589 Syllabus

Current Issues in Technology:

Advanced Multimedia

Instructor: Regina Royer

Office: 145 Caruthers Hall

Office phone: (410) 548-3949

Office hours: T 1-3, W 5-7pm

Email address: rdroyer@salisbury.edu

Outcomes Weekly Topics and Assignments Grades

Attendance

Enduring Understanding: Units of instruction that effectively integrate multimedia into the classroom include: constructivist approaches that involve students as designers, performance tasks for students that provide evidence of understanding, lesson planning to address unique requirement of computer based instruction, and audio/visual elements that develop content objectives.

Essential Questions, Outcomes and Assessments:

1. How can multimedia help students develop essential understandings and improve achievement?

Outcomes

Assessments

	Define understanding
	Explain how and why teachers should use multimedia to teach for understanding
	Identify the most appropriate context for integrating technology into the curriculum;

	A multimedia presentation explaining the facets of understanding
	A multimedia presentation explaining how multimedia can be used to teach for understanding

2. What are the characteristics of a well-designed student authored multimedia project?

Outcomes

Assessments

Design and develop problem-based learning activities that integrate multimedia technology to support improved student achievement

	A multimedia presentation that identifies the characteristics of well designed multimedia projects
	A problem based unit of instruction that uses multimedia to show evidence of understanding

3. What models facilitate designing and developing multimedia projects in the classroom?

Outcomes

Assessments

	Design units of instruction utilizing the model of “backward design”: identifying results, determining acceptable evidence, planning learning experiences.
	Design units of instruction utilizing the “DDD-E” model.
	Articulate the problem-based instructional design process for developing a curriculum that integrates technology

	A problem-based unit of instruction that demonstrates your understanding of models of lesson design, including those with multimedia components.
	A rationale paper based on class readings and learning activities

4. What multimedia tools help students and teachers achieve essential understandings?

Outcomes

Assessments

	Develop skills in creating multimedia products including audio, video, and presentation software.
	Utilize copyright law and fair use policies.

	A graphic organizer using Inspiration
	Presentations using PowerPoint and Hyperstudio
	Graphics and video edited for use in multimedia presentations
	Audio edited for use in multimedia presentations
	Multimedia products and assignments that follow copyright law and fair use policies.

5. What are effective classroom management strategies when using multimedia in the classroom?

Outcomes

Assessments

	Apply strategies for differentiated learning to promote the participation and achievement of outcomes by all students, including those with special needs
	Identify classroom management techniques that will maximize time on task and ensure an equitable experience for all students

A unit of instruction that incorporates classroom management strategies to facilitate the use of multimedia for teaching and learning.

6. What are effective strategies for evaluating multimedia lessons and projects?

Outcomes	Assessments
Develop appropriate assessment strategies for use with problem-based instruction	Develop a rubric for evaluating student multimedia products

COURSE OUTLINE: Topics and Assignments

What is Understanding?

September 1. (Independent study)
Assignment due: Read Understanding by Design and be prepared to discuss.

September 14. Introduction to course and syllabus. Understanding by Design's Backward Design. Introduction to PowerPoint.
Assignment: PowerPoint presentation on Understanding.

September 15. Making a point with graphics: searching, downloading, and creating via online tools; digital cameras, scanners, editing graphics; group work time.

September 28. Facets of Understanding.
Assignment due: PowerPoint presentation.

How can multimedia help students develop essential understandings?
September 29. Introduction to Hyperstudio; Rationale for using technology in the classroom; Multimedia Web Quest; Group Work

What multimedia tools help students and teachers achieve essential understandings?

October 12. Jigsaw breakout work session. Working with audio.

What are the characteristics of a well-designed student authored multimedia project?
What models facilitate designing and developing multimedia projects in the classroom?

October 13. Design the project with Inspiration; Inspiration organizer. Group work; DDD-E model.
Assignment due: Graphic organizer.

October 26. Working with video; .Inserting video.
Assignment due: Lesson Plan Phase I (Decide)

October 27. Creating portfolios; work session
Assignment due: Lesson Plan Phase II (Design)

November 9. Working session

What are effective classroom management strategies when using multimedia in the classroom?

What are effective strategies for evaluating multimedia lessons and projects?

November 10. Classroom management strategies and Assessing multimedia projects . Developing and evaluating projects.
Assignment due: Hyperstudio projects

November 30. Work session
Assignment due: Unit rationale statement: Portfolio; Lesson Plan Phases III & IV (Develop & evaluate)

December 1: Final exam.

EVALUATION OF STUDENT ACHIEVEMENT:

All assignments must be submitted prior to the beginning of class on the date due. Assignments will be accepted up to one class session late but will result in a deduction to two letter grades for the particular assignment. No assignments will be accepted later than one class session past the due date. Missed exams may be made up at a later date only if permission has been granted by the instructor prior to the morning of the exam date. Exams must be made up within one week of the exam date. Evaluation of student achievement will be based upon assessment of course activities and class participation.

Course grades:

A	90%-100%	Outstanding achievement; for only the highest accomplishment
B	80%-89%	Praiseworthy performance; above average
C	70%-79%	Average, for satisfactory performance
D	60%-69%	Below average achievement
F	Below 60%	Very unsatisfactory performance

“A” grades acknowledge achievements that go beyond specified course requirements and criteria. An “A” is reserved for special effort that exceeds expectations and demonstrates exceptional performance. Graduate student grading scale includes B+ (85%-89%) and C+ (75%-79%).

Assignments are as follows:

Participation in class discussions (50 POINTS)

Students are expected to participate in all class and online activities. As participants in a learning community, everyone gains from the lively give and take of classroom discussions. Since the topic for discussion is one that reflects the current state of technology in our schools, we can only grow as a community of learners if we share from our experiences and reflection.

Multimedia Presentation on Multimedia and Understanding (100 points)

Students will work in small groups to present an overview of multimedia and understanding using Hyperstudio. The presentation will include a definition of understanding and an explanation of how to teach for understanding, reasons to use student-authored multimedia to develop understanding, and characteristics of multimedia projects that develop understanding. The presentation, created with Hyperstudio, will include audio, video, and graphical elements as discussed in class.

Graphic Organizer (10 points)

Students will use Inspiration to create a graphic organizer for their multimedia projects.

Cool Tool (10 points)

Students will make an oral presentation sharing an online or software resource that facilitates use of multimedia projects for education.

PowerPoint Project (50 points)

Working in teams, students will design and deliver an oral presentation supported by PowerPoint. Presentations will develop a topic related to classroom management of student-authored multimedia projects. Topics include assessment, cooperative learning, lesson design, and copyright.

Multimedia Unit Project (200 points)
Students will complete a multimedia presentation to accompany their units of instruction. The presentation must include audio and visual elements that demonstrate use of the techniques presented in class.

A. Unit Plan which incorporates the phases of development outlined in our texts

Phase I (Decide using backward design)

This phase of the unit plan will follow the Understanding by Design template for designing instruction and include the following:

· enduring understandings

· essential questions

· evidence of understanding

· learning experiences

Phase II (Design)

This part of the unit plan will incorporate the design phase and include the following:

· audience

· development time

· project requirements

· Graphic, audio and digital video requirements

Phase III (Manage)

This part of the unit plan will provide classroom management strategies and include the following:

	Cooperative learning strategies
	One computer classroom strategies
	Multimedia software requirements including a sample product

Phase IV (Evaluate linking back to Phase I)

This part of the unit plan will incorporate the design phase and include the following:

· Rubric for evaluation of final multimedia project

B. Rationale paper

Students will submit a rational paper that justifies their unit plan. Students should refer to readings in both texts as well as class discussions and outside readings to support their choices for learning goals and understandings, activities, assignments, classroom management strategies, and assessments. The paper should show understanding of the course readings and provide evidence that the essential concepts are put into practice in the unit of instruction.

C. Sample Multimedia product
Students will create a sample multimedia product to accompany their units of instruction. The sample will demonstrate to students what the final project might look like and will model the standards of excellence outlined in the unit rubric. The sample will incorporate the tools for constructing multimedia discussed in class.

Expectations/Guidelines:

Professional Unit Conceptual Framework: This course supports SSU’s Conceptual Framework for teacher education and school personnel programs. The Conceptual Framework’s organizing theme is “A Tradition of Caring: Informed Professionals Promoting Student Success and Excellent Practice in Education.” The four specific themes are; I. A Focus on Student Learning; II. Scholarship; III. Informed and Reflective Practice; and IV. Professional Collaboration and Development. This course’s objectives and learning experiences are linked to the Framework.

Attendance and Participation: Students are required to attend class, but are allowed to miss one class without penalty. Each additional absence will lower the final course grade by one letter grade. Tardies or early departures in excess of 10 minutes will be equivalent to one absence. If a break is given during class, you are expected to return at the designated time. Chronic tardies or early departures less than 10 minutes will result in the lowering of the final grade. Students are expected to participate in all discussions and lab activities. While in class, students are required to act in a professional manner.

Writing Across the Curriculum: Among the critical skills of the effective teacher is communication in written form. Such communication must be convincing, clear, correct, and appropriate to a variety of audiences. To demonstrate this skill, each student is required to meet high standards of clarity and correctness in all written work submitted in the course. The evaluation of all written assignments will take into account content, organization, style, grammar, spelling, and punctuation. All references should be noted using APA format.

Academic Integrity: Students are expected to maintain high standards of academic integrity. Plagiarism on papers, cheating on exams, quizzes and weekly assignments (both giving and/or taking assistance), or engaging in other acts generally considered unethical, will result in an F for that exam or project and referral to the appropriate University officials.

Bibliography

Curriculum Resources

Adams, J. Jr. (2000). Taking charge of curriculum: Teacher networks and curriculum implementation. New York: Teachers College Press

Applebeee, A. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago: University of Chicago Press.

Bonk, J. and King, K. eds. (1998). Electronic collaborators. New Jersey: Lawrence Erlbaum Associates

Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon & Schuster.

Lampert, M. and Ball, D. (1998). Teaching, multimedia, and mathematics. New York: Teachers College Press.

McTighe, J. and Wiggins, G. (1998). Understanding by design. Alexandria, Virginia: Association for Supervision and Curriculum Development

Solomon, M. ed. (1999). The diagnostic teacher. New York: Teachers College Press.

Stigler, J., Hiebert, J. (1999). The teaching gap. New York: Simon & Schuster

Multimedia Resources

Internet resources

Cooltext. (2000) Livingston Technologies. Available online: www.cooltext.com.

Zy. Available online: Zy.com

Icon Bazaar (1998). Available online: www.iconbazaar.com

School Improvement in Maryland. Available online: www.mdk12.org

Maryland Technology Academy. Available online: cte.jhu.edu/techacademy

Software

Professor Franklin’s Instant Photo Effects

Adobe Photoshop Deluxe 4.0

Inspiration

Microsoft PowerPoint

Hyperstudio

Texts

Jonassen, D. (2000). Computers as mindtools for schools. Columbus, Ohio: Merrill.

Hofstetter, F. (1997). Multimedia Literacy. New York: McGraw-Hill.

Dockterman. D. (1998). Great Teaching in the one computer classroom. Tom Snyder Productions, Inc..