EDEL 666 - Projects in Educational Computing
Topic: Multimedia Education
Syllabus
Instructor: Dr. Robert S. Houghton
Western Carolina University, Cullowhee, NC 28723
Contact Information |
Office Hours - Spring 2011 |
- Online
Web Office,
http://www.ceap.wcu.edu/houghton/
home.html - Physical Office: 124 Killian Bldg.
- Office Phone: (828) 227-2746
- Dept. Office: (828) 227-7108
- Email: Houghton@email.wcu.edu
- College Fax: (828) 227-7388
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- EDEL666-70 & 80 class time, Tuesday,
6:00-8:45 p.m.
- This class is a hybrid distance education course-enhanced by live Elluminate Web conferencing software and web-based textbook and co-located at both UNCA
(Karpan Hall rm 036) and WCU (Killian 268a). Sitting in the classrom is optional to the degree you have the needed software and bandwidth.
- Office hours are Tues. & Thurs. from 1-5 and 8-9 pm (the hour after class). Get my cell phone # in class. Call my cell as needed (given out in class). Either I'm in office space at WCU (K124) or Karpan Hall Asheville (WCU office suite) or available via my cell phone in route to either location.
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CEAP Conceptual Framework
The professional education program at Western Carolina University
fulfills
its mission by creating and nourishing a community of learners
guided
by knowledge, values, and experiences. The guiding principles of
this community include the belief that the best educational
decisions
are made after adequate reflection and with careful consideration of
the
interests, experiences, and welfare of the persons affected by the
decisions;
appreciation of and respect for diversity; and the fostering of the
responsible
use of technology.
Diversity - Multicultural Focus
This course, which explores all types of information content for youth,
ensures an informed understanding of varied cultural and ethnic groups,
and their contributions to our society. It emphasizes that all people
have
similar feelings and experiences; and that these universal
themes/values
can be central in instruction about new media and new systems of
communication.
The course considers current social issues, ethnic diversity, and how
people
can work through a common ground of information networks to provide a
successful,
inviting, learning environment for each student including those with
cultural,
ethnic, and socioeconomic diversities and for students with
exceptionalities.
Clinical or Field Experience Component
The field experience component requires participants to interact with
practicing
educators and other community members as part of learning the skills to
develop effective
multimedia
education curriculum materials for a variety of educational and
professional
needs.
Development
As literacy is the capacity understand and compose what goes on a page, the Web transformation of "page" transforms literacy. A Web page is now routinely a multimedia document. A quick definition of multimedia is a presentation of
information in which more than one media is in use at the same
time. This course focuses on 21st century digital literay, e.g., multimedia and in particular on multimedia
education. It considers multimedia's educational, social and economic
values. It explores compositions and designs by which multiple media
can be used in sequence or in multiple combinations, for publication on
the web and on CDs, and DVDs and on or with other technologies. It
presumes prior experience with different media, the Web and the
Internet. It presumes some prior experiences in creating web pages and
uploading them to make them visible to others on the Internet.
In a progressive step by step fashion, the course extends the ideas of
multimedia to its maximum as "comprehensive composition" for the World
Wide Web.
That is, it introduces the creation and integration of seven major
forms
of composition in common Web-Internet use today: text, still images,
animation,
video, audio/music, 3D and virtual reality, and sensors (electronics, sensors and remote control) and Web based reader input. Skill with text is presumed. The first
media topic
begins with still image composition. Every two weeks another form of
composition
is introduced and another piece integrated into the course web site and project
theme
that the participant has chosen. The remaining class sessions are used
for completion of projects and presentations.. Along the way,
participants
will carry out readings and research, post assignments to their web
site,
do team collaboration over the Internet, and develop a bibliography of
multimedia resources for their professional needs. The final project
will
be web site based, as the Web is the future of literacy. Using and learning to teach with the medium of instruction of the course, synchronous software such as Elluminate and WebCat, in conjunction with other web based systems, is also part of the content of the course.
For WCU students, the prerequisite for this course is EDEL566
(Computers
in Education) or permission of the instructor. Students enrolling from
other state campuses should be comfortable with email, basic use of the
World Wide Web, word processing. That is, participants must be
comfortable
using text based compositional forms on the desktop and on the web. No
other multimedia experience with any of the course topics is presumed
but
many course students have already had some initial experience with
moving
a digital camera image to a web page, and experienced an introductory
exercise
with digital video composition.
This course is driven by the digital convergence brought on by the
computer
age and cyberspace in general. It is also stimulated by changes in
state
teacher licensure requirements for greater multimedia experience, the
state
K-12 curriculum, which recently began to require integrating multimedia
skills at every grade level and the rapid infusion of multimedia
technologies
into the Internet, which has becomes a major vehicle for educational
communication
and for new and expanded forms of composition in the curriculum. This
in
turn impacts curriculum and administrative practices in K-12 schools.
Consequently,
the course could also be used for CEU (Continuing Education Unit) work
for license renewal of North Carolina teachers.
Required - Course textbook is online.
- Internet access on a University campus as needed.
- Email account data (e.g., account name and password).
- USB/Flash drive for file storage.
- Headphone set with microphone and USB connection (available in regional electronics stores or online).
- Webcam for use with Web conferencing software
- An account with AtomicLearning (www.atomiclearning.com), options discussed in class.
Net Requireents
- Home access to the Internet: standard 56kb
modems will be
adequate for
off-campus use of the text on course pages and for assignments; cable/DSL
speeds or higher will be necessary to adequately study, use and test course
compositions. If sufficient Internet speed is not available at home, it
is expected that course participants will use the high-speed computer networks of
the campus which is closest.
Additional Readings
- These will be researched and determined by the student and
related to different
topics and selected in negotiation with your instructor.
Specific Competencies
- Develop a professional growth inventory of technology
skills
with emphasis on the multimedia requirements.
-
This coursework is based on: the www.21stcenturyskills.org agenda approved by the NC State Board of Education in June of 2006, and the ISTE NETS standards for students and teachers,
-
For students:
- Creativity and innovation
- Communication and collaboration
- Research and information fluency
- Critical thinking, problem solving, and decision making
- Digital citizenship
- Technology operations and concepts
And for teachers (standards updated June 2008):
- Facilitate and inspire student learning and creativity
- Design and develop digital-age learning experiences and assessment
- Model digital-age work and learning
- Promote and model digital citizenship and responsibility
- Engage in professional growth and leadership
- Define and complete a project or projects related to using
multimedia
technologies
to extend curriculum in your area of interest such as language arts,
social
studies, science or math.
- Expand research skills using Internet resources to build a
bibliography
relevant to your professional interests and project for this course and
a provide a summation of a selection of these readings and your
bibliography
as part of a course web design.
- Learn to further use problem solving models (CROP: SUP, THINK & LEAP) that
structure
the integration of a wide range of information age tools into a general
problem identification and solving process to support your project
development.
- Teamwork/collaboration: Complete activity as Question Ambassador
for
questions
from others in your field germane to your project and the themes of
this
course. Develop and share over the Internet a set of questions to
pursue
during and after the course that are related to your project.
Attendance
You are responsible for all material presented in class, including
announcements about course procedures. Your attendance is part of your
weighted course grade. (See Evaluation section below.)
Assignments
Projects presume a strong hands-on component and students need to be
prepared to spend a significant amount of time at a computer or in a
computer
lab.
Evaluation
Your grade is highly dependent on the quality of your completed
project.
It is part of your course grade to so define a project that you
will
complete it in the time allowed. Quizzes may occur depending on the
nature
of your skills and your project and will be included in your Project
Activity
grade.
% of grade |
Activity |
15 |
Round the Digital Palette Lesson Plan or Curriculum Material Set of pages (Web page/site in frameset format) |
30 |
Multimedia compositions of some type for each element of the digital palette |
25 |
A "multimedia paper" on the relevance of multimedia to some aspect of your professional work as an educator which uses your own lesson plans and curriculum materials and and embeds multimedia compositions from the first part of the semester as examples in the article. |
15 |
Course Conference design and a presentation on your paper- open to the public (last class meeting, exam week) |
15 |
Team and Community building: Q&A at eCROP site, quizzes, online team teaching and any other related inventions |
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The completed course project(s) must be finished and online by the last regular day of the semester and the paper by the presentation night during finals week.
There
will be no excused lateness of assignments for computer-related
failures
such as crashed hard drives, power outages causing disk corruption,
etc.
The "prevent defense" against digital disasters such as hard drive failure is to upload regularly and back up your work regularly to a second and third storage format. Always keep a backup copy of whatever you put online in a safe place.
Academic dishonesty will result in disciplinary proceedings with
the
potential outcome for a course grade of F.
Bibliography Detail
Graduate students are held to graduate school standards for essays
and the compositional exercises for this course. For the bibliography for your paper, use APA
citation format for articles and books and APA
Style of Citation for Electronic Sources (see
also Walker's guide)for digital references in the "multimedia paper". When your web skills
develop,
you will add some special characters to these word processing files to
make them visible as a Web page. Other citations may be assigned as
additional
readings. Share this work with your graduate advisor.
v1, January, 1994; v7.4, Spring, 2011
Web address of this page:
http://www.ceap.wcu.edu/Houghton/MM/syllabusMM.html
Course Home | Kitchen