Department of Teaching and Leadership
College of Education
Design and Production of Instructional Materials
Course #:
Credit Hrs.:
Instructor:
Semester:
Phone Number:
E-mail:
Skype:
Office Hours:
EDTH 805
3
Mrs. Michelle Hudiburg
Fall 2011, Course content will open every Wednesday
620-235-4507 (W) 620-215-2554 (Cell)
mhudibur@pittstate.edu
chellouise72
M – Th 10:30-12
M and W from 2-4
W – 10 to noon and 3:00 to 5:30 on the 2nd and 4th Wednesday of
the month at the KC Metro campus
By appointment
(I will be in my office and available via Skype during
regular office hours.)
Course Description:
Emphasizes the basic techniques of producing mediated instruction appropriate for
educational settings. Experience with developing materials appropriate for both
individual and whole-class instruction will be gained.
Purpose (My conception of the course):
In this course you will learn how to create good instructional materials using systematic
design principles. Technologies will be explored and used to create a final instructional
unit. We will read and discuss research in the field of instructional design and
technology, as well as cognitive and behavioral psychology, to better understand the
production of effective classroom instruction.
Course Objectives:
Students will:
1. Demonstrate proficient operation of selected multimedia components
2. Utilize emerging technologies in various teaching/learning settings
3. Design and produce appropriate teaching materials for various teaching strategies
4. State the benefits of current technologies in teaching and learning
5. Evaluate instructional materials based on applicable standards
Resources:
Internet access (high speed is necessary) with a backup plan – [You MUST have access
to a high-speed internet connection. If your home computer is not working you
MUST have a back-up plan. Not having access to the internet is NOT an excuse for
missing deadlines for your course work. Also, many assignments will require you to
watch videos online and you need to have a high-speed connection to view these.],
Data storage device, CD/DVD writer and access to: Microsoft Word, Excel, PowerPoint,
Adobe Acrobat Reader, digital camera, photo editing software, scanner, digital video
camera, video editing software, and various Web 2.0 applications.
Textbooks:
There are no texts required for this course. Readings will be assigned by the instructor
and can be found as a PDF or a link through the internet or Axe library.
Evaluation, Grading Scale & Classroom Policy
Class Policies: The PSU policy on academic dishonesty is printed in the University
Catalog. Students are expected to submit their own work. Disrespect will not be tolerated.
Class attendance is not an issue with online courses; however, you will need to pace
yourself each week and stay on schedule. Online courses require much self-discipline.
Ethical Behavior:
*RESPECT FOR THE INTEGRITY OF THE ACADEMIC PROCESS in both
Professional Behavior and Social and Emotional Well-being for Faculty & Students is of
utmost importance. Instructors reserve the right to call for a face-to-face conference any
student who does not display proper ethical behavior.
The rights and responsibilities that accompany academic freedom are at the heart of the
intellectual purposes of the University. Our conduct as community members should
protect and promote the University's pursuit of its academic mission. We are all,
therefore, expected to conduct ourselves with integrity in our learning, teaching and
research, and in the ways in which we support those endeavors.
Examples are as follows:
*Professional Behavior*
--Demonstrates effective interpersonal skills
--Functions effectively in a variety of group roles
--Is respectful of alternative views
--Collaborates with others on professional level
--Demonstrates honesty and integrity to self and others
--Demonstrates moral excellence and trustworthiness
--Is reflective when making decisions
--Demonstrates the flexibility to accept and change
*Social and Emotional Well-being*
--Analyzes and takes responsibility for own behavior
--Accepts constructive criticism positively
--Exhibits respect for others
--Demonstrates ability to learn from both success and failure
--Demonstrates a professional emotional state
Assignments and Incomplete Policy
Assignments must be received by the due date and time. If assignments are not submitted
through the Digital Drop Box by the specified time, they will be considered late. No late
work will be accepted without prior approval from the instructor. Assignments must be
submitted on or before the date due. If you have an emergency during the semester,
contact me via email or phone prior to the assignment deadline to discuss your
situation. The assignment schedule is subject to change depending on circumstances, and
the instructor reserves the right to adjust this policy as needed.
Check ANGEL daily, or at least 3 times per week, for updates and
announcements.
Incompletes will not be processed as late assignments, but as a cumulative late
assignment, which means that points will be deducted. Assignments submitted after
taking an incomplete will not be awarded a grade higher than 93%. If an incomplete is
not finalized by the end of a one-year period, the "I" will automatically change to a grade
of "F" as per PSU's existing policy.
Class Attendance and Absence
Class Attendance
“Students at Pittsburg State University are expected to attend class regularly and
participate fully in the activities of that class under the guidance of a university instructor.
The instructor is responsible for setting and communicating to the students the attendance
requirements for each class.”
Because this class is part of an online environment and is of an asynchronous nature,
attendance will not usually play a factor. However, life situations may interfere with
your ability to “attend” class on any given week and in this case we will work on a caseby-case basis. If you know in advance that you will have to miss a week of course work it
is your responsibility to talk with me about completion of assignments, etc.
Class Absence
“Students are responsible for clearing their absences with each instructor. The Office of
Campus Life and Auxiliary Services will notify instructors of unusual circumstances of
health or family problems if absences are in excess of three days.
If, in the judgment of the instructor, a student has been excessively absent from class, the
instructor may report this to the Office of the Registrar, who shall withdraw the student
from class and shall notify the student. An instructor may withdraw a student from a
class at any time during the semester. If a student is withdrawn beginning with the 12th
week of class, the student shall receive a grade of F.”
Written Communication Skills: All text submitted should represent the
writer’s best writing skills. Spelling, punctuation, grammar, and sentence structure will
be evaluated in each assignment and graded accordingly.
Teaching Strategies:
This course will utilize hands-on, practical experience using computers and related
technology. Some lecture, discussion and cooperative groups will be called upon when
suitable.
Assessment Strategies:
Activities will be assessed using rubrics, checklists, and participation in online
journaling.
Grading Scale:
A----------------90-100%
B----------------80-89%
C----------------70-79%
D----------------60-69%
F-----------------below 60%
Application of Course Grades to Graduate Degrees:
Only grades of A, B, and C are acceptable on a degree program. A cumulative grade
point average of (3.0000) is required for grades earned in:
1. All graduate coursework at the 700, 800 or 900 level;
2. Senior-graduate coursework (500 or 600 level) applied to a graduate degree.
A maximum of six hours of C or pass work may be applied to a student's degree program.
If the student receives any grade of C, status in the Graduate School will be reviewed by
the advisor and the dean. An extension of no more than six hours credit may be made to
the approved degree program in order to achieve the minimum 3.0000 and offset C grade
credit.
Course Format
The course will be divided into three sections. The first will deal with the theory behind
instructional design and technology. Our second topic will focus on proper use of
technology in instructional settings. During the final part of the class we will work to put
the theory and practice together.
Instructional Design and Technology Theory
1. Readings: Students will read provided articles citing research into the design of
effective instruction, including both technology-rich and non-technological media.
2. Reflection: Participation in weekly reflection posts will be a mandatory part of the
entire course. Posts will be done using a blog. Students will reflect on the week’s
work and content through prompts given by the instructor.
Points Possible = 5 each week
Using Technology to Enhance Instruction
1. Using technology effectively: Part of creating instruction lies in knowing how to use
the technology. Practice with digital still and video cameras, scanners, PDF
documents, and presentation skills (PowerPoint) will be the focus of this part of the
class.
Introduction of PSU Graduate Knowledge base Indicator for Instruction and
Assessment
2. Project 1 (Desktop Publishing): Design a newsletter using Microsoft Word,
Publisher or another desktop publishing platform. In this project, the student will
focus on the importance of a technology facilitator/library media specialist’s
understanding and demonstration of good communication, consultation and problem
solving skills. The newsletter will be used to establish rapport with students, staff,
parents and community.
Points possible = 50
Introduction of PSU Graduate Knowledge base Indicator for Diversity
3. Project 2 (Digital Video Project): Use of video in instruction can be hugely
dynamic. In this project, students will use iMovie (Mac), MovieMaker (PC) or
another video editing application to create a short video presenting their personal
educational philosophy.
Points possible = 100
Assessment of PSU Graduate Knowledge base Indicator for Technology
4. Project 3 (PowerPoint Presentation): Presentation on a topic of your interest using
PowerPoint. Library media specialists and technology integration specialists will
demonstrate expertise with the technologies for information creation, storage,
retrieval, organization, communication and use. Ethical and responsible behavior with
regard to use of information will be modeled. Presentation design and effective
communication will be a large part of this project.
Points possible = 100
Putting Theory and Practice Together to create Effective
Instruction
1. Emerging Technologies: Technology is an ever-changing area of study. What is a
trend today can be obsolete next week. Thus it is good to spend time looking at some
newer technologies that could add more robustness to classroom instruction. We will
spend time investigating social networking in education along with some newer
visual models (animoto, voice threads, YouTube, etc) that are carving in-roads to our
classrooms.
Points possible = 20
2. Project 4 (Lesson Incorporating Technology into the Classroom): Using all the
theory and practice studied during the semester, students will be expected to create a
full lesson that would be used in a classroom setting. This lesson will be technologyrich, but students will be reminded that the technology is simply a tool to help enrich
the lesson, and it is not the lesson itself.
Points possible = 100
Assessment of PSU Graduate Knowledge base Indicator for Technology
Introduction of PSU Graduate Knowledge base Indicator for Instruction and
Assessment
Portfolio in Progress: Students will add digital assignments to the portfolio in
progress, which will model ethical and responsible behavior with regard to use of
information.
Time Expectations:
This is a 3 credit hour course. This means that if we would meet on campus, once a
week, we would be here for 3 hours at a time. Along with that class time, you would be
expected to do work outside of the classroom for at least 2-5 hours each week. If we put
those numbers together, you should expect to spend between 5-8 hours per week on work
for this class. (Of course some weeks will take less time and some may take more,
especially when we start on the video project.) Taking the course at a distance means you
as a student are going to have to exercise discipline when working on lessons for this
course. Waiting until Saturday or Sunday to access the course and work on lessons will
result in less than exemplary work on your part. Your success in this course rests in your
willingness to put in the time needed to be an active participant in the class.
Works Cited
Altman, Rick. Why Most Powerpoint Presentations Suck: And how you can make them
better. Harvest Books, 2007.
Gordon, David T. ed. The Digital Classroom. Massachusetts: Harvard Education Letter,
2003.
Roblyer, M.D. and J. Edwards. Integrating Educational Technology into Teaching.
New Jersey: Merill, 2006.
Smaldino, Sharon E., Deborah L. Lowther and James D. Russell. Instructional
Technology and Media for Learning. New Jersey: Merrill, 2008.
Wiske, Martha Stone, Kristi Rennebohm Franz and Lisa Breit. Teaching for
Understanding with Technology. San Francisco: Jossey-Bass, 2005.
EDTH 805 Design and Production of Instructional Materials
Course Schedule
DATE
August 24
August 31
September 7
September 14
September 21
September 28
October 5
October 12
October 19
October 26
November 2
Due Date
December 7
September 21
October 5
October 26
November 9
November 16
November 23
November 30
December 7
November 16
December 12-16
December 14
Topic/Assignment
Go over syllabus
Class introduction exercise
What is Educational/Instructional Technology?
Instructional Design Models and Theories
Emerging Technologies (ongoing)
Practical applications – PDF and scanners
Project 1 Assigned
Practical applications – cameras (still and video)
Practical applications – work on Project 1
Practical applications –video in the classroom
Project 2 Assigned
Practical applications – video production
Practical applications – work on Project 2
Practical applications – presentation methods (PPT)
Practical applications – presentation methods (PPT)
Project 3 assigned
Practical applications – work on Project 3
What makes Instruction effective?
Project 4 (Final Project) guidelines presented
Can technology be a bad thing?
Evaluation of instructional materials – Formative &
Summative
Finals Week – Project 4 due by 5:00 PM
Wednesday, December 14
Assignment overview:
 Weekly blog reflection
 PDF and Scanner exercise
 Project 1 – Newsletter
 Project 2 – Ed Philosophy video
 Project 3 – Presentation
 Project 4 – Final Project
5 points each week
10 points
50 points
100 points
100 points
100 points
*** IMPORTANT INSTRUCTIONS for SUBMITTING ASSIGNMENTS
Before submitting, save and submit each document as specified and include your
last name at the beginning of the name of the document. Ex: Hudiburg Word
Exercise.doc (I will not indicate this on future assignment instructions)
Kansas Library Media Specialist Standards
Standard 1: The library media specialist applies the principles of library and information
studies to create effective, integrated library media programs.
Standard 2: The library media specialist integrates information literacy through
collaboration, planning, implementation, and assessment of learning.
Standard 3: The library media specialist applies knowledge of learning styles and of
human growth and development.
Standard 4: The library media specialist provides equitable access to and effective use of
technologies and innovations.
Standard 5: The library media specialist plans, develops, implements, manages, and
evaluates the library media program.
Standard 6: The library media specialist upholds professional ethics and promotes equity
and diversity.
Standard 7: The library media specialist recognizes the role of the library media program
within the community.
Technology Facilitation Standards (NETS-F)
TF-I Educational technology facilitators demonstrate an in-depth understanding of
technology operations and concepts.
TF-II Educational technology facilitators plan, design, and model effective learning
environments and multiple experiences supported by technology.
TF-III Educational technology facilitators apply and implement curriculum plans that
include methods and strategies for utilizing technology to maximize student learning.
TF-IV Educational technology facilitators apply technology to facilitate a variety of
effective assessment and evaluation strategies.
TF-V Educational technology facilitators apply technology to enhance and improve
personal productivity and professional practice.
TF-VI Educational technology facilitators understand the social, ethical, legal and human
issues surrounding the use of technology in PK-12 schools and assist teacher in applying
that understanding in their practice.
TF-VII Educational technology facilitators promote the development and implementation
of technology infrastructures, procedures, policies, plans and budgets for PK-12 schools.
TF-VIII Educational technology facilitators will contribute to the shared vision for
campus integration of technology and foster an environment and culture conducive to the
realization of the vision.
Pittsburg State University Graduate Knowledge Base
*This indicator has been identified as representing a disposition.
Professionalism
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
reflect a commitment to a dependable and professional demeanor.
•
Acts with integrity and fairness in an ethical manner*
•
Demonstrates commitment to life-long learning
•
Participates in ongoing professional development
•
Demonstrates professional behavior*
•
Sets priorities through self-motivation and self-direction
•
Maintains confidentiality at all levels*
Communication
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
promote effective communication.
•
Utilizes multiple collaborative strategies necessary in developing effective
learning opportunities for all
•
Demonstrates a high level of proficiency in oral and written communication skills
•
Adapts to a variety of unique cultural and ethnic communication styles*
•
Practices effective interpersonal skills that enhance communication*
Leadership
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
exhibit leadership competencies.
•
Demonstrates the ability to make decisions based upon data and input
from stakeholders
•
Adheres to ethical and professional standards
•
Transforms ideas into action through effective team building
•
Utilizes a variety of problem-solving strategies and possesses strong
critical thinking abilities
•
Prioritizes tasks and manages time efficiently
Instruction and Assessment
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
reflect advocating, nurturing and sustaining best practices and multiple assessments.
•
Possesses pedagogical knowledge relevant to specific disciplines
•
Provides for instructional variation and integration with other disciplines
•
•
•
•
•
•
Establishes goals and expectations that lead to effective learning (all projects)
Inspires all learners to develop self confidence and competence*
Demonstrates specialized preparation in specific area of study
Differentiates instruction appropriately for specific needs of learners* (Project 4)
Expects all students will achieve full potential and attain individual success*
•
Evaluates student knowledge and performance by using multiple methods
of assessment
•
Utilizes assessment outcomes to develop instruction that meets the needs
of all students*
Adheres to ethical and unbiased assessment practices*
Diversity
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
provide equitable learning opportunities for all.
•
Demonstrates sensitivity to community and cultural norms* (Project 1)
•
Values students and encourages them to value self and others*
•
Promotes a bias free learning environment*
•
Believes in and encourages the success of all learners*
•
Appreciates individual variation and shows respect for the diverse talents
of all learners*
•
Responds appropriately to larger political, social, economic and cultural
issues through global awareness*
Technology
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
enhance the integration of technology within the educational environment.
•
Maximizes learning by using technology (Project 4)
•
Enhances the educational environment through technology (Project 4)
•
Implements various instructional technology strategies (Project 2)
•
Tailors appropriate technology strategies to a specific content area (Project 4)
Research
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
implements effective research within the educational environment.
•
Uses existing educational research to inform and guide practice
•
Maintains ethical standards in both conducting and applying educational
research*
•
Identifies and solves problems by making decisions based upon accepted theory
and research
Indicates item is introduced in this course.
Indicates item is assessed in this course.