Course Description

EDT 546 is a graduate course designed for students interested in using technology to create a wide variety of presentations. The emphasis will be on learning by doing. This course explores:

• principles of design that guide presentations
• text, non-text, and hypertext presentations
• print and non-print presentations
• multimedia presentations
• on-line presentations
• interactive presentations
• using peripherals such as scanners, digital cameras and camcorders, and graphics and video editing software to create or enhance presentations

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Course Objectives

An important goal of this course is for students to be empowered to create many types of presentations using computer-based technology. Students should gain a solid exposure to design principles, presentation hardware, and presentation software as well as the motivation to use technology to create presentations for personal and professional purposes. This class is designed to provide a positive stepping stone in a lifelong learning process. Upon completion of this course, students should be able to:

1. approach new computer-based tasks with greater confidence and be able to problem-solve when computers, computer software and peripherals do not work as expected;
   
   
2. define and utilize design principles when creating presentations;
   
   
3. discuss the functions of presentations in classrooms, professional training sites, or related environments;
   
   
4. evaluate print and non-print presentations with criteria based on design research and practice;
   
   
5. discuss the potential of using presentations to enhance teaching and learning;
   
   
6. discuss theoretical and pedagogical issues surrounding the use of presentations in teaching and learning situations;
   
   
7. use at least three different types of presentation software to create multimedia presentations, including an interactive presentation;
   
   
8. use at least two different types of presentation software to create print presentations;
   
   
9. use hypertext tools to create at least one on-line presentation for delivery on the Internet;
   
   
10. use peripherals such as scanners, digital cameras, video editing hardware and software, and CD ROM burners to create multimedia presentations;
    
    
11. demonstrate good information management habits such as consistently backing up files, labeling disks, and maintaining a back-up disk.
    
    
12. evaluate individual assignments using rubrics, and reflect on what has been learned during EDT 546 and how it can be applied in K-12 settings;
    
    
13. learn to deal with personal frustration when computers, software, labs, printers, CD burners, peripherals or manuals do NOT function as expected.

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Required Readings, Texts and Materials

• On-line Course Readings
  
  
• Williams and Tollett, Second Edition (2000). The Non-Designer's Web Book.
  
  
• Portable flash drive or portable hard drive
  
  

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Course Format

Students will participate in an action-oriented classroom which will feature illustrated lecture, discussion, demonstration, hands-on activities and presentations, and project presentations. The emphasis will be on doing rather than talking about computer-designed presentations and their uses in education and society.

Additional lab time beyond the scheduled course hours will be necessary to fulfill the course requirements. You may use the computers in Fletcher Library and Technopolis at any time these facilities are open. Summer hours are:

CLCC 216 is available for use before and after class from June 19 - July 7, 2006. Software, hardware and interns to assist you are available at the following times:

Your assignments provide you with what I consider to be a minimum amount of hands-on time. The more you use and experiment with multimedia hardware and software, the richer your learning experience will be.

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Course Policies

• All assignments should be digital and consistent with upper division university writing; that is, university level grammar, correct spelling, and logical, clear organization.
  
  
• Class sessions will begin on time. Please make every effort to be prompt.
  
  
• Because of the condensed nature of this course, attendance is mandatory. Please call the instructor before class should an emergency arise.
  
  
• Cheating: Cooperative or collaborative learning is encouraged! However, understand the fine line between collaboration and cheating. Turning in the work of another person is considered cheating and offenders are subject to university disciplinary action.
  
  
• Be considerate of your classmates: turn OFF cellular phones and pagers during class.
  
  

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Course Assignments

1. Electronic Mail
   
   You will use electronic mail on a daily basis to communication with your Reading Mentor. Email me with questions, comments, or notification of any absences, late arrivals, or early departures from class.
   
   
2. Course Readings (10%)
   
   The On-line Course Readings were selected to challenge and broaden your thinking about the use of technology and presentations in educational settings. Each should be read BEFORE class as listed in the schedule of assignments and class activities.
   
   You will email to your Reading Response to your Reading Mentor. In your Reading Response you will briefly discuss the most important concepts about that day's readings. We will briefly summarize key ideas in class each day.
   
   
3. Internet Multimedia Resource Guide (5%)
   
   During this class, you will have time to explore the Internet for multimedia ideas and resources. So that this experience has some meaningful direction, you will develop an Internet Multimedia Resource Guide in which you list sites which are valuable resources on the topics of multimedia design and presentations. Please use a format similar to this:
   
   
   • Name of the site
   • URL (address) of the site (embedded as a link in the site name)
   • Intended audience
   • Description of the site

   All student assignments will be added to the EDT 546 Home Page for future use. You should expect to list a minimum of fifteen (15) sites in this On-line Resource Guide, and you may include as many as you wish. Consider this a never-ending project and continue building this Guide after our class has finished. See samples from previous years' classes.
   

4. Presentations (66%)
   
   You will use each of the following multimedia tools: PowerPoint™, Inspiration™, iMovie™ 4 or MovieMaker™ 3, GarageBand™, Adobe Photoshop Elements™ 3, and Adobe Acrobat™. You should choose the tool that best meet your instruction needs for each project. You will use all of these tools in your Final Presentation.
   
   In each of these seven presentations, you should aim toward excellence in design and incorporate the principles of design discussed in class and in your readings. You will use different software to create each presentation.
   
   As a culminating project, you will create and present a Final Presentation or Electronic Portfolio that combines a variety of software and stretches your understanding and ability to use these program. You may use iDVD™ or any program of your choice as "glue" for your final presentation. Each of the eight presentations is listed below:
   
   

   Type of Presentation	Software	% Grade	Approximate Due Date
   Multimedia Presentation	PowerPoint™	8%	Class 4
   Interactive Presentation	Inspiration™	8%	Class 6
   Web-Based Field Trip	Combination of Tools	8%	Class 7
   Artistic Presentation	PhotoShopElements™	8%	Class 8
   Video Presentation: Stills	iMovie™ 6 or MovieMaker 3	8%	Class 9
   Video Presentation: Digital Media	iMovie™ 6 or MovieMaker 3	8%	Class 10
   PDF Document PDF Tutorial	Adobe Acrobat™	8%	Class 11
   Electronic Portfolio	Combination of All	5%	Class 12
   Electronic Portfolio	Linkage to Standards	5%	Class 12

   You will use the following rubrics to guide your work for these assignments:

   • Storyboard Rubric
   • Inspiration Rubric
   • PowerPoint™ Rubric
   • iMovie™ Interview Rubric
   • iMovie™ Video Production Rubric
   • Digital Imaging (PhotoShop Elements™) Rubric
   • Adobe Acrobat™ Rubric
   • Electronic Portfolio Rubric
     

   Digital Video Links
   ASSET | United Streaming| BBC Motion Gallery

Content Suggestions for Presentations

When planning your presentations, choose from the following list of content options:

• Interactive Instructional Activity
• Why Use Technology in Elementary/Secondary/Special Education
• Why Use Multimedia in Elementary/Secondary/Special Education
• Student Portfolio including writing work, art work, etc.
• Integrated Lesson/s
• Review of a Professional Book which Impacted Your Teaching/Life
• Personal or Professional Resume
• Launch Page
• Educational Philosophy
• Your Stance on Discipline/Management Skills/Motivation/Cooperative Learning
• Essay on How Children Learn
• Overview of a Thematic Unit
• An Instructional Unit
• Overview of Your Curriculum/Curriculum Structure
• Teaching/Learning Video
• Software Reviews of Important Educational Software
• Visual Tour of Your Classroom
• Description of your Community Service
• Educational/Personal Autobiography
• Family Picture Album
• Anything that Showcases You as a Person and as a Professional
• A Photo Essay (Example 1 and Example 2)

Your Electronic Portfolio, burned to CD or DVD, will include all assignments from this class as well as any other digital presentations (Web Pages, Statements of Philosophy, Resumes, etc.) which you would like to include. This Portfolio can then be shared with current or potential employers, friends, colleagues, or whomever you would like!

Before you BURN to CD or DVD , complete the following CHECKLIST!

Examples of Web-based Portfolios by Previous Students:

• 2005
  • Tiffany Linden
  • Debbie Litchford
  • Ann Marie Palmer
  • Cynthia Soe Myint
    
    
• Previous Years
  • John Moritz
    • John Moritz's Students' Electonic Portfolios
  • Sylvia Juhas
  • Sarah Doyle
  • Miguel Herrera
  • Todd Kisicki
  • Maryse Waldron
  • Julie Kosier
  • Cliff Locklear
  • Kate Smathers
  • Cindy Whitaker

5. Using Multimedia in Your Classroom (8%)
   
   EDT 546 is a graduate course which requires students to synthesize theoretical and practical aspects of their learning. You will create and include in your portfolio a research-based paper that:
   
   
• presents a theoretically informed argument on the usefulness of multimedia in educational settings;
• discusses how students will use multimedia as a tool for learning;
• provides classroom lessons incorporating the use of multimedia;
• provides one or more tutorials on using a specific multimedia program.
  
  
6. Reflections (5%)
   
   After you complete the assignments above, write a three to five-page page reflection in which you discuss usefulness of each aspect of this class to you as an educator, You should also discuss how you might apply these learnings to your future workplace. Reflections should include discussion of:
   
   
   • your presentations using each multimedia tool
   • your Final Presentation
   • your course readings
   • the usefulness of the Internet as a multimedia resource
     
     
   • Submit your reflections via email on the final day of class

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EDT 546 Class Schedule

Notes:

• Boldface Items represent assignments due that day.
• Complete On-line readings BEFORE class.

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Evaluation

EDT 546 is a graduate course which includes both theoretical and practical experiences. All written work, oral work, and class participation will be evaluated using the rubrics provide. Please use these rubrics to guide you as you complete each assignment.

• Storyboard Rubric
• Inspiration™ Rubric
• PowerPoint™ Rubric
• iMovie™ Interview Rubric
• iMovie™ Video Production Rubric
• Digital Imaging (PhotoShop Elements™) Rubric
• Adobe Acrobat™ Rubric
• Electronic Portfolio Rubric 1
• Electronic Portfolio Rubric 2
  
  
• Other rubrics you may find helpful:
  • A+ Rubric: Video Project Rubric
  • Multimedia Project Rubric
  • Digital Arts Rubric

Participation is considered to be one of the most important aspects of your evaluation. Since this class is highly participatory, attendance and a high level of participation are mandatory.

Each of the class components will be assigned weights as follows:

All students start with an "A" and are responsible for the amount of effort, energy, and care put into each assignment. Students will lose points only if they fail to complete an assignment or fail to maximize they learning on each assignment. Grades are assigned as follows: