Course Syllabus EDTECH 513: Multimedia

Welcome!

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. find out what your classmates think about the principles through interacting with 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, creating a podcast RSS feed using a blog, 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.

Sound like fun? Then read on . . . Here's basic information about your instructor, how to contact her, and other important requirements to succeed in this course:

Course URL: http://edtech.mrooms.org/course/view.php?id=79 (bookmark this URL for fast access to our course.)

Your Instructor
Dr. Barbara Schroeder
Office: E326
email: bschroed@boisestate.edu


How to Contact Me:
The best way to contact me is through Gmail Chat or Moodle messaging.

Most questions can be answered very quickly if you send me a message through Moodle or catch me online using Gmail Chat. I check my email two times a day, once about 10:30 am and the other later in the afternoon. So, if you want my immediate attention, grab me online. 


This chart lists the best ways to contact me, listed in my order of preference:


Online Gmail Chat (Install the Video/Voice plugin for added functionality: http://mail.google.com/videochat) or iChat: bschroed@boisestate.edu
SMS 208-866-9630 (You can also use SMS messaging in Gmail again!)
Moodle Messaging Send a quick message using Moodle messaging (click the envelope icon next to my name) when I'm online and I'll get back to you.
Adobe Connect Virtual Meeting Room http://edtech.acrobat.com/barbara


I have a Teaching Assistant, who is very friendly and available for help. Here is his info:

Mike Fuller
email: michaelfuller1@u.boisestate.edu

What to expect:

Total Course Points = 380 points

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

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:

Course Dates/Topics


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