communal activity. An integral part of learning is the connections between each other and how we interpret the materials together. Therefore, a channel of communication is always open between you, the class, and myself. It is very important that we interact with one another. If you have questions, please feel free to use , discussion board, chat, or phone to contact me, or your classmates. The following describes how attendance will be counted, and specific methods of participation are described. Also described is grading for online communication, including chats and discussion boards. Attendance As this course is entirely online, attendance will be determined by participation in the discussion boards and/or blog posts/responses, as well as timely submission of assignments. Both boards and blog posts and responses will follow the same grading criteria. Expectation for the Instructor Just as I have my expectations of you, the following is what I will do (as a minimum) to ensure communication conducive to efficient online teaching and learning. 1. I will check my daily. 2. I will respond to course related questions within 24 hours. 3. If I find those questions relevant and important to others, I will post them on the Announcements. 4. I will post announcements and reminders once per week, or more frequently, if needed. 5. I will give feedback on submitted assignments within a week. Online Communication Netiquette: Discussion boards and chat rooms are the primary communication channels in online courses. Most of time, those tools are text-based. Pay attention to the following when you are communicating with your instructor and/or peer students in online courses: 1. Check before you post. Always check whether a similar question to yours has been posted and answered on the discussion board to avoid duplicated messages and responses. 5

6 2. Use a descriptive subject line. When creating a new message or replying a message, use a descriptive subject line that reflects the content of your message. It can help readers catch the key concept even before reading your message. This makes the discussion more efficient. 3. Write in short paragraphs. If you have lots to say, break it down using smaller segments. This makes things easier for the readers. 4. Do not write in all uppercase. ALL CAPS MEANS YOU ARE SHOUTING although you may not mean it. 5. Use emoticons (otherwise known as emojis or emotional symbols (:-), ;-), :-(, :`-(, :-p, etc.) to indicate the tone of voice. It is often hard to tell the emotion of a text-based message. Use emotional symbols to give your message a little social touch. :-) 6. Do not edit or change the message content once someone has already responded to you. If you have something to add or change, simply add a follow-up message. 7. Respect others. Like all communication and discussion occasions, use your professionalism and talk to others with respect. Unprofessional messages will be removed. 8. People in this course may come from places around the world, so be respectful to other cultures and languages. Be careful with sarcasm. 9. Points are deducted for failing to comply with this online communication policy. Students who are abusive or rude may be banned from posting. Incomplete Policy: Incompletes will only be given when requested by the student because of extreme circumstances. A request for incomplete will only be granted when the quality of work up to the request moment is satisfactory. Students will submit a plan to be approved by the instructor for completion of the work required. Failure to complete the course work according to the approved plan will result in a failing grade and may have implications on financial aid. The instructor reserves the right to determine if the reasons for requiring the incomplete are acceptable and may request evidence and documents. Late Work Policy: Please note due dates. All assignments are due no later than the Sunday ending the module. Late work will receive a 20% deduction. Work submitted more than three days late will receive a score of 0 unless it is pre-approved by the instructor. Academic Dishonesty: Written or other work that a student submits must be the product of her/his own efforts. Plagiarism, cheating and other forms of academic dishonesty, including dishonesty involving computer technology, are prohibited. Further information on Academic Dishonesty can be found in the current Bulletin at Students with Disabilities: CMU provides students with disabilities accommodations to participate in educational programs, activities, or services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact the instructor as early as possible. For more information, contact Student Disability Services, Ms. Lynne L Hommedieu - Park Library 120: Phone: (989) , (TDD) (989) , NOTE: The items on the syllabus are subject to change or restructuring at the discretion of the course instructor. You will be notified in the Announcements section of Blackboard of any changes to the syllabus and course. 6

CENTRAL MICHIGAN UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES Department of Teacher Education and Professional Development

CENTRAL MICHIGAN UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES Department of Teacher Education and Professional Development CENTRAL MICHIGAN UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES Department of Teacher Education and Professional Development Instructor: Dr. Jennifer L. Weible Office: 464 EHS Building Email: j.weible@cmich.edu

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