SyllabusMultimedia Design in the ClassroomET 620.51Education Specialties
Department
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CATALOG DESCRIPTION
An introduction to design, development, and evaluation of multimedia projects with an emphasis on multimedia production in the K-12 classroom. Students will use multimedia authoring tools to produce courseware for classroom use and learn how to incorporate multimedia design projects into their curricula. Emphasis is on using multimedia design to teach K-12 students to be critical consumers of information. This laboratory-based course provides hands-on computer experience in class and requires extensive computer work outside of class.
COURSE RATIONALE
In this age of multimedia, we are bombarded with messages from a variety of sources and in a variety of media. Our students must be critical consumers of information, and they must be proficient in separating the message from the media. One way to become a critical consumer of multimedia is to be a producer of multimedia. By teaching our students to produce multimedia, we help them to understand how multimedia can be used to manipulate others and how it is used to manipulate them.
Using and producing multimedia has other benefits that are both motivational and educational. Teachers should be prepared to incorporate multimedia into their classrooms. Unfortunately, a great deal of multimedia courseware lacks appropriate design principles and educational value. Teachers should be prepared to appropriately evaluate existing multimedia and produce their own multimedia for professional distribution or use within their own classrooms.
COURSE OBJECTIVES
This course serves as an introduction to people who are interested in becoming courseware/multimedia designers and as a complete offering for current and future teachers who want to include multimedia production as part of their classroom environment.
1. Students will understand the importance of critical information literacy and critical multimedia literacy.
2. Students will learn how to design an effective classroom environment that incorporates multimedia production.
3. Students will learn principles of interactive systems design that will help them evaluate and create interactive systems on the computer.
4. Students will learn principles of courseware authoring and design to produce multimedia projects and to help students produce multimedia projects.
COURSE MATERIALS
Primary Texts (Required):
Ivers, K.S., & Barron, A.E. (2006). Multimedia projects in education: Desiging, producing, and assessing, 3rd Ed. Westport, CT: Libraries Unlimited.
Marcovitz, D. (2004). Powerful PowerPoint for educators: Using Visual Basic for Applications to make PowerPoint interactive. Westport, CT: Libraries Unlimited.
Secondary Texts:
McFedries, P. (1999). VBA for Microsoft Office 2000 unleashed. Indianapolis: Sams Publishing.
Materials Needed:
Primary Text
Storage Media (such as CD-R disks and/or flash drives)
Software:
Microsoft PowerPoint 2003, 2004, or 2007 (do not use 2008)
COURSE OUTLINE AND SCHEDULE OF CLASSES
| Class | Topics | Assignments (Due the class listed) |
| 1 |
Introduction to course GLERB Five Types of Media PowerPoint Intermediate Features Pick-a-Partner PowerPoint Design of Everyday Objects |
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| 2 |
Pick-a-Partner Presentations Multimedia Theory Cognitive Theory and Multimedia Prinicples Introduction to VBA |
I&B: Chapter 1 Marcovitz VBA: Chapters 1, 2, 3, and 4 Project 1: Pick-a-Partner PowerPoint |
| 3 |
Presentations of Everyday Object Critiques Instructional Design: The DDD-E Model Organizations of Multimedia ProjectsDesign of Projects: Storyboarding and Flowcharting More VBA |
I&B: Chapter 2, 3, and 4 Marcovitz VBA Chapters 5 and 6 Project 2: Critique of Everyday Object |
| 4 |
Digital Images Templates Still More VBA Form Final Projects Teams |
I&B: Chapters 5 and 6 Marcovitz VBA: Chapters 7, 8, 9, 10, and Epilogue |
| 5 |
Evaluating Projects Preparing a Student Project Final VBA Work Time Introduction to Video Production and Digital Storytelling |
I&B: Chapters 8 and 9 Marcovitz VBA: Chapters 9 and 10 and Epilogue |
| 6 | Digital Video | I&B: Chapters 10 and 11 Project 3: PowerPoint With VBA |
| 7 | Digital Video |
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| 8 |
Finalize Video Copyright |
Project 4: Video Project |
| 9 | Work Time |
Project 5: Final Project Storyboard |
| 10 |
The Last Lie Project Presentations Conclusion |
Project 6: Final Project |
I&B refers to the primary text by Ivers and Barron.
Marcovitz VBA refers to Powerful PowerPoint for Educators: Using
Visual Basic for Applications to Make PowerPoint Interactive.
This schedule is likely to change as we may go more quickly or
more slowly through some topics. Changes to the schedule and changes
in assignments will be announced in class.
COURSE REQUIREMENTS
You are expected to:
1. Attend all classes.
2. Complete all reading assignments as assigned in class.
3. Participate in in-class discussions.
4. Bring disks and cartridges to class to save work.
5. Hand in projects by the beginning of class on the project deadlines.
6. Present everyday object critique and final project to the class.
ASSESSMENT PROCEDURES AND GRADING CRITERIA
Projects and written materials should reflect the student's knowledge of the subject as well as the use of higher-order thinking skills (analysis, interpretation, synthesis, and evaluation). Materials should be presented in a professional manner, including correct spelling, punctuation, grammar, and usage.
You have six assignments for this class:
Additionally, you will receive a grade for class participation, which accounts for your participation in class discussions, in-class work efforts, and project presentations. The final grade will be assigned based on the following weighting:
| Pick-A-Partner PowerPoint | 5% |
| Everday Object Critique | 10% |
| PowerPoint With VBA | 10% |
| Video | 10% |
| Final Project StoryBoard | 10% |
| Final Project | 40% |
| Class Participation | 15% |
Each assignment will be awarded a letter grade from A+ to F (including all + and - grades in between). The grades will be averaged together with the above weighting to form the final grade. For the purposes of averaging, the following numeric equivalents will be used: A+ = 100; A = 95; A- = 92; B+ = 88; B = 85; B- = 82; C+ = 78; C = 75; C- = 72; D+ = 68; D = 65; D- = 62; and F = 0. When the grades are averaged, the following scale will be used to assign the final grade (note that A+, C-, D+, D, and D- are not options for final grades): above 92 = A; 90 - 92 = A-; 87.5 - 90 = B+; 82 - 87.5 = B; 80 - 82.5 = B-; 76.5 - 80 = C+; 70 - 76.5 = C; below 70 = F.
ATTENDANCE POLICY
Due to the fact that this an interactive, laboratory course, students are required to attend all class sessions. Repeated tardiness or missed classes (without appropriate excuse) may result in a reduction of the final grade. All anticipated absences must be reported to the instructor in advance of the missed class.
PLAGIARISM
Plagiarism will not be tolerated. Unless otherwise stated, all work handed in for assignments is expected to be the original work of the student. Work that is not your own should be properly and clearly credited to the original author. Any plagiarized work will lead to a grade of F for the course.
Note that your instructor has access to many of the same resources that you do and can easily check for plagiarism in a number of ways (see for example http://www.plagiarism.org/).
LEARNING DISABILITIES
If you have a disability that is documented with the Disability Support Services Office (DSS) and wish to discuss academic accommodations, please contact your instructor as soon as possible. If you have a learning disability that has not been documented, you may contact the Disability Support Services Office (410-617-2602) for assistance.
BIBLIOGRAPHY
Agnew, P., Kellerman, A., & Meyer, J. (1996). Multimedia in the classroom. Boston: Allyn and Bacon.
Alessi, S.M., & Trollip, S.R. (2001). Multimedia for learning: Methods and development. Boston: Allyn and Bacon.
Apple Computer, Inc. (1992). Macintosh human interface guidelines. Reading, MA: Addison-Wesley.
Blattner, M.M. & Dannenberg, R.B. (Eds.). (1992). Multimedia interface design. Reading, MA: Addison-Wesley.
Card, S.K., Moran, T.P., & Newell, A. (1983). Psychology of human-computer interaction. Hillsdale, NJ: Lawrence Erlbaum Associates.
Dick, W. & Carey, L. (1996). The systematic design of instruction (4th ed.). New York: HarperCollins.
Ivers, K.S., & Barron, A.E. (2006). Multimedia projects in education: Desiging, producing, and assessing, 3rd Edition. Westport, CT: Libraries Unlimited.
Kristof, R. & Satran, A. (1995). Interactivity by design: Creating and communicating with new media. Mountain View, CA: Adobe Press.
Laurel, B.(Ed.). (1990). The art of human-computer interface design. Reading, MA: Addison-Wesley.
Laurel, B.(Ed.). (1991). Computers as theater. Reading, MA: Addison-Wesley.
Marcovitz, D. (2004). Powerful PowerPoint for educators: Using Visual Basic for Applications to make PowerPoint interactive. Westport, CT: Libraries Unlimited.
Mayer, R. (Ed.). (2006). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
McFedries, P. (1999). VBA for Microsoft Office 2000 unleashed. Indianapolis: Sams Publishing.
Norman, D. (1989). The design of everyday things. New York: Doubleday.
Norman, D.A. (1992). Turn signals are the facial expressions of automobiles. Reading, MA: Addison-Wesley.
Norman, D.A. (1993). Things that make us smart: Defending human attributes in h age of the machine. Reading, MA: Addison-Wesley.
Norman, D., & Draper, S. (Eds.). (1986). User centered system design: New perspectives on human-computer interaction. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. New York: Basic Books.
Postman N. (1995). The end of education: Redefining the value of school. New York: Alfred A. Knopf.
Smith, I. & Yoder, S. (1998). Inside HyperStudio: Scripting with HyperLogo. Eugene, OR: International Society for Technology in Education.
Shneiderman, B. (1992). Designing the user interface: Strategies for effective human-computer interaction (2nd ed.). Reading, MA: Addison-Wesley Publishing Company, Inc.
Snyder, T., & Palmer, J. (1986). In search of the most amazing thing: Children, education, & computers. Reading, MA: Addison-Wesley Publishing Company, Inc.
Taylor, R. (Ed.). (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College Press.
Tufte, E.R. (1983). The visual display of quantitative information. Cheshire, CT: Graphics Press.
Tufte, E.R. (1990). Envisioning information. Cheshire, CT: Graphics Press.
Wickens, C.D. (1984). Engineering psychology and human performance. Boston: Scott, Foresman and Company.
Williams, R. (1994). The non-designers design book: Design and typographic principles for the visual novice. Berkeley, CA: Peachpit Press.
This page was prepared by Dr. David M. Marcovitz.
Last Updated: May 14, 2009