Syllabus

Multimedia Design in the Classroom

ET 620.51

Education Specialties Department
Loyola University Maryland
2034 Greenspring Drive
Timonium, MD 21093

Syllabus: ET620 Multimedia Design in the Classroom
Credit Hours: 3
Term: Summer 2013
Location: Graduate Center - Columbia Campus
Time Tuesdays and Thursdays, July 9 - 30, 9:00am - 3:30pm
Professor: David M. Marcovitz, Ph.D.
Office: GCTC 26N
Phone: 410-617-2250
Office Hours: by appointment
Email: marco@loyola.edu

Education Department Learning Outcomes
I. Competence X
   I.A. Possesses Broad Knowledge X
   I.B. Creates Productive Learning Environments X
   I.C. Reflects on Practice X
   I.D. Displays Leadership  
   I.E. Forms Community Relationships X
II. Conscience X
   II.A. Behaves Ethically X
   II.B. Is Committed to Social Justice  
III. Compassion X
   III.A.Exemplifies Cura personalis X

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. Candidates will learn and implement effective mutimedia and instructional design.

2. Candidates will learn advanced authoring systems to design and produce multimedia projects.

3. Candidates will learn effective uses of video in the classroom that involve having their students watch, analyze, and create digital video.

4. Candidates will understand the basics of copyright law as it applies to mutlimedia in the classroom.

COURSE MATERIALS

Primary Texts (Required):

Ivers, K.S., & Barron, A.E. (2010). Multimedia projects in education: Desiging, producing, and assessing, 4th Ed. Westport, CT: Libraries Unlimited.

Marcovitz, D. (2012). Powerful PowerPoint for educators: Using Visual Basic for Applications to make PowerPoint interactive, 2nd Ed. Denver, CO: Libraries Unlimited.

Secondary Texts:

McFedries, P. (1999). VBA for Microsoft Office 2000 unleashed. Indianapolis: Sams Publishing.

Bull, G. & Bell, L. (Eds.). (2010). Teaching with digital video. Washington, DC: International Society for Technology in Education.

Materials Needed:

Primary Text

Storage Media (such as network storage, CD-R disks, and/or flash drives)

iPod Touches with iMovie (provided in class)

Computer with video editing software (such as iMovie or MovieMaker)

Software:

COURSE OUTLINE AND SCHEDULE OF CLASSES

Class Topics Assignments (Due the class listed)
1 morning

Introduction to course

Digital Video: Watch

Five Types of Media

PowerPoint Intermediate Features

Pick-a-Partner PowerPoint

 
1 afternoon

Digital Video: Video Repository

Multimedia Theory

Introduction to VBA

 
2 morning

Pick-a-Partner

Instructional Design: The DDD-E Model

Digital Images

Digital Video: Analyze

More VBA

I&B: Chapters 1, 2, 3, and 4

Marcovitz VBA Chapters 1, 2, 3, 4, and 5

Project 1: Pick-a-Partner PowerPoint

2 afternoon

Design of Projects: Storyboarding and Flowcharting

Cognitive Theory and Multimedia Prinicples

Still More VBA


3 morning

Digital Video: Create

Organizations of Multimedia Projects

Templates

Still More VBA

Bring 5-10 Pictures for Digital Story

I&B: Chapters 5 and 6

Marcovitz VBA: Chapters 6, 7, 8, 9, 11, 12 and Epilogue

Hofer: Digital Moviemaking

3 afternoon

Form Final Project Teams

Final Work on VBA

Work Time

Form Video Teams

 
4 morning

Evaluating Projects

Preparing a Student Project

Video Work Time

I&B: Chapter 7, 8, 9, 10 and 11

Project 2: PowerPoint With VBA

4 afternoon

More Video Work Time

 
5 morning

Export Video Project as Needed

Copyright

Project 3: Video Project
5 afternoon Final Project Work Time
6 morning

The Last Lie

Copyright

Project 4: Final Project StoryBoard
6 afternoon Final Project Work Time
7 morning

Project Presentations

Conclusion

Project 5: Final Project

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.

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:

  1. Pick-A-Partner PowerPoint
  2. PowerPoint With VBA
  3. Video Project
  4. Final Project Storyboard
  5. Final Project

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 10%
PowerPoint With VBA 20%
Video 20%
Final Project StoryBoard 10%
Final Project 30%
Class Participation 10%

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.

Bull, G. & Bell, L. (Eds.). (2010). Teaching with digital video. Washington, DC: International Society for Technology in Education.

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.

Hofer, M., & Owings-Swan, K. (2005). Digital moviemaking—the harmonization of technology, pedagogy and content. International Journal of Technology in Teaching and Learning, 1(2), 102-110. Retrieved, January 14, 2010, from http://www.sicet.org/journals/ijttl/issue0502/Hofer.Vol1.Iss2.pdf

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. (2012). Powerful PowerPoint for educators: Using Visual Basic for Applications to make PowerPoint interactive, 2nd Ed. Denver, CO: 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.


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This page was prepared by Dr. David M. Marcovitz.

Last Updated: May 9, 2013