EDLS 618: Production and Evaluation of Educational Media
Prerequisite: Enrollment limited to students enrolled in the library media concentration, the library media certificate, and licensed library media specialists, or permission of the instructor
Credit Hours: (3)
This course is designed for pre-service and in service library media specialists and focuses on principles and practices related to the design, production and evaluation of instructional materials. Enrollment in this course is limited to library media specialists and students pursing endorsement/licensure in library media.
Detailed Description of Course
- Visual literacy
- Instructional design models applicable to the design, production, utilization and evaluation of instructional materials
- Learning theories relevant to materials design, production and utilization
- Graphic design and development – principles and practices.
- Computer material development techniques using the new technologies and computer software.
- Desktop publishing layout and design techniques for materials development.
- Media selection
- Storyboards and scripts
- Utilization and management
- Collaboration for instructional development
- Principles and best practices in project based learning using multimedia technologies
- Managing instructional development projects
- Reflections on copyright and fair use
- Planning and development of professional development programs to enhance classroom instruction
- The need for evaluation
- Principles and practices in evaluation and selection of instructional materials
- Evaluation procedures: scope and sequence
- Evaluation procedures: general criteria
- Developing and/or acquiring evaluation checklists, rubrics and other instruments
- Collaboration in evaluation
Detailed Description of Conduct of Course
Hands-on activities, lectures, discussions, demonstrations, individualized projects, written assignments and examinations will be used to assess student progress toward the course objectives. Formative and summative assessments will be used and included in a portfolio created by each student. The major portion of the class will involve hands-on activities with the microcomputer and media related technologies to develop knowledge and skill in applying the technology to instruction.
Goals and Objectives of the Course
1. Apply principles of assessment and evaluation in the selection and
evaluation of instructional materials.
2. Demonstrate understanding of how visuals can be utilized in a classroom
environment or other instructional setting to enhance student learning.
3. Apply basic visual design principles to the production of high quality print
and non-print instructional resources.
4. Demonstrate basic skills in the use of desktop publishing and web-
authoring applications, including their associated technologies.
5. Demonstrate competencies required for the successful utilization of
appropriate software tools to meet present and future instructional needs.
6. Develop and/or enhance skills required to design, develop, and implement
professional development activities for classroom teachers.
7. Explore strategies for expanding collaboration in the design, production and
evaluation of instructional materials.
8. Become conversant with ALA/AASL/AECT standards related to the role of
the library media specialist in the design, production, and evaluation of
9. Develop resources to support the work of a library media specialist in the
design, production, and evaluation of instructional materials.
10.Enhance skills and abilities related to effectively modeling the integration
of visual media in the design of instruction
a. Write appropriate objectives for specific content and outcome levels.
b. Understand, recognize, and apply basic principles of message design in the development of a variety of communications with learners.
c. Develop a personalized, workable definition of visual literacy.
d. Describe how visuals are used to enhance instructional materials.
e. Identify psychological theories that make visuals effective.
f. Explain how differences in perception affect the learning process.
g. Demonstrate understanding of the gender, equity, and cultural implications for designing instructional materials.
h. Describe the relationship among visual thinking, learning, communication, and literacy.
i. Develop possible applications of project based learning activities
j. Describe how graphic design and visualization theories enhance teaching and learning processes.
k. Discuss how symbols influence communications.
l. Identify learning experiences that encourage students and others to become discriminating consumers and skilled creators of information through comprehensive instruction related to the full range of communications media and technology.
a. Use the results of evaluation methods and techniques to revise and update instructional and professional products.
b. Use information about perception, communication and learning to develop instructional products.
c. Articulate specific strategies that can be applied to provide leadership, collaboration, and assistance to teachers and others in applying principles of instructional design to the use of instructional and information technology for learning.
d. Develop instructional and professional products using a variety of technology tools to produce instructional materials.
e. Use presentation application software to produce presentations and supplementary materials for instructional and professional products.
f. Produce instructional and professional products using various aspects of integrated application programs.
g. Apply principles of visual and media literacy for the development and production of instructional and professional materials and products.
h. Apply development techniques such as storyboarding and or script writing to plan for the development of audio/video technologies.
i. Design, produce, and use digital information with computer-based technologies.
j. Use imaging devices to produce computer-based instructional materials.
k. Develop effective web pages with appropriate links using various technological tools.
l . Use appropriate software for capturing web pages, audio wave files, and video files for developing off-line presentations.
3. Utilization and Management
a. Identify strategies to create links across student information needs, curricular content, learning outcomes, and a wide variety of print, nonprint, and electronic information resources.
b. Explore strategies and models of cooperation and collaboration that facilitate the role of the library media specialists to work effectively with teachers, administrators, and other staff--both to expand their general understanding of information issues and to provide them with specific opportunities to develop sophisticated skills in information literacy, including the uses of information technology.
c. Integrates the uses of technology for learning and teaching.
d. Use appropriate instructional material and strategies in various learning contexts.
e. Identify and apply copyright and fair use guidelines within practice.
f. Demonstrate leadership attributes with individuals and groups.
g. Create a plan for the continual professional development of classroom teachers in the development, evaluation, and integration of instructional resources.
h. Demonstrates an understanding of the nature, quality, and ethical use of information available in traditional and newer generation instructional tools.
a. Demonstrate an understanding of the principles and practices related to materials evaluation as articulated in current research, best practices, and accreditation standards.
b. Develop and apply formative and summative evaluation strategies in a variety of contexts.
c. Demonstrate knowledge of the criteria that are to be applied in the evaluation of instructional materials.
d. Identify established protocols and procedures to evaluate instructional materials.
e. Create a resource bank of validated forms that can be used to evaluate instructional materials.
Evaluation of student progress toward the stated objectives is assessed through demonstrated competencies related to course and unit objectives, demonstrated operational proficiency with media technologies, final projects and written exams for knowledge based objectives. Portfolios will be reviewed and evaluated using a rubric designed to be coherent with course and unit objectives as well with NCATE Standards and Approved Program Standards promulgated by the Virginia Department of Education.
Graduate students will be expected to present a review of research that provides a base for the design and development of materials for classroom instruction. All written assignments must conform to APA style.
- American Association of School Librarians and Association for Educational Communications and Technology. (1988). Information power: Building partnerships for learning, (2d ed.). Chicago: American Library Association.
- Lohr, L. (2003). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River, New Jersey: Merrill Prentice Hall.
- Schmidt, W.D. & Rieck, D. (2000). Managing media services: Theory and practice, (2d ed.). Englewood, CO: Libraries Unlimited, Inc.
- Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing student learning through multimedia projects. Alexandria, VA: ASCD.
- Williams, R. (2003) The non-designer's design book: Design and typographic principles for the visual novice, 2ed. Berkeley, California: Peachpit Press, Inc.
Review and Approval