Course+Syllabus

** SCHOOL **** OF EDUCATION ** **__ MASTER OF ARTS DEGREE IN EDUCATION __**
 * MARIAN **** UNIVERSITY **
 * COURSE NUMBER: ** EDT 658 **SEMESTER/YEAR:** SUMMER 2010
 * COURSE TITLE: ** TEACHING AND LEARNING WITH MULTIMEDIA
 * INSTRUCTOR: ** Brian Yearling ** eiH ** Heidi ** CREDITS: ** 3
 * I. **** COURSE DESCRIPTION: **

This course focuses on the use of multimedia technology as an innovative teaching and learning strategy. As a teaching tool, multimedia technology offers a medium that addresses multiple intelligences. As a learning tool, multimedia is a constructivist approach where the students actively participate in their own learning process and construct their own knowledge as they design dynamic multimedia products using various presentation programs. The course will encourage hands-on participation and group learning as the students research the Internet and use peripheral devices such as scanners and digital cameras to create multimedia presentations. Students will also learn about multimedia project planning, assessment tools, and theoretical knowledge that will enable them to effectively apply these strategies in the K-12 classroom to enhance both teaching and learning.

The conceptual framework for professional preparation programs in the School of Education at Marian University is oriented toward the development of learning-centered educators. The framework is organized around five interconnected themes: //Values and Ethics, Knowledge, Reflection, Collaboration//, and //Accountability//. This course directly relates to all five themes of the conceptual framework for professional preparation programs in the School of Education at Marian University. Multimedia has become an integral part of teaching in education. This course is designed to increase the knowledge of integration, multimedia, available information in educational practices, and offer students opportunities for scholarly discussion, reflection, and research. Students will: 1. Describe the constructivist conceptual framework for the use of the tools and processes of multimedia technology. (1K1, 1S4, 1D1, 1D5, 4K3, 4S5) 2. Respect creative and intellectual properties and adhere to fair use guidelines. (10K3, 10D5) 3. Appreciate creativity in the development of multimedia projects. (4S5, 4K1, 6S3) Students will: 1. Gain experience with a wide range of multimedia tools, programs, and processes. (4K2, 4K3, 4S2, 4S5, 4D1, 6S7) 2. Understand the theory of multiple intelligences and how it relates to the use and production of multimedia presentations. (2K1, 2K2, 2S1, 2D1) 3. Use search engines and directories to locate Internet resources for use in Multimedia projects. (6S7, 6S1, 4K3) Students will: 1. Discuss ways to ensure that students will focus on learning objectives when using multimedia. (1S4, 1S5, 1S1, 2K1, 2K3, 2D1, 2S2) 2. Appreciate the benefits of using computers as a teaching aide. (4K1, 4S1, 4S3, 4D1,4D2) Students will: 1. Formulate and articulate a personal vision of multimedia as a tool to enhance teaching and learning. (1K1, 2K1, 3D1, 4K3, 4S5,6K3) Student will: 1. Learn to use technology tools to enhance learning, increase productivity, and promote creativity in the K-12 classroom. (4S5, 4K1, 6S3, 6S7) 2. Create presentation evaluation tools for assessing student learning. (8K2, 8S3, 8S5, 8D2) A. Working with Multimedia B. Multiple Intelligences and Constructivism – Articles (Online) C. Images D. Video E. Power Point F. Sound G. Photostory H. Video Editing – Windows Movie Maker I. Assessment – Rubrics / Checklists J. Google Earth K. Podcasting – done in I-pod class A. Demonstration B. Individual and small group activities C. Discussion D. Discovery ** Method of Evaluation ** || ** Relationship to ** ** Conceptual Framework ** ** & Objectives ** || ** Relationship to ** ** Wisconsin **** Teacher Standards ** || ** % of ** ** Final Grade/ ** ** Points ** || Attendance &Participation || 1-11 || ||   10%     || In Class Activities (15%) and skill assessment paper: Multiple Intelligences Inventory Technology Projects Assessment Photo Story Project Image & Video Resources Other class projects Skill Assessment Paper (15%) || Values & Ethics 2 Knowledge 5 Accountability 11 || 1, 2, 4, 6, 7,  ||   30%  || Online Activities: Discussion Video Review (10) Article Reviews (20) Copyright || Values & Ethics 1 Reflection 7 Collaboration 9 Accountability 10 || 3, 5, 6, 10  ||   30%  || Lesson Plan and Multimedia Project, with assessment and planning documents. || Knowledge 6 Accountability 11 || 1, 7, 9,10  ||   30%   || A 93-100 B 83-88 C 73-78 D 63-68 A- 91-92 B- 82-81 C- 72-71 D- 62-61 B+ 89-90 C+ 80-79 D+ 70-69 F 60-0 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. 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. c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. d. 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. 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. c. promote and model digital etiquette and responsible social interactions related to the use of technology and information. d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning. b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others. c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning. d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. A policy of academic honesty is consistent with the mission statement of Marian University by ensuring academic integrity and thereby furthering the personal, moral, and intellectual development of the learning community. The intent of this policy is to establish consistency and to heighten the responsibility of the entire university community (faculty, staff and students) by identifying areas that would violate the concept of academic honesty. Little distinction is made between the student who is actually guilty of academic dishonesty and anyone who aids the student (e.g. by providing a copy of a stolen exam or by writing a paper for another student). An instructor and the University may change a student’s grade at any time, even after a course has been completed, if the student has violated the Academic Honesty Policy. The rules and procedures for academic honesty are set forth in the Academic Honesty Policy Sections of the Marian //University// //Graduate Educational Studies Information Guide//. Students are expected to have familiarized themselves with these rules and procedures. This applies to cheating, plagiarism and intentional misrepresentation of the truth. If an assignment is prepared by a student for this class, it is expected that it be the student's own work and that any use of the work of another in a student's paper be properly quoted and cited pursuant to the American Psychological Association (APA) Manual. The rules and procedures for academic honesty are set forth in the Incomplete Policy Section of the Marian //University// //Graduate Educational Studies Information Guide//. Upon the assignment of an incomplete (I), the student will have until the end of the following semester to complete the course work. An extension may be granted by the Chair of Educational Studies. If the work is not completed by the end of the following semester, the incomplete will be changed to an “F”. (This does not apply to practicum courses or to Action Research courses.) = = =__Attendance Policy__= Marian University has at the heart of its core values that it is a community committed to learning. Class attendance is essential to the learning process of the entire community. Absence from class by a student not only limits that student’s learning, but it also limits the learning of the entire class which is deprived of that student’s input. Any absence, for any reason, prevents the student and the class from getting the full benefit of the course. Students should be aware that class attendance may also be required for financial aid purposes and could impact existing or future financial aid. Students are, therefore, expected to attend all classes of the courses in which they are registered and to be on time. Instructors may include class attendance as a measure of academic performance for grading purposes in the course syllabus. Such criteria are supported by Marian University. It is the responsibility of the student to contact the instructor to discuss any missed class work due to absences. When a student is absent from class, it is up to the instructor to determine what make-up work; project or test may be allowed. Marian University will provide reasonable accommodations to qualified individuals with disabilities. If you feel you need accommodations to fully participate in this course, please contact Lisa Rogers, Coordinator of Disability Services and Academic Support at 920-923-8951 or lmrogers65@marianuniversity.edu A. Creating Unit/ Lesson plan which incorporates multimedia B. Article reviews on Technology & Multiple Intelligences and Constructivism. C. Video Reviews and Online Discussion D. Copyright None Instructor Generated Class handouts Journal Articles Brown, J., & Werner, L. (2004). //Concept to classroom.// Educational Broadcasting Corporation. 11 May 2005 . Healy, J. (1998). //Failure to connect: How computers affect our children’s minds – for better and worse//. New York: Simon & Schuster. Heinch, R. et al. (2001). //Instructional media and technologies for learning//. New Jersey: Prentice Hall. McKenzie, W. (2005). //Multiple intelligences and instructional technology.// Eugene, OR: International Society for Technology in Education. Underdahl, K. (2003). //Digital video for dummies.// New York: Wiley Publishing, Inc.
 * II. **** PURPOSE AND RELATIONSHIP TO THE CONCEPTUAL FRAMEWORK: **
 * III. COURSE OBJECTIVES: **
 * A. Values and Ethics **
 * B. Knowledge **
 * C. Reflection **
 * D. Collaboration **
 * E. Accountability **
 * IV. **** SEQUENTIAL OUTLINE: **
 * V. **** TEACHING STRATEGIES: **
 * VI. **** COURSE PERFORMANCE ASSESSMENT REQUIREMENTS: **
 * GRADING CRITERA **
 * NETS Standards: **
 * VII. **** OTHER RELEVANT INFORMATION: **
 * __ Academic Honesty Policy: __**
 * __ Incomplete Policy (change of grade) __**
 * __ Disability Statement __**
 * VIII. **** DESCRIPTION OF WORK DONE OUTSIDE THE CLASSROOM: **
 * IX. **** REQUIRED TEXTS: **
 * X. **** REQUIRED READINGS: **
 * XI. **** BIBLIOGRAPHY: **