CourseDescription
The course treats fundamentals of planning, design, and production
ofinstructional multimedia tools. Laboratory activities
coverinterrelationships of communication theory; selection,
utilization, andproduction of materials, the use of media and the
operation ofequipment. There are opportunities for students to
practiceand use educational media and equipment in a
cooperative,multicultural, learning environment and in various
micro-teachingsituations.
Prerequisites
Teaching-222, and 201 (Intro to Education and
ComputerApplications/proficiency), and Junior standing.
Textbooks
Heinich, R., Molenda, M., Russell, J. & Smaldino, S.
(1999).Instructional Media & Technologies for Learning.
6th.edition. New York: Merrill - Prentice Hall,
ISBN0-13-859159-8
Nkemnji, J. (2003) Educational Media Notes
andExercises. 2nd. edition. NGT, Platteville. ISBN:
09-66361385
Additional Texts/Readings To
be assigned (TBA)
Required Course Materials:
ZIP 100 MB Disks, 1 Flash drives, Course CD, Recordable CD, and 1
MiniDV Tape [Students will produce and present adigital video, select,
secure, modify or produce digital instructionalmaterials (DIM) for
teaching and learning, and a multimedia basedinstructional module].
Upon completion of the course,
thestudent will be able to:
Develop and understand the central concepts and rationale for
usingmedia in various teaching situations.
Select and adapt instructional materials and other tools of
inquirybased on specific audience needs and objectives to make
learningmeaningful.
Apply the ASSURE model or other applicable instructional model
indesigning AV presentations that support studentsÕ intellectual,
socialand personal development.
Identify and define technologies of instruction (process technology)
asan effective media technique that fosters active
inquiry,collaboration, and supportive interaction in learning.
Evaluate the effectiveness of peer presentations, and their ability
toselect and use AV materials and equipment in encouraging
criticalthinking, and problem solving.
Locate free/ inexpensive teaching materials from various educationaland
commercial sources like Instructional Materials Lab, CESA,
PublicLibraries, the Worldwide Web and other outlets.
Value the responsibilities shared by K-12 Library Media Specialists
andclassroom educators.
Become aware of the wide variety of computer software packages for
K-12Instruction and for setting up grade books, designing
tests,Spreadsheets, databases, and graphics.
Use appropriate computer software to design electronic or printed
outtext and graphics (transparencies, slides, newsletters, web
pages,charts, posters, signs) that create powerful learning
environments thatpromote self motivation, and active learning.
Demonstrate a knowledge of the internet as accessible through the
UW-PVax and various resources for collaborating with other educators
andlocating pertinent educational information.
State Standards
Courseobjectives and goals are tied to theWisconsin content and
professional standards for EducationalMedia All ten State
Teaching Standards (Knowledge, Skills andDispositions) are essential
components of Educational Technology. Professionalism is also
essential.
Standard 3 - Diverse Learners: The teacher understands
howstudents differ in their approaches to learning and
createsinstructional opportunities that are adapted to diverse learners.
Standard 4. Instructional Strategies: The
teacherunderstands and uses a variety of instructional strategies,
includingthe use of technology, to encourage children's development of
criticalthinking, problem solving, and performance skills.
Standard 5. Learning Environment: The teacher uses
anunderstanding of individual and group motivation and behavior to
createa learning environment that encourages positive social
interaction,active engagement in learning, and self-motivation.
Standard 6. Communications: The teacher uses
effectiveverbal and nonverbal communication techniques as well as
instructionalmedia and technology to foster active inquiry,
collaboration, andsupportive interaction in the classroom.
Standard 7. Planning Instruction: The teacher organizes
andplans systematic instruction based upon knowledge of subject
matter,pupils, the community, and curriculum goals.
WISCONSIN CONTENT STANDARDS:
A. Media and Technology
Students will select and use media and technology to access,
organize,create, and communicate information for solving problems
andconstructing new knowledge, products, and systems.
B. Information and Inquiry
Students will access, evaluate, and apply information efficiently
andeffectively from a variety of sources in print, non print,
andelectronic formats to meet personal and academic needs.
C. Independent Learning
Students will apply technological and information skills to issues
ofpersonal and academic interest by actively and independently
seekinginformation, demonstrating critical and discriminating
reading,listening, and viewing habits; and, striving for personal
excellence inlearning and career pursuits.
D. The Learning Community
Students will demonstrate the ability to work collaboratively in
teamsor groups, use information and technology in a responsible
manner,respect intellectual property rights, and recognize the
importance ofintellectual freedom and access to information in a
democraticsociety. Each content standard is followed by
performancestandards that tell how students will show that they are
meeting thecontent standard. Each performance standard includes a
number ofindicators that detail how students will demonstrate
proficiency in aparticular performance area.
CONFERENCE:
Aninstructor-student conference within the first twoweeks of the
semester is highly recommended. Students set
upappointments. Some of topics to be discuss include:
I. background, areas of interest, and responsibilities;
2. unique gifts you believe you can share with course members;
3. issues and challenges (and related solutions) for the course
4. ways we can help each other achieve our semester goals andgrade
5. other ideas about the course or educational technology
One visit may not be enough but at least we can get the
conversationstarted. I am excited and will be helpful in any way
possible. Ilook forward to a productive and successful semester.
MASTERING TECHNOLOGY: Sometimes,
the pressure of learning andfollowing up new technologies in a class
with varying student abilitiesmay lead to frustration. Let the
instructor know whether you areexperiencing an unreasonable amount of
frustration in completingassignments or if you need additional time,
other resources, orhelp. Please BACK UP your files on more than
one disk or storagedevice. You should save all assignments on a Zip
disk (100 MB) or USBFlash Drive during the semester. I may ask to
see the electroniccopy of any assignment. You are expected to save
backup copies of allyour computer files either on zip disks, network
folders, and/or USBflash drives.
The class reader (Educational Media Notes and Exercises) may
bepurchased from the School of Education office for $5. You will
bereading a number of chapters from the book. The book will be used
inlecture and lab. Bring it to class always. The reader is also
anexcellent reference guide for course assignments, and it
includessupplemental material that will support your project
development.
Past productions, sample test questions and lecture notes will be
onreserve in the instructorÕs office. Students who need
morehelp may contract with the instructor for deficiency credit
assignment.
ATTENDANCE: Students
areresponsible for all material presentedin class, including
announcements about course procedures. Students unable to attend
class or a lab should contact the instructorand request a classmate to
take notes and handouts. Students areresponsible for work missed
through absenteeism.
LESSON DESIGN & PRESENTATION:Each
student will complete a seriesof process learning projects in the areas
of production skills,operational skills, and materials evaluation
skills. Lesson planswill follow the ASSURE model which is a
procedural guide for planningand delivering instruction that
incorporates interactivemultimedia. The ASSURE model is described
in HeinichÕs Chapter 2.
Student Teams: Each
studentteam, usually 2 or 3 students, will produceat least 5 sets of
teaching materials and use them for presenting asignificant mini lesson
to the class. Some students may choose towork individually.
A Preliminary Proposal will
besubmitted to the instructor by the endof the first week of the summer
semester or third week of a regularsemester and will contain a list of
the team members, selected teamleader, and the responsibilities of each
team member. It shouldinclude a description of the lesson being
developed and an outline ofactivities, instructional objectives,
equipment and media to be used.
Teams will organize their own production and be responsible
forsupplies, materials, equipment, and room setup. Devote
sufficienttime outside class and during open lab hours to complete
yourproduction. The instructor will function as
mediaconsultant/mentor. The production will be evaluated by you,
yourpeers and the instructor. Evaluation will be based
uponachievement of the goals of your original or modified proposal,
qualityof the products, the presentation, and team effort.
MENTOR: Students
areadvised to work with a veteran educatormentor. The mentor
maybe a K-12 area educator or school ofeducation faculty member.
The relationship should be mutual inthat students share new findings in
technology with mentors and mentorsshare expertise in lesson design,
class management and othereducational matters. Students are asked
to write a brief letterat the beginning of the course to inform their
mentors about thisassignment. Students will request a
verification letter at theend of the course from mentors detailing the
relationship (as suggestedin this course). The verification
letter should indicate thementorÕs e-mail address, phone number as well
as the studentÕs name,e-mail and phone number.
SUPPLIES: Basic
supplieswill be provided during demonstrationsand labs. Varying
expenditure will be incurred. Studentswill purchase materials
using Lab cards available from the School ofEducation Office.
Students will need USB storage disks, zip disks(100 mg capacity),
computer programs, course CD, blank CDs, Mini DVtapes or blank video
cassette tapes depending on the projectsthey choose to do.
With prior arrangement, the lab will pay foryour photocopies and
supplies. If that becomes the case,you will not own the
production. Make sure your lab CARD ispunched when you use lab
supplies for your productions or forproductions assigned by other
instructors. Computer prints arefree, but the lab printers cannot
be used for duplicates or as aphotocopier. An updated price list
of supplies is posted in theLab.
SUBSTITUTE ASSIGNMENT: Students
may contract with the instructorfor substitute assignments if they feel
assigned course assignments arenot challenging enough for their skills.
There are a variety ofprojects involving multimedia design and
production, video oraudio streaming that may be more appropriate
for advancedstudents. Accommodation will be made for
students withspecial needs.
DESIRE2LEARN PORTAL or
CourseForum
Much of the material for this course is available via the
Desire2Learnportal You will automatically have access if you are
enrolled inthis course, but you need to log into the Desire2Learn
portal andchange your password. Go to
https://uwplatt.courses.wisconsin.edu/
GRADUATE ASSIGNMENT
Forgraduate credits students may conductresearch and write a paper on
an educational technology topic ofinterest. They may also develop
a unit of instruction and producemedia for teaching the unit. The
student should consult with theinstructor as the project unfolds.
The graduate assignment is inaddition to other assignments for
undergraduate credit.
EVALUATION: Tests and
/orquizzes will be based on lectures, labexercises, reading
assignments, and handouts. Announced andunannounced quizzes will
be given. Homework assignments must betyped. Save your
papers in this course on disk and provide hardcopies as need be.
Handwritten in-class-assignments or tests mustbe carefully printed in
ink. Out of class assignments must becomputerized and hand
written assignments will not be accepted. Students run a high risk
of losingassignments not delivered or picked up in class at the due
date. Check with the instructor if your graded course material is
notreturned within a week.
MULTIPLE ASSESSMENT ASSIGNMENTS
&GRADING GUIDE
Professionalism
20 Points
Classassignments 20 Points
Student Profile 10
Points
Webpage/Internet
20 Points
Video Production 30
Points
DIMPresentation 30 Points
Mini Lesson
30Points
Quizzes&Exam 40 Points
¥ Accommodation is available for students with special needs.
AVISA from the office of student special services is required.
¥ Arrangements for "excused lateness" must be made
inadvance with the instructor.
¥ Late course work if accepted, will loose points
forlateness.
¥ Total points received are converted to letter Grades
with90%=A; 80%=B; and 70%=C
¥ Academic dishonesty will result in a grade
ofF. Point totals are subject to revision.
An incomplete may only be given when a student has
satisfactorilycompleted the major portion of the course but then
experiencesunanticipated personal or medical difficulties which make it
impossibleto complete a final project or take the final examination.
NETWARE and Internet Accounts: Request
a netware/ account andinternet account from OIT or from any
general access lab oncampus. The OIT phone number is
342-1421. The instructorwill be glad to help you secure your
account and will help you learnhow to use the network. The course
syllabus is available on theweb. Updates are posted as need
arises, and course instructionsare regularly communicated via e-mail,
the instructorÕs webpage orthrough the Desire2Learn portal
@https://uwplatt.courses.wisconsin.edu/ Your comments
andsuggestions are valued.
TECHNOLOGY PRODUCTION ASSIGNMENTS
Have an instructional goal and carefully plan your productions around
atheme of interest to you. Keep your audience in mind for
eachproduction. Samples productions and further instructions
areavailable. Plan early and consult the instructor and your
mentoras you develop your technology plan.
___ 1. EDUCATIONAL PROFILE
Compose a one page document with your photo to introduce yourself tothe
class. Indicate your expectations for the course. Includeyour
school address, phone number, classification and adviserÕsname.
Other information you may want to share like specialtalents you have
that are not necessarily academic in nature. Usea full letter
size page with appropriate font, layout and creative useof space as
discussed in the course.
Introduced on __________________________ Due
Date_____________________________
___ 2. STUDENT LOG & DTP
Keep a self-reflective journal of your course activities. Use
theFOOD FOR THOUGHT document in the class reader as a
guide. Asummary of your learning experiences from the journal may
be sentelectronically to the instructor when requested The
informationmay also be shared on the Course Virtual Chat Room.
Your journalentry will be used for a 3-5 page lay out newsletter at the
end of thesemester. The newsletter will include findings in
technology,your course expectations, activities and actual
accomplishments.
Introduced on __________________________ Due
Date_____________________________
___ 3. COMPUTER GRAPHICS/TEXT
Options for this activity include skills in designing a slide showusing
MS Office or Appleworks. You will need advanced wordprocessing
skills for the document: editing, formatting as desired(centered, bold
faced, and creative design of text/graphics incolumns). You will
be expected to use text and graphic contentfrom the internet or
appropriate sources
Introduced on __________________________ Due
Date_____________________________
___ 4. LESSON DESIGN AND PRESENTATION
Select a topic to be taught in a mini lesson with at least 5 sets
ofinstructional materials you produce or secure. Include either
aset of computer activities, game board, transparencies,
mountings,laminations and electronic, still or moving pictures.
Write alesson plan following the ASSURE Model. Provide a short
test(evaluation instrument) for the lesson. Use a
multimediaauthoring tool like power point for your
presentation. Consult a mentor for instructional design ideas.
Introduced on __________________________ Due
Date_____________________________
___ 5. WEB PAGE DESIGN
Design a web page with a clear instructional purpose following
thetemplate provided. You may include valuable information
suitablefor the SoE electronic portfolio. Make sure information
isaccurate and professional. Organized your page so that it is
easyto navigate. Include appropriate graphics and links
toappropriate external sites.
Introduced on __________________________ Due
Date_____________________________
___ 6. VIDEO RECORDING
Produce a 10 minutes digital instructional videotape to teach
asignificant topic. Include a variety of shots from different angles,
atitle and credits. Use appropriate transitions at the
beginningand at the end of the tape. A digital camcorder may be
checkedout for use at the AV Lab. Provide a storyboard or
aninstructional guide that maybe used with your produced tape.
Introduced on __________________________ Due
Date_____________________________
___ 7 DIGITAL INSTRUCTIONAL MATERIALS:
Files produced during the semester (graphics, database,
spreadsheets)may be used for this assignment. Electronic
resources from theinternet, Applework or MS Office templates, shareware
or other digitalfiles MUST be used. Add free/inexpensive
instructional materialssecured during the semester. Class
handouts or graded assignmentsshould not be included. (See
Technology Plan and DigitalInstructional Materials Rubric for more
details)
Introduced on __________________________ Due
Date_____________________________
Educational Media SelectedBibliography
Heinich, R., Molenda, M., & Russell, J. D. InstructionalMedia
& the New Technologies of Instruction. 5 th.edition.
New York: Macmillan, 1996.
Mether, E. C., Bullard, J, & Martin, B.
AudiovisualFundamentals: Operation & Production
4th.Edition. Dubuque, IA. Wm. C. Brown Book Co. 1989.
Scardamalia, M., Bereiter, C., McLean, R. S., Swallow, J.,
&Woodruff, E. Computer supported intentional
learningenvironments. Journal of Educational Computing
Research,1989 5(l), 51-68.
Shade, D. D., Nida, R. E., Lipinski, J. M., & Watson,
J.A. Microcomputers and preschoolers: Working together in
aclassroom setting. Computers in the Schools, 1986
3(2),53-61.
Silvern, S. B., Williamson, P A., & Countermine, T M.
Youngchildren's interaction with a microcomputer.
Early Childhood Development and Care, 1988 21, 23-35.
Volker, R., & Simonson, M. Media for Teachers: anintroductory
course in media for students in teacher education. 5th. Ed.
Dubuque: Kendall/Hunt Publishing. 1989.
Wright, J., Shade, D. D., Thouvenelle, S., &
Davidson,J. New directions in software development for
youngchildren. Journal of Computing in Childhood Education,
1989 (1), 45-57.
Free and Inexpensive
InstructionalMaterials
Bowman, Linda. Freebies for Kids and Parents Too.
Chicago, Illinois: Probus, 1992
IML Ref AG 600 .B6 1967
Educators Guide to Free Films. Randolph, Wisconsin:
Educators Progress Service. Annual.
IML Ref LB 1044 .E3
Educators Guide to Free Filmstrips and Slides. Randolph,Wisconsin:
Educators Progress Service. Annual.
IML Ref LB 1043.8 .E4
Educators Guide to Free Health, Physical Education and Recreation
Materials. Randolph, Wisconsin: Educators
ProgressService. Annual.
IML Ref Z 6121 E.38
Educators Guide to Free Videotapes. Randolph, Wisconsin:
Educators Progress Service. Annual.
IML Ref LB 1044 .Z9 .E34
Saterstrom, Mary H. Educators Guide to Free Science Materials.
Randolph, Wisconsin: Educators Progress Service. Annual.
IML Ref Q 181 .A1 .E3
Suttles, Patricia H. Educators Guide to Free Social Studies Materials.
Randolph, Wisconsin: Educators Progress Service. Annual.
IML Ref AG 600 .E315
Vertical File Index. New York: H. W. Wilson. Monthly(except
August)
IML Dictionary Stand
Indexes to Reviews
Software Reviews on File. New York: Facts on File, Inc.
Ref QA 76.75 .S64 1994
Multimedia and Videodisc Compendium for Education and
Training. St. Paul, Minnesota: Emerging Technology Consultants,
Inc.
IML Ref LB 1044.7 .V5Z
TESS: The Educational Software Selector. New York:
TeachersCollege Press.
IML Ref LB 1028.7 .T4
Directories
Directory of Video, Computer, and Audio-Visual Products.
Fairfax,Virginia: International Communications Industries.
IML Ref TS 2301 .A7 .A8
Parent-Teacher's Micro computing Sourcebook for Children.
NewYork: R. R. Bowker Company.
IML Ref QA 76.5 .P3153
Indexes to AV Materials
Cooperative Educational Service Agency #3 Regional Media
CenterCatalog. Fennimore, Wisconsin: CESA #3.
IML Ref LB 1044 .A2 .C6 1992
Southwest Wisconsin Audiovisual Media Index (SWAMI).
Platteville,Wisconsin: University of Wisconsin - Platteville.
IML (Shelved by title [A-Z])
Sample K-12 Technology Journals
School Library Journal. New York: R. R. Bowker Company.
Tech Trends. Washington, D. C.: Association for
EducationalCommunication and Technology.
Technology & Learning. Dayton, Ohio: Peter Li, Inc.
Useful Internet Addresses and BookMarks
Make a note of important internet sites you visit. Because offrequent
changes in technology and the vast amount of information onthe web, I
DO NOT recommend that you print out lengthy web pages. The address
(URL) and a summary of important web pages may be moreuseful and
helpful than a print out.