KENNESAW STATE UNIVERSITY GRADUATE COURSE PROPOSAL OR REVISION, Cover Sheet (10/02/2002) Course Number/Program Name ITEC 7440 Multimedia in Education Department Proposed: Instructional Technology and Educational Foundations Degree Title (if applicable) Instructional Technology Proposed Effective Date Fall, 2007 Check one or more of the following and complete the appropriate sections: X New Course Proposal Course Title Change Course Number Change Course Credit Change Course Prerequisite Change Course Description Change Sections to be Completed II, III, IV, V, VII I, II, III I, II, III I, II, III I, II, III I, II, III Notes: If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number should be proposed. A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program. Current catalog information (Section I) is required for each existing course incorporated into the program. Minor changes to a course can use the simplified E-Z Course Change Form. Traci Redish Faculty Member Submitted by: Approved _____ Date Not Approved Department Curriculum Committee Date Approved Approved Approved Approved Approved Approved Not Approved Department Chair Date School Curriculum Committee Date School Dean Date GPCC Chair Date Dean, Graduate Studies Date Not Approved Not Approved Not Approved Not Approved Not Approved Vice President for Academic Affairs Date Approved Not Approved President Date KENNESAW STATE UNIVERSITY GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE I. Current Information (Fill in for changes) Page Number in Current Catalog Course Prefix and Number Course Title Credit Hours Prerequisites Description (or Current Degree Requirements) II. Proposed Information (Fill in for changes and new courses) Course Prefix and Number __ITEC 7440____________________ Course Title Multimedia in Education_ Credit Hours 3 Prerequisites Admission to M.Ed. program in Instructional Technology Description (or Proposed Degree Requirements) This course explores introductory topics in multimedia and emerging technologies and their role in education. Course coverage will include both theoretical understanding of multimedia technologies and hands-on experience with software and hardware. Topics may include research related to multimedia and emerging technologies; classroom applications; design and development techniques; hardware and software requirements; digitizing and manipulating images, voice and video materials; and copyright and ethics. Students will apply instructional design processes and principles to designing and developing multimedia content. There will be a special focus on Internet technologies, such as podcasting. This course will also examine emerging technologies having potential to positively impact student achievement. III. Justification In recent years, researchers have formed a strong consensus on the importance of engaged learning in schools and classrooms. This consensus, together with a recognition of the changing needs of 21st century learners, has stimulated the need for more interactive multimedia instructional content. Today's children are "growing up digital." Their view of the world is very different from that of adults, thanks to unprecedented access to information, people, and ideas across highly interactive media. They learn differently and as a result feel disconnected from schools that were designed for another time. This digital generation takes in and responds to rapidly transmitted sights and sounds whether on television, computers, or video games. Educators must learn to capitalize on these types of multimedia and emerging technologies and utilize them to engage students in meaningful and relevant learning experiences. IV. Additional Information (for New Courses only) Instructor: Text: Prerequisites: Admission to M.Ed. program in Instructional Technology Objectives: This course is designed to meet the following objectives. Candidates will: TF-III.A. Facilitate technology-enhanced experiences that address content standards and student technology standards. 1. Use methods and strategies for teaching concepts and skills that support use of mediabased tools such as television, audio, print media, and graphics. (TF-III. A.5) 2. Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment. (TF-III. A.6) 3. Use methods for teaching concepts and skills that support the use of web-based and non web-based authoring tools in a school environment. (TF-III. A.7) TF-V.C. Apply technology to increase productivity. 4. Assist others in locating, selecting, capturing, and integrating video and digital images in varying formats for use in presentations, publications, and /or other products. (TF-V. C.2) 5. Demonstrate the use of specific-purpose electronic devices (such as graphing calculators, languages translators, scientific probeware, or electronic thesaurus) in content areas. (TF-V. C.3) 6. Use a variety of distance learning systems and use at least one to support personal/professional development. (TF-V. C.4) 7. Use instructional design principles to develop hypermedia and multimedia products to support personal and professional development. (TF-V. C.5) 8. Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose. (TF-V. C.6) 9. Use examples of emerging programming, authoring or problem solving environments that support person/professional development. (TF-V. C.7) TF-V.D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. 10. Model the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning. (TF-V. D.1) 11. Communicate with colleagues and discuss current research to support instruction, using applications including electronic mail, online conferencing, and web browsers. (TF-V. D.2) 12. Participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics. (TF-V. D.3) 13. Design, develop, and maintain Web pages and sites that support communication between the school and community. (TF-V. D.4) TF-VIII.E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors. 1. Examine components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school based settings. (TF-VIII.E.1) Instructional Method The instructional method will blend traditional face-to-face lecture, professional readings and class discussions with online exercises, discussion forums and collaborative activities. Evaluation and Grading Emerging Technology Research Movie Podcast Participation Discussion Forums Grades will be assigned as follows: 92-100 average points A 85-91 average points B 76-84 average points C <76 average points F 10 points 40 points 10 points 20 points 20 points V. Resources and Funding Required (New Courses only) Resource Amount Faculty Other Personnel Equipment Supplies Travel New Books New Journals Other (Specify) 0 0 0 0 0 0 0 0 TOTAL 0 Funding Required Beyond Normal Departmental Growth VI. COURSE MASTER FORM This form will be completed by the requesting department and will be sent to the Office of the Registrar once the course has been approved by the Office of the President. The form is required for all new courses. DISCIPLINE COURSE NUMBER COURSE TITLE FOR LABEL (Note: Limit 16 spaces) CLASS-LAB-CREDIT HOURS Approval, Effective Term Grades Allowed (Regular or S/U) If course used to satisfy CPC, what areas? Learning Support Programs courses which are required as prerequisites Instructional Technology ITEC 7440 Multimedia In Ed 3 credit class Fall 2007 Regular APPROVED: ________________________________________________ Vice President for Academic Affairs or Designee __ VII Attach Syllabus I. Course Number: Course Title: College: Semester: Room: ITEC 7440 Multimedia in Education Bagwell College of Education II. Instructors: III. Class Meetings: IV. Required Text: V. Catalog Course Description: ITEC 7440 Multimedia in Education. 3-0-3 This course explores introductory topics in multimedia and emerging technologies and their role in education. Course coverage will include both theoretical understanding of multimedia technologies and hands-on experience with software and hardware. Topics may include research related to multimedia and emerging technologies; classroom applications; design and development techniques; hardware and software requirements; digitizing and manipulating images, voice and video materials; and copyright and ethics. Students will apply instructional design processes and principles to designing and developing multimedia content. There will be a special focus on Internet technologies, such as podcasting. This course will also examine emerging technologies having potential to positively impact student achievement. VI. Professional Portfolio Narrative: A required element in each portfolio for the Graduate Program is a portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI and the TF standards with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative which includes descriptive, analytic and reflective writing in which you reflect on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices. VII. Purpose and Rationale: In recent years, researchers have formed a strong consensus on the importance of engaged learning in schools and classrooms. This consensus, together with a recognition of the changing needs of 21st century learners, has stimulated the need for more interactive multimedia instructional content. Today's children are "growing up digital." Their view of the world is very different from that of adults, thanks to unprecedented access to information, people, and ideas across highly interactive media. They learn differently and as a result feel disconnected from schools that were designed for another time. This digital generation takes in and responds to rapidly transmitted sights and sounds whether on television, computers, or video games. Educators must learn to capitalize on these types of multimedia and emerging technologies and utilize them to engage students in meaningful and relevant learning experiences. KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK: Collaborative development of expertise in teaching and learning The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development. Use of Technology: Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, and create WWW resources. Field-Based Activities While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and schoolbased activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing. VIII: Goals and Objectives: This course is designed to meet the following objectives. Candidates will: TF-III.A. Facilitate technology-enhanced experiences that address content standards and student technology standards. 14. Use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print media, and graphics. (TF-III. A.5) 15. Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment. (TF-III. A.6) 16. Use methods for teaching concepts and skills that support the use of web-based and non web-based authoring tools in a school environment. (TF-III. A.7) TF-V.C. Apply technology to increase productivity. 17. Assist others in locating, selecting, capturing, and integrating video and digital images in varying formats for use in presentations, publications, and /or other products. (TF-V. C.2) 18. Demonstrate the use of specific-purpose electronic devices (such as graphing calculators, languages translators, scientific probeware, or electronic thesaurus) in content areas. (TF-V. C.3) 19. Use a variety of distance learning systems and use at least one to support personal/professional development. (TF-V. C.4) 20. Use instructional design principles to develop hypermedia and multimedia products to support personal and professional development. (TF-V. C.5) 21. Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose. (TF-V. C.6) 22. Use examples of emerging programming, authoring or problem solving environments that support person/professional development. (TF-V. C.7) TF-V.D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. 23. Model the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning. (TF-V. D.1) 24. Communicate with colleagues and discuss current research to support instruction, using applications including electronic mail, online conferencing, and web browsers. (TF-V. D.2) 25. Participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics. (TF-V. D.3) 26. Design, develop, and maintain Web pages and sites that support communication between the school and community. (TF-V. D.4) TF-VIII.E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors. 2. Examine components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school based settings. (TF-VIII.E.1) IX. Requirements/Assignments: Research an emerging technology (PDAs, GPS units, etc…) and deliver a presentation to the class describing the technology and how it might be used to positively impact student achievement. Design and develop a 3-5 minute instructional “movie” that could be used to support a lesson that emphasizes one or more of the Georgia Performance Standards. Post the movie as a video podcast on the Internet. Develop a screen recording that could serve as a “mini-tutorial.” Participate in a series of online discussion forums responding to professional readings and exploring critical issues and trends related to the implementation of multimedia and emerging technologies. Student positions on each issue should be shaped by facts and research gathered from professional readings and validated through professional experiences. Postings should include specific examples drawn from professional practice. Students will read and review submissions by other students and provide an analytical response to at least two of their peers. X: Evaluation and Grading: Emerging Technology Research Movie Podcast Participation Discussion Forums 10 points 40 points 10 points 20 points 20 points Grades will be assigned as follows: 92-100 average points A 85-91 average points B 76-84 average points C <76 average points F XI. Policies Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of cultural context. Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. Academic Honesty: KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or course requirements should represent their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary action. XII. Course Outline (subject to change) Topics Introduction to Multimedia in Education Integrating Curricular Content into Multimedia Production Multimedia Projects in the Classroom Designing and Developing Multimedia Projects Evaluating Multimedia Projects XIII. References/Bibliography Counts, E. (2003). Multimedia design and production for students and teachers. Boston, MA: Allyn and Bacon. Green, T., & Brown, A. (2002). Multimedia projects in the classroom: A guide to development and evaluation. Thousand Oaks, CA: Corwin. Hannafin, M. J., & Peck, K. L. (1997). The design, development, and evaluation of instructional software. Upper Saddle River, NJ: Prentice Hall. Ivers, K., & Barron, A. (2002). Multimedia projects in education: Designing, producing, and assessing (2nd ed.). Littleton, CO: Libraries Unlimited. Jonassen, D. H. (2002). Learning to solve problems with technology: A constructivist perspective (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Male, M. (2002). Technology for inclusion: Meeting the special needs of all students (4th ed.). Boston: Allyn and Bacon. Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press. MA: Course Technology. Vaughan, Tay. (2001). Multimedia: Making it work (5th edition). New York: Osborne McGraw-Hill.