ITEC–7445
M U L T I M E D I A A N D W E B D E S IG N A N D
D E V E L OP M E N T I N E D U C A T I ON
Department of Instructional Technology
Kennesaw State University
COURSE SYLLABUS, SPRING SEMESTER 2011
Three Semester Hours
Instructor:
XXX
Kennesaw State University
1000 Chastain Rd., # 0127
Kennesaw Hall - KH XXXX
Kennesaw, GA 30144-5591
Class Sessions:
TBA
Location: TBA
Dates: TBA
Office Hours:
Prerequisites:
TBA
Admission to any graduate program of study in the Professional Teacher Education
Unit or consent of instructor.
Textbook(s) TBA
Students must purchase a subscription to Atomic Learning
Required Texts
& Resources:
Other
Readings:
Office: XXXX
Cell: XXXX
Fax: XXXX
E-mail: XXXX@kennesaw.edu
Readings as required by instructor in class.
Catalog Description:
This course is designed to provide candidates with knowledge and skills to design and develop
multimedia and Web-based projects to facilitate student learning. Topics include the design, development,
and evaluation of multimedia and web-based learning environments; 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 and web content.
Purpose/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.
1
PTEU 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 students 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 students 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, students 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.
Use of Technology
The Professional Standards Commission requires technology Standards for Educators.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all students must be able to use technology to improve student learning and
meet Georgia Technology Standards for Educators. During the courses, students will be provided with
opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They
will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Students 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 student awareness of critical
multicultural issues. A second element is to cause students 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 arrange 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.
Statement for School-Based Activities
While completing your graduate program at Kennesaw State University, you are required to be involved
in a variety of leadership and school-based 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
2
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.
Professional Portfolio Narrative
A required element in each portfolio for the graduate program is the portfolio narrative. The purpose of
the portfolio narrative is to ensure that every student reflects on each of the proficiencies on the Student
Performance Instrument with regard to what evidence the student 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 found in the
Portfolio Handbook as a guide. The narrative should be comprehensive, documenting research-based best
practices.
Course Goals and Objectives:
This course is designed to meet the following objectives:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
TF-II.A. Design developmentally appropriate learning opportunities that apply technologyenhanced instructional strategies to support the diverse needs of learners.
TF-II.D. Plan for the management of technology resources within the context of learning
activities
TF-II.E. Plan strategies to manage student learning in a technology-enhanced environment.
TF-II.F. Identify and apply instructional design principals associated with the development
of technology resources.
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 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-III.B. Use technology to support learner-centered strategies that address the diverse
needs of students.
TF-III.C. Apply technology to demonstrate students' higher-order skills and creativity.
TF-III.D. Manage student learning activities in a technology-enhanced environment.
TF-III.E. Use current research and district/regional/state/national content and technology
standards to build lessons and units of instruction.
TF-V.C. Apply technology to increase productivity.
3.  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)
4.  Use instructional design principles to develop hypermedia and multimedia products
to support personal and professional development. (TF-V. C.5)
5.  Select appropriate tools for communicating concepts, conducting research, and
solving problems for an intended audience and purpose. (TF-V. C.6)
TF-V.D. Use technology to communicate and collaborate with peers, parents, and the
larger community in order to nurture student learning.
6.  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)
3
7. 
Communicate with colleagues and discuss current research to support instruction,
using applications including electronic mail, online conferencing, and web browsers.
(TF-V. D.2)
8.  Participate in online collaborative curricular projects and team activities to build
bodies of knowledge around specific topics. (TF-V. D.3)
9.  Design, develop, and maintain Web pages and sites that support communication
between the school and community. (TF-V. D.4)
12. TF-VII.A. Use the school technology facilities and resources to implement classroom
instruction.
13. TF-VIII.E. Engage in supervised field-based experiences with accomplished technology
facilitators and/or directors.
10. 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)
Course Activities
Course activities include, but are not limited to:
1. Lecture
4. Discussion
7. Project-based learning
2. Research projects
5. Reading assignments
8. Demonstration
3. Class exercises
6. Presentations
9. Field Experiences
4
COURSE REQUIREMENTS/ASSIGNMENTS:
POINT VALUE
1.
MULTIMEDIA DESIGN PROJECT: Students will create a project plan and utilize
elements of multimedia design to create and evaluate an instructional product (i.e.,
WebQuests). The product must include appropriate uses of audio, graphics, video, and
other design elements that demonstrate the use of good/effective design. Students will
pilot test their product with an appropriate audience and reflect on the pilot test results
and their process of design.
500
2.
EMERGING EDUCATIONAL TECHNOLOGY RESEARCH PROJECT:
Students will research an emerging technology in education (PDAs, GPS units, etc…),
write an article about that technology for inclusion on the class wiki that includes a
screencast or video demonstrating at least one key feature of the technology.
250
3.
READINGS: Students will read and discuss articles and other readings as assigned by
the instructor for each of the above assignments.
150
4.
PARTICIPATION & PROFESSIONALISM: Students will participate fully in online
and face-to-face class meetings and discussions in a professional and ethical manner
that promotes learning of all students in the class in a positive way.
100
5.
FIELD EXPERIENCE LOGS: Students will submit a field experience log
documenting at least 10 total hours of combined field experience time this semester for
this class. No credit can be earned for this class without uploading a field
experience log.
NA
TOTAL POINTS =
1,000
Grading Criteria
Letter Grade
A
B
C
F
Points Earned
920 – 1000
850 – 919
760 – 849
< 760
Percentage Values
92 – 100
85 – 91
76 – 84
< 76
Academic Integrity Statement:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of University
records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an "informal" resolution by a faculty member,
5
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code
of Conduct's minimum one semester suspension requirement.
Class Attendance Policy:
 Full attendance is expected of all students.
 Punctuality is expected.
 Students with one class absence will need to work with course instructor for make-up work.
Students accruing two absences will be advised to drop the course.
Tentative Course Schedule
Dates:
Class 1
Major Activities
Class orientation
Introduction to ADDIE process
Evaluation of instructional products
Class 2
Multimedia Project (web design and development)
Engagement/Motivation/Flow
Class 3
Multimedia Project (web design and development)
Emerging Technologies in Education
Class 4
Multimedia Project (audio and video)
Emerging Technologies in Education
Class 5
Multimedia Project (audio and video)
Class 6
Multimedia Project development/check-in
Class 7
Multimedia Project Pilot-Testing
Class 8
Multimedia Project Evaluation
Project Plan Due
Emerging Technologies Project is Due
Multimedia Project is Due
6
Course References:
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.
7