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Educational Technology 640

EDET 640: Multimedia Design for Online, Mobile, and Group Presentations

Prerequisite:  EDET 620

Credit Hours: (3) One hour lecture; two hours laboratory

Provides teachers, teacher candidates, and other education professionals with the knowledge and skills essential to designing multimedia presentations and instruction in face-to-face, distance and mobile environments to enhance student learning.  Engages teachers, teacher candidates, and other education professionals in the study and analysis of a variety of research-based models of multimedia instruction.  Student learning styles, needs of diverse learners, application of technology for enhancing student learning, and various methods of differentiating assessment and instruction will be examined.


Detailed Description of Content of Course

Designed to provide teachers, teacher candidates, and other education professionals with the knowledge and skills essential to designing multimedia presentations and instruction in face-to-face, distance and mobile environments to enhance student learning. The course focuses on designing multimedia instruction within four learning environments: face-to-face classrooms, distance classrooms, mobile platforms (e.g., cell phones, iPod Touch), and hybrid models, which incorporate elements of the preceding three environments. Assumptions about the nature of teaching/learning, students’ role in the learning process, and the role of assessment implied within each of these models will be explored. Student learning styles, needs of diverse learners, application of technology for enhancing student learning, and various methods of differentiating assessment and instruction will be examined.

Detailed Description of Conduct of Course

Students will research, analyze, and design multimedia presentations within four learning environments: face-to-face classrooms, distance classrooms, mobile platforms (e.g., cell phones, iPod Touch), and hybrid models. Students will demonstrate their instruction via micro-teaching and classroom presentations to explore specific teaching methods and the most appropriate contexts for these teaching methods. Throughout this course, the students will compile and archive their instructional products on their personal electronic professional portfolio, a shared server space, and a web-based video channel, all of which will serve as a dissemination vehicles and archives for future reflection on learning growth. Technology applications for supporting diverse learners will be examined. Students will participate in a variety of assignments and assessments focused on hands-on multimedia design and creation used to assist students in refining their personal understanding of instructional models and learning styles. The
instructor will use a combination of lectures, hands-on activities, media, guest speakers, discussions, and projects to help participants understand the strengths and limits of multimedia presentations for enhanced teaching and learning.

Goals and Objectives of the Course

Goals, objectives, and assignments in this course address the following NCATE Standard:
•    NCATE Standard 1c – Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Goals, objectives, and assignments in this course address the following National Educational Technology Standards and Performance Indicators for Teachers (NETS-T):
•    NETS-T 2: Design and Develop Digital-Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and dispositions identified in the NETS•S. Teachers:
o    NETS-T 2a - design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
o    NETS-T 2b - develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
o    NETS-T 2c - customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
o    NETS-T 2d - provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Goals, objectives, and assignments in this course address the following Virginia Department of Education Technology Standards for Instructional Personnel (TSIPs):
•    VAC TSIP 20-25-30a. Instructional personnel shall be able to demonstrate effective use of a computer system and utilize computer software.
•    VAC TSIP 20-25-30b. Instructional personnel shall be able to apply knowledge of terms associated with educational computing and technology.
•    VAC TSIP 20-25-30c. Instructional personnel shall be able to apply computer productivity tools for professional use.
•    VAC TSIP 20-25-30d. Instructional personnel shall be able to use electronic technologies to access and exchange information.
•    VAC TSIP 20-25-30e. Instructional personnel shall be able to identify, locate, evaluate, and use appropriate instructional hardware and software to support Virginia’s Standards of Learning and other instructional objectives.
•    VAC TSIP 20-25-30f. Instructional personnel shall be able to use educational technologies for data collection, information management, problem solving, decision- making, communication, and presentation within the curriculum.
•    VAC TSIP 20-25-30g. Instructional personnel shall be able to plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings.
Having successfully completed this course, the student will have developed the following skills and knowledge:  
•    Know, understand, and use the major concepts, principles, theories, and research related to multimedia instructional design to construct learning environments that support students’ development, acquisition of knowledge, and motivation (NETS-T 2, 2a, 2b; VAC TSIP 20-25-30a, VAC TSIP 20-25-30e);
•    Know, understand, and use knowledge of various learning styles to design multimedia instruction in different learning environments. This includes researching and identifying the learning styles supported by different instructional models, researching theorists associated with various instructional models and learning style theories, and determining the personal learning style preference of students (NETS-T 2, 2b, 2c; VAC TSIP 20-25-30f, VAC TSIP 20-25-30g);
•    Demonstrate an ability to teach using the various multimedia instructional models, and an understanding of strengths and limitations of each model (NETS-T 2, 2c; VAC TSIP 20-25-30a, VAC TSIP 20-25-30b, VAC TSIP 20-25-30e, VAC TSIP 20-25-30g);
•    Demonstrate technological proficiency in written assignments, instructional planning, and micro-teaching assignments, and presentations (NETS-T 2, 2a, 2b, 2c; VAC TSIP 20-25-30a, VAC TSIP 20-25-30b, VAC TSIP 20-25-30e, VAC TSIP 20-25-30f, VAC TSIP 20-25-30g);
•    Recognize and implement various methods of assessment appropriate to diverse learners within a given lesson (NETS-T 2, 2d; VAC TSIP 20-25-30g).

Assessment Measures

Instructors of this course will assess students using the following key tasks:

The students will:
o    Research, compare, and contrast the multimedia instructional models possible within the four learning environments (i.e., face-to-face, distance, mobile, and hybrid) to design and teach to the class an SOL-based lesson using an assigned model of teaching.
o    Populate a digital portfolio (NCATE assessment) with the digital presentations resulting from the multimedia instructional design projects related to this class.

Additionally, instructors may choose additional assessment measures from the following:
•    Written and verbal responses to case studies.
•    Small group projects related to best-practices instruction.
•    Class participation in discussion (both face-to-face and online) and small group activities.
•    A research paper related to course content.
•    Periodic quizzes and/or tests including Mid-term and/or final examinations related to  course content.


Other Course Information
None

Review and Approval
Approved:  April, 2010