Nova Southeastern University
Fischler School of Education and Human Services
Syllabus
I.
COURSE NUMBER AND TITLE: EDD 7005: Instructional Media
(3 credits)
II.
INSTRUCTOR
Name:
Email:
Telephone:
Fax:
Office Hours:
Students should contact their instructor for any questions regarding this
course.
PROFESSOR (Responsible for Syllabus):
Name:
Email:
Telephone:
Fax:
Office:
Website:
Charles Schlosser, PhD
cschloss@nova.edu
(954) 495-4164 or (541) 301-4833
(541) 245-4833
1750 NE 167th Street, North Miami Beach, FL 33162
www.nova.edu/~cschloss
NOTE: To ensure program consistency, all sections of each course in the
Fischler School of Education and Human Services, regardless of delivery
format, follow the same course requirements and content as listed in this
syllabus that is provided by the Program Professor/Lead Faculty.
III.
COURSE DESCRIPTION
A. An introduction to the effective use of instructional media. Major topics
include planning for instructional media use, visual communication, audio and
motion media, computers as tools for learning, and evaluating the effectiveness
of instructional media.
B. Course Rationale:
Competence in instructional technologies, especially those related to
telecommunications and computing, is fundamental for the professional in
instructional technology and distance education. The Instructional Media course
is designed to provide a comprehensive overview of technologies, their history,
and their uses. Also, basic skills are developed during this time. It is intended
that through the presentations, discussions, and assignments, the student will
become an informed and intelligent consumer of technology and technological
approaches. Further, the Instructional Media course will prepare students for
other courses in the ITDE concentration.
EDD 7005
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IV.
COURSE OBJECTIVES:
At the conclusion of the course, the student will be able to
1. Describe the three domains of learning.
2. Write a script for presentation that involves three or more media.
3. Explain the sequence of steps involved in planning for teaching with
media.
4. Apply the ASSURE or other model of instructional design.
5. Describe the implications of the concrete-abstract continuum for
instruction.
6. Identify appropriate classroom uses of traditional media.
7. Discuss the advantages and limitations of the use of computers in
education.
8. Discuss six major categories of computer-assisted instruction methods.
9. Integrate principles of visual literacy and design into instructional
materials.
10. Describe how the Internet/Web may be effectively integrated into
instruction.
11. Develop materials for information and instruction.
12. Create an appropriately-composed and -lighted digital photograph.
13. Use photo editing software to crop, size, and enhance images.
14. Shoot and edit a brief digital video.
15. Compare the advantages and limitations of audio media.
16. Record and edit a brief audio clip.
17. Compare the advantages and limitations of video media.
18. Create a digital animation.
19. Explain the before-, during-, and after-viewing procedures followed
when motion media are used.
20. Summarize the media-effects debate.
21. Describe the implications of the media-effects debate for research and
practice.
V.
REQUIRED MATERIALS
A. Required Textbook(s):
Clark, R. E. (Ed.). (2001). Learning from media: Arguments, analysis, and
evidence. Greenwich, CT: Information Age.
Smaldino, S. E., Russell, J. D., Heinich, R., & Molenda, M. (2006).
Instructional technology and media for learning (8th ed.). Upper Saddle
River, NJ: Prentice Hall.
B. Required Supplemental Materials:
American Psychological Association. (2001). Publication manual of the
American Psychological Association (5th ed.). Washington, DC: Author
NOTE: Check the course textbook list for updates:
http://www.nsubooks.bkstore.com/
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VI.
CALENDAR OF WEEKLY REQUIREMENTS
Week
Topics
1
Introduction and
Definition and
5/8-14
Scope of
Instructional Media
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Class Activities & Assignments
Read: Smaldino et al., chapter 1;
Thornburg, D. “Using Technology to Create a Problem-based Curriculum.” Available online
at: http://teacherline.pbs.org/teacherline/resources/thornburg/thornburg0303.cfm;
November, A. “The Scourge of Technolust.” Available online at:
www.anovember.com/Default.aspx?tabid=159&type=art&site=22&parentid=18
Attend combined Elluminate sessions 1/2 (Introduction and “What is Instructional Media
and How Did it Get That Way?”)
Read: Smaldino et al., chapters 2 and 3
Participate in online discussion 1
Elluminate session 3 (“Instructional Systems”)
Read: Smaldino et al., chapter 5, 6, and 8 and
Cuban, Introduction, from: Cuban, L. (2001). Oversold and underused: Computers in the
classroom. Cambridge, MA: Harvard University Press. available online at:
http://www.hup.harvard.edu/pdf/CUBOVE.pdf;
Monke, L. (2005, September/October). Charlotte’s web page. Orion. Available online at:
http://www.oriononline.org/pages/om/05-5om/Monke_FT.html;
Stoll, C. (2001). Who needs computers? School Library Journal, 47(10), 46-9.
Participate in online discussions 2/3
Elluminate session 4 (“A Balanced View of Educational Computing”)
Read: Smaldino et al., chapters 4 and 10; pp. 10-12, 327-332
Participate in online discussion 4
Elluminate session 5 (“Digital Photography”), Review Swish/Flash demonstration materials
asynchronously
Read: Smaldino et al., chapter 11
Participate in online discussion 5
Elluminate session 6 (“Digital Audio and Podcasting”)
Read: Smaldino et al., chapter 12
Participate in online discussion 6
Submit Activity 1: Photography, June 12
Elluminate session 7 (“Digital Video and Videocasting”)
Read: Clark, chapters 1-7
Participate in online discussion 7
Submit Activity 2: Audio, June 19
Elluminate session 8 (“Storyboarding”)
Read: Clark, chapters 8-13
Participate in online discussion 8
Submit Activity 3: Swish/Flash, June 26
Elluminate session 9 (“Clark in Perspective”)
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Read: Clark, chapters 14-18
Participate in online discussion 9
Submit script/storyboard, July 3
Elluminate session 10 (“Promising Directions for Media Research”)
Read Smaldino, et al., chapter 9
Participate in online discussion 10
Submit Activity 4: Video, July 10
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Submit final project, July 24
Independent online exploration of Guiding Principles lessons
Attend Elluminate session 11: (“Reflecting on The Ten Guiding Principles of ITDE”)
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2
5/15-21
3
5/22-28
4
5/29-6/4
Instructional
Systems/ Planning
for Media Use
Educational
Computing
Photography and
Visual
Communication
5
6/5-11
Audio
6
6/12-18
Motion Media and
Video
7
6/19-25
The Media Effects
Debate: The
Opening Salvo
8
6/26-7/2
The Media Effects
Debate: Kozma’s
Counterpoint
9
7/3-9
10
7/10-16
11
7/17-23
12
7/24-29
Media Research
Traditional
instructional
materials and
displays
Production
Sharing our
Products and Wrapup and Reflection
EDD 7005
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VII.
DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS
Assignments include a combination of written work, media production, and group
activities. Be sure to closely follow the directions for all assignments. Due dates are
very important and exceptions will not be allowed without the prior approval of the
instructor.
Online Discussions (30 points)
Active, thoughtful participation in online discussions is an important element of the
course. Ten weekly discussions (each worth 3 points) will be conducted via WebCT.
A list of discussion topics and reading assignments is included in this syllabus. Topics,
reading assignments, guidelines, and additional useful information will be posted in the
WebCT discussion area.
Criteria for online threaded discussions
1. Postings are substantive, presenting new ideas.
2. At least two postings each week: one responds directly to the week’s question or
topic, and subsequent postings respond to postings of at least one other student.
3. Postings build on the postings of others.
4. Postings present your own ideas and examples of application, such as in your (or
others’) workplace.
5. Postings are supported by readings, properly cited.
6. Postings are clearly written, with proper spelling and grammar.
Grading guidelines for online threaded discussions
With these criteria in mind, weekly discussion scores will be assigned as: 3 points
(good)—fully meet criteria; 2 points (fair)—meet most of the criteria; 1 point (poor)—
meet few of the criteria; 0 points (travesty)—meet none of the criteria or are very wide
of the mark.
Activities (30 points)
Activity 1. Still photography (5 pts.)
Select a subject (a person) and make two portraits: a wide, environmental portrait and a
close-up. Create a three-slide (the first will be a title slide) PowerPoint presentation
that includes these photos and appropriate text/titles/graphics. Grading will be based
upon the extent to which the student has employed the principles of effective
photography—lighting, posing, composition, and overall quality (including suitably
downloadable file size). Post your PowerPoint presentation (as an attachment) to the
“Still Photography” folder in our WebCT discussion area.
Objectives 10, 12, 13 and 14
Activity 2. Audio (10 pts.)
Record a brief (between one and two minutes) interview with the subject of your
photographs (above). Digitally edit the interview recording, add it to your PowerPoint
presentation, and post it (as an attachment) to the “Audio” folder in our WebCT
discussion area. Grading will be based upon the quality of the edited audio, content
related to the Activity 1 photographs, and ability to be downloaded smoothly.
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Objectives 12 and 17
Activity 3. Swish/Flash (5 pts.)
Create a Swish/Flash animation (its subject matter entirely up to you), add it to your
PowerPoint slide show, and post it (as an attachment) to the “Swish/Flash” folder in our
WebCT discussion area. Swish Max is available for as little as $20 (electronic software
download). A free, 15-day trial version is available at: http://www.swishzone.com
Grading will be based upon the completion of a functioning animation that relates in
content to the subject of your PowerPoint slide show. For example, a bouncing ball
would be a functional animation but would probably not be germane to your slide
show.
Objectives 10, 12 and 19
Activity 4: Video (10 points)
Create a brief (less than 3 minutes) video featuring the subject of your photo and audio
activities and add it to your PowerPoint slide show. Include appropriate titles, shots,
cuts, transitions, and audio. Grading will be based on the degree to which your video
successfully incorporates the above elements. Save the slide show to a CD and mail it
to your instructor.
Objectives 10, 12 and 15
Final Project: The Ten Guiding Principles of Instructional Technology and
Distance Education
PART A: Script/Storyboard (10 points)
The final course project, a mediated lesson on the theme “The 10 Guiding Principles of
Instructional Technology and Distance Education,” offers students the opportunity to
integrate course content and showcase their grasp of educational media design and
production. This assignment will be completed in two stages: script/storyboard and
lesson.
The script/storyboard will include the following elements:
 Sketches of visuals
 Production notes
 Script
The format of the storyboard is up to you. Here are some suggestions:
 Print out a blank PPT handout (3 slides per page, with lines for notes) and then
use the blank frames to sketch what will be happening on the screen. And, on
the lines, put the script that would accompany the visuals. You don’t have to be
a great artist; stick figures will do!
 You could craft this using an Inspiration document, with a column indicating
the visuals and another indicating the script to accompany the visuals
 Download a template and use it (see below)
 You could simply take blank paper and sketch this out, making notes under each
“frame” of the accompanying items
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Here are some examples of storyboards and scripting that should be
helpful/inspirational:
 Storyboarding Guide: http://pblmm.k12.ca.us/TechHelp/Storyboarding.html
 Storyboarding & Scripting:
http://reta.nmsu.edu/modules/hollywoodnm/lesson/stryscipt.htm
 Scriptwriting/Storyboarding:
http://www.umsl.edu/~tlc/Educast/Curriculum/storyboard.htm
 Script Layout: http://www.exposure.co.uk/eejit/script/index.html
 Acting With A Pencil: Storyboarding Your Movie:
http://www.exposure.co.uk/eejit/storybd/
 Script to Screen: The Last Samurai:
http://movies.yahoo.com/movies/feature/thelastsamurai.html Click on the link
“Script to Screen: a side by side look at the script, storyboard and the final
version of a battle scene from the film.” This final example is the best in terms
of showing how the storyboard and script “go” with the final product. This is an
excellent example of the coordination of these three components (storyboard,
script, product). Of course, this example far exceeds our expectations for this
assignment, but the concept is of great value and it should guide your efforts on
this assignment.
You should also refer to the Smaldino et al. textbook
To submit the assignment, scan the document and email it to the instructor.
Grading of the script/storyboard will be based on the degree to which the document
includes a complete and clearly presented script, sketches of visuals, and production
notes. It is expected that the script/storyboard will be submitted by its due date.
Because the success of the final project depends so heavily on the quality of the
script/storyboard, work that is deemed less than adequate will be returned (with useful
suggestions) for revision and resubmission.
Objectives 6, 10, and 12
PART B: Final Project (30 points)
The culminating project for the Instructional Media course is a mini-lesson (of about
ten minutes in length) that employs three or more media, such as video, photographs,
and audio, PLUS a printed handout. The subject of the lesson is “the ten guiding
principles of instructional technology and distance education.” The ten guiding
principles are the ten most important principles guiding decisions in the field. Each
principle must be clearly articulated and supported by reading you’ve done for this
course (and the “Principles of Instructional Technology” and “Principles of Distance
Education” courses), or any other readings related to instructional technology and
distance education. Please note that this is not just any set of ten principles, but the ten
worthy of being “carved in stone.” An example of one potential guiding principle:
“Thou shalt not compare media.” Its source: well, you know the source. Bear in mind
that there is no “definitive” list in the literature. It is up to you to determine what the
ten guiding principles are. Your list may be similar to the lists created by your
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classmates, but it is unlikely that any two lists will be identical. How your mini-lesson
communicates your ten guiding principles is entirely up to you. However, I encourage
you to have some fun and bring creativity to the task.
Submitting your final project
Post your final project to your NSU Web site.
Grading guidelines for final project
There is an overarching expectation that the mini-lesson, in both its content and use of
media, will be creative and interesting. Grading of the final project will address two
major areas: the content of the lesson (10 points) and the media used (20 points). In
grading the content of the lesson, the instructor will determine the degree to which:
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The ten guiding principles listed are substantial and truly core principles of our
field.
 The references cited are appropriate. They adequately support the guiding
principles.
 The choice of media is appropriate to the topic.
 The lesson demonstrates high production standards and media “work” as
intended.
 The lesson has appropriate sequencing and “flow.”
Objectives 5, 10, 12
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VIII. CLASS POLICIES
A. Attendance: Students are expected to attend all class sessions.
B. Plagiarism Policy: Work that is submitted for credit must be the original work
of the student.
 Assignments that are not the original work of the student are considered
plagiarized and in violation of the Code of Student Conduct and Academic
Responsibility.
 Plagiarism occurs when another person’s work, words, or ideas are
represented as one’s own without the use of a school-recognized method of
citation (e.g., copied from another source such as an author or another student
without properly acknowledging the actual writer/author).
 Plagiarism also occurs when knowingly giving or allowing one’s own work to
be copied or otherwise duplicated by another for academic credit, or when
resubmitting one’s own work for academic credit.
 Additional information pertaining to original work/plagiarism and the Code of
Student Conduct and Academic Responsibility can be found in the Fischler
School of Education and Human Services catalog at
http://www.schoolofed.nova.edu/fgshome/catalog/student_policies_proce
dures.pdf
C. Writing Across the Curriculum: This course includes written assignments that
make up at least one half of the final course grade.
 Written assignments can include, but are not limited to, abstracts,
bibliographies, case studies, computer programs, essays, journal entries,
lesson plans, literature reviews, project proposals, project reviews, reaction
papers, research papers, seminar summaries, and technology reports.

Need more assistance with writing?
SHSS 6620: Academic Writing (Writing Between the Lines) is a course for
those who…
have not written recently in academic style
would like to improve their writing style
need to learn more about the APA form and style (5th ed.)
would like to save time and expense on editing
When: Students can take SHSS 6620 every September, January, and April.
Price: Cost is the same per credit as for GTEP classes.
The course is completely voluntary.
For more information contact Dr. Joan Mathis at mathisj@nova.edu.
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D. Americans with Disabilities Act
http://www.usdoj.gov/crt/ada/adahom1.htm
 Nova Southeastern University complies with Section 504 of the Rehabilitation
Act of 1973 and the Americans with Disabilities Act of 1990 by providing
reasonable accommodations for qualified individuals with a disability.
 The Fischler School’s ADA Policies and Procedures, and the necessary forms
for requesting disability-related accommodations, can be obtained by
contacting the FSEHS Office of Student Judicial Affairs at 954-262-8617 or
1-800-986-3223, ext. 8617, or via e-mail at seldines@nsu.nova.edu.
 To ensure that reasonable accommodations can be provided in a timely
manner, all forms and documentation must be completed and on file a
minimum of four (4) weeks prior to the commencement of classes for any
given semester. Certain accommodations may involve other professionals and
specialists, and therefore, may require considerable time to implement.
E. Last Day to Withdraw from Course
 In order to withdraw from a course it is NOT enough to stop attending class or
to inform the instructor of your intention to withdraw.
 Refer to the refund section of the catalog:
http://www.schoolofed.nova.edu/fgshome/catalog/student_policies_procedures.pdf

For further assistance, contact your Academic Advisor.
F. Course/Instructor Evaluation
 It is expected that all students will participate in the online Course/Instructor
Evaluation at or near the end of the course.
 Notices of Course/Instructor Evaluation access are sent to registered students
by NSU email.
IX.
GRADING CRITERIA
A. Grading Rubric:
A
This grade represents truly superior performance. To receive this grade, papers are
written in a professional style and contain a very high level of content coverage.
Presentations and projects should have a breadth and depth of coverage,
comprehensiveness, and accuracy that demonstrates considerable effort and
thought on the part of the author. Projects earning an A should contain new
perspective and original thought. Presentations earning an A should be graphically
and visually outstanding in addition to containing high-quality content.
B+ This grade is used for assignments that are highly meritorious on most criteria. B+
grades indicate a breadth and depth of coverage, even though a few aspects of the
assignment may be somewhat weak.
B
EDD 7005
This grade indicates acceptable performance on an assignment or in the course,
and that the content and coverage are appropriate.
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Any grade below B indicates minimal requirements were not met.
B. Grading Scale:
Letter Grade
A
B+
B
F
Ed.D.
Percentage
91-100
86-90
80-85
Below 80
Quality Points
4.0
3.5
3.0
No Credit
C. Course Assignments and their percentage of the final grade
Assignment
Online Discussions
Activity 1: Photography
Activity 2: Audio
Activity 3: Swish/Flash
Activity 4: Video
Script/Storyboard
10 Guiding Principles of ITDE
Total:
%
30
5
10
5
10
10
30
100
Due Week #
(see schedule)
8
9
10
12
11
XI. LIST OF SUGGESTED RESOURCES
A. Books:
Peachpit Press’ Visual QuickStart and Visual QuickProject books are among the easiestto-use step-by-step guides to software packages. Depending on the software packages
you use to complete assignments for EDD 7005, you may want to consider one or more
of the following:
Bolante, A. (2006). Premiere Elements for Windows: Visual quickstart guide. Berkeley,
CA: Peachpit Press.
Brenneis, L. (2005). Final Cut Express HD for Mac OS X: Visual quickstart guide.
Berkeley, CA: Peachpit Press.
Carlson, J. (2005). Making a movie in iMovie HD and iDVD 5: Visual quickproject
guide. Berkeley, CA: Peachpit Press.
Engst, A. (2005). iPhoto 5 for Mac OS X: Visual quickstart guide. Berkeley, CA:
Peachpit Press.
Hoeschen, C. (2006). Photoshop Elements 4 for Windows: Visual quickstart guide.
Berkeley, CA: Peachpit Press.
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Negrino, T., & Smith, D. (2006). Macromedia Dreamweaver 8 for Windows and
Macintosh: Visual quickstart guide. Berkeley, CA: Peachpit Press.
Ozer, J. (2005). Making a movie in Premiere Elements: Visual quickproject guide.
Berkeley, CA: Peachpit Press.
Partyka, J. (2005). Adobe Audition 1.5 for Windows: Visual quickstart guide. Berkeley,
CA: Peachpit Press.
Ulrich, K. (2006). Macromedia Flash 8 for Windows and Macintosh: Visual quickstart
guide. Berkeley, CA: Peachpit Press.
B. Journals:
AACE Journal
American Journal of Distance Education
Contemporary Issues in Technology and Teacher Education
Distance Learning
ETR&D
Educational Media International
Educational Technology
Interactive Learning Environments
International Journal of Research in Open and Distance Learning
Journal of Computer Mediated Communication
Journal of Educational Multimedia and Hypermedia
Journal of Interactive Learning Research
Journal of Interactive Media in Education
Journal of Research on Technology in Education
Journal of Technology and Teacher Education
Learning and Leading with Technology
Learning, Media and Technology
Open Learning: The Journal of Open and Distance Learning
Quarterly Review of Distance Education
Sloan-C View
T.H.E. Journal
Tech Trends
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