INST4400
Design and Production of Media for Instruction
COURSE SYLLABUS
Fall 2013 (Online)
3 Semester Hours
DESCRIPTION OF THE COURSE
“Design and production of print-based, computer-based, and video-based instructional materials that are
related to subject areas or grade levels. Includes application of hypermedia and multimedia technology in
the design and production of educational materials. A charge is made for expendable materials.” (from
UCM 2012 Graduate Catalog, italics represent items no longer included in the course—to be modified on
the updated catalog)
Prerequisite: There are no pre-requisites for this course.
INSTRUCTOR INFORMATION:
Dr. Z. L. Bland
Grinstead 216
(660) 543-8615 (voice)
(660) 543-8753 (fax)
*Office Hours: Wednesday 11 a.m. – 1 p.m. CST (virtual) by appointment
Virtual location: http://ucmconnect.ucmo.edu/drbofficehours/
Summit Center face-to-face by appointment
By Appointment: Please call or e-mail to schedule a meeting time
*If changed, will be posted on Blackboard
E-mail: bland@ucmo.edu (preferred, will respond within 24 hours except weekends)
Skype: zbland51
Although the class is online, students with questions and problems have the opportunity to communicate
with the teacher via Blackboard or e-mail, phone, instant messaging, or in person. Office meetings can
always be arranged to fit student and teacher schedules (summer preferred meeting is at Summit Center,
but can be in main office of 216 Grinstead). The preferred mode of contact is e-mail.
TEXT AND RELATED MATERIAL:
There is 1 required textbook for this course:
Lengel, J. G., & Lengel, K. M. (2006). Integrating technology: A practical guide. Boston, MA: Pearson.
(ISBN10: 0205459390; ISBN13: 9780205459391)
Recommended (for formatting papers)—Note: If you have access to this from a library or another source,
you may not need to purchase a copy. Many website provide basic formatting information. It is the
student’s responsibility to verify the Web information agrees with the APA Manual. The APA site is
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http://apastyle.apa.org ; another site to search is the Purdue Owl APA (use search engine to locate URL as
changes occur frequently in online materials).
American Psychological Association. (2009). Publication Manual of the American Psychological
Association (6th ed.). Washington, DC: American Psychological Association.
Textbooks can be purchased from the University Store, in person or via a distance and then shipped to you
(1.800.330.7698 or http://www.ucmbookstore.com).
This class will also use supplemental information available online or from the instructor. Online materials
vary by semester and will be posted in Blackboard in folders for Weekly Assignments/Assignments and/or
Course Information.
CONCEPTUAL FRAMEWORK:
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can
learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher
Education Program develops teachers and other school professionals who are well grounded in theory,
display competence in content knowledge and instructional strategies, and possess the dispositions to
ensure success for all learners. The Teacher Education Program prepares individuals as professional
educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and
service to schools in meeting their present and future challenges by developing communities that learn
through research and scholarly activities. Educator preparation is a campus-wide responsibility, a
commitment that reflects the honor and worth of serving a vital profession.
COURSE OBJECTIVES:
OBJECTIVES OF THE COURSE (The Course description is also the Goal for the course)
Upon the completion of this course the student will be able to:
 Demonstrate knowledge and ability in the development of instructional materials
 Design and produce materials utilizing specific production and design software
 Evaluate instructional materials created by others
 Disseminate the same information in a variety of media formats
 Discuss peripheral technologies (i.e., “clickers,” palm pilots, iPods (not iPads), smart boards, wireless
keyboard/keyboard, Personal Digital Assistants (PDAs), including hybrid phone/PDA combinations,
wired and wireless mice, etc.)
 Develop implementation strategy of various peripheral technologies (i.e., “clickers,” palm pilots, iPods,
smart boards, wireless keyboard/keyboard, Personal Digital Assistants, including hybrid phone/PDA
combinations, wired and wireless mice, etc.)
 Research and present and/or identify and evaluate findings concerning the use of media in
education/classroom (and effectiveness of media use)
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COURSE REQUIREMENTS:
Online Activities and Participation (200 points)
Online discussions and activities are available throughout the course session. These may include the
general Discussion Board, Peer Reviews, etc. with some variation depending on the size of the class and
specific activities. With each activity you are expected to respond to the initial question/s as well as interact
with classmates in a discussion or follow the directions as specified for each. Grading is based on the
frequency and regularity of postings response to at least 2 peers as a minimum or as directed, on time
completion of all discussion activities, and the quality and depth of online discussions. Please review the
section of this syllabus titled “Structure of the Course/Student Responsibilities” for more information on
expectations of discussion board discourse. Please note that the time that is spent online or the number
of times Bb is checked per day or week does not constitute grading for this course. However, if Bb is not
checked on a regular basis, then information from peers’ discussion will probably be missed.
Online Participation Grading Rubric
DB=Discussion
Board
Quantity of
discussion
posts
Quality of
discussion
posts
Blackboard
timely posting
Clarity
Target
A
90-100%
Acceptable
B
80-89%
Unacceptable
C/D/F
79% and below
Initial posts as required and
replies to peer posts above
the minimum (2-3 above at
least) throughout week and
sometime beyond week;
posts on other DB as
directed
Ties together readings,
concepts, appropriate
experiences, and other
posts, contributing to an
in-depth discussion
All initial posts are on time;
response posts are within
the first 36 hours after
initial due date postings or
earlier and on a continuous
basis to facilitate on-going
discussions
Posts are clear, well
written, professional,
shows depth on topic and
easy to follow, always
followed directions to
include the person’s name
and correct thread
selection, stays focused on
topic
Posts as required and
responds per minimum (at
least) messages per week;
does not reply beyond
requirement; post on other
DB as directed
Does not post weekly or
post for the at least
criterion on the discussions
nor post on other DB as
directed
Posts reflect on readings
and experiences, but lacks
depth or does not connect
coherently to topic
Short and uninformative
posts that do not enhance
(add significantly to) the
discussion
At least 2 posts are late in
the initial post; or at least 2
response posts are 36
hours after initial due date
postings or earlier and lacks
ongoing posts thereafter
More than 2 posts are late
for the initial post; 2 or
more response posts are
after the post due timeline
and does not posts
continuously or
combination of these
Difficult to understand the
point of the messages,
numerous (3+, often)
grammatical and spelling
mistakes, on more than 3
occasions directions not
followed to include
person’s name and thread
selection, ‘wonders’ off
topic more than 3 times
Posts are readable and can
be understood but lacks
depth of discussion,
directions followed with
the exception of 2-3 times
to include person’s name
and correct thread
selection, ‘wonders’ off
topic 2-3 times
Total
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Score
%s
90, 80,
79
below
50
50
50
50
200
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When posting on the discussion board, comments should be thoughtful and substantive. Include the page
number/s or paragraph number for paraphrases for articles and especially quotes that are used in the
discussions. These will help your peers locate information in developing their responses. “Nice job” or “I
agree” is always appreciated and your post should offer substantive commentary and provide an
opportunity to further the conversation (“Nice job” or “I agree” should be followed with at least a
statement or two of substantiation). Discussions may take many forms including reflective, affirmative
(with examples), clarification questions, challenge (friendly challenges among colleagues), etc. Keep in
mind the relationship between quality and quantity of posts. The minimum or at least is for a “B” grade,
not an “A” grade.
Blackboard now offers the opportunity for video posts in Discussion Boards. Therefore, you have the
option of written discussion posts and/or video posts. The choice of format allows for different learning
styles and preferences (you can also try both if desired—a combination of some written and some
videoed).
ASSIGNMENTS: The Details of Each Assignment is in the Blackboard WEEKLY ASSIGNMENTS’ FOLDER (Be
sure to check this as minor changes may occur)
ASSIGNMENT FORMAT
Assignments must be word processed, spell checked, and adhere to APA guidelines (double spaced, 12 pt
font Times New Roman or 11 pt font Calibri, 1” margins, citations in APA format, unless otherwise
noted—read below for additional details/modifications). Documents shared with classmates should always
be in a compatible format so they can view them: Microsoft Word (.docx, .doc or .rtf) or Acrobat (.pdf). If
you do not have Microsoft Office consider googledocs as an alternative (http://docs.google.com) and
remember to provide the link and to share. Course material submitted for grading is to be in either Word
or PDF format, NOT a google doc. It is the student’s responsibility to name files if similar assignments are
across classes, like the end-of-course reflections, and determine a file management system to keep track of
documents.
A google doc can be converted to a PDF. So if you do not have the converter or Adobe on your computer,
ZCutePDF Writer provides a free download. Or search the Internet for a free source for the conversion.
Finally, name all of your assignments in the following manner in the header (NOT HEADING)
–LastName_Project. For example, if I were turning in an article review assignment in Microsoft Word it
would have the following name: blandz_articlereview or BlandZ_ArticleReview or BlandzArticleReview
(lower case and initial cap can be used, but NOT all cap; _ --the underscore marking--can be used as a
separator). Always use your last name and first name initial (multiple students often have the same last
name or you can check the class roster in Blackboard to determine if such is the case for your class), and
the assignment. When the file is named (saved), do not put any spaces in the naming of your document.
All documents should have a header. Unless directed, title pages are NOT used for assignments. The same
naming can be used on the USB or hard drive where the document is saved for consistency. Running
headings are NOT used in this class; this is a modification for APA as materials are not submitted for
publication. PLEASE follow the header information above and always use a heading above the first
paragraph of text.
While points cannot be made up for late work, students who are persistent in learning should do well in this
course. Only original, first-time developed materials are to be used in assignments unless specified. If a
concept is from a source, then that source should be fully and appropriately referenced in the assignment
(APA documentation).
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Online Activities and Participation/Blackboard Lesson (200 points): See pages 3, 4, and 10 of syllabus. Due
dates vary throughout the term and are listed within Blackboard.
Self-Introduction (50 points): DUE: 11:59 Thursday, August 22; see Bb for other due dates
Getting to know your classmates is important in an online course environment. The assignment allows
individuals to introduce themselves and peers to read about each other and use a Discussion Board to gage
memory of journal entries. Grading is basically on following directions (answers to the items requested)
and ‘lightly’ on writing mechanics. See the Assignments in Blackboard menu for this assignment and
several other assignments for Week 1.
Peripheral Report with Research (100 points): Peripheral Device Report (ALL students) and Peripheral
Device Research (Graduate students): DUE: 11:59 p.m. Monday, September 9
Peripheral report/research—ALL STUDENTS: Two – three pages, typed, double-spaced, 12-point TNR or
11-point Calibri font, 1-inch margins all around. Use complete sentences and paragraphs. Using the
peripheral you determined during week one, write a report about it. Include such things as pros/cons of the
device, most efficient or best one (price/quality) on the market, how it could be used in a k-12
classroom/library/computer lab/organization--if business, student feedback, suggestions for future use, etc.
Use APA for documentation of information located (include bibliography in APA format of Web and
researched resources used/located). Contact instructor if you have questions about an appropriate
peripheral. Submit as a WORD document to Bb. Also, see Bb for additional information. GRADUATE
STUDENTS: In addition to the paper detailed above, graduate students must include 2-3 peer-reviewed
‘research’ sources on the effectiveness in use of the peripheral device selected. This should be an
additional page or two. Be sure to use in-text (internal) citations and add the sources with the ones used
for the peripheral device highlight by the use of an * (asterisk) before the author’s name. Provide URLs for
any electronic information used even if APA does not require such.
Submit the report at submit the SafeAssign link (The link is the >>View/Complete wording associated with
the Green Check Mark) in Bb by the due date.
Brochure OR Newsletter--100 points: Microsoft Word without template ("cooking from scratch")
DUE: 11: 59 p.m. Monday, September 23
Create a Word tri-fold, 2-sided brochure (1 sheet) Or 2-sided, columned newsletter (1 sheet), at least one
side should have 3 columns and the other side can have two columns (but not a one-column side) format
for a lesson plan for your class, computer lab, or organizational training. The margins all around should be
reduced to .5". Paragraph indention should not be a full .5" (half-inch) but about .3" or .25". In essence,
reduce the indentations based on the column width. You can view templates for layout of a newsletter, but
DO NOT use a template to create the document. The topic focus should be related to the one you selected
in Week 1 (review discussion board). The brochure or newsletter will have the same content as for a
normally formatted lesson plan, just a different layout.
The newsletter/brochure lesson plan should have grade level, goal, objectives, standards (alignment of
objectives to standards with code/s and write-up), activities, materials, assessment (actual rubric or % per
area evaluated), etc. Be sure to include the APA information for all sources (pictures, standards, etc.).
The document should have at least two but no more than four appropriate graphics. The 4 photos or Clip
Art images—media—should not be mixed (use of both Clip Art and photos), even though people tend to do
so all the time. The photos should have effects added to make them look less like a photo when used with
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Clip Art. That said, if you wish to mix media you can for this project but I would prefer that you use effects
on any photos (your choice). No photo or Clip Art should occupy larger than a 2 x 2 placeholder (use your
side and top rulers to measure this). A 1/3 fold can be used for mailing information (make note on the fold
for mailing information). Give attention to the design and overall “look” of the item (read up on these if
needed, the text provides limited information). As a pre-requisite to this course, persons should be
proficient in the use of a word processing software application to include textboxes. Visual appeal is as
important as content. Be sure that all of the relevant information is included. Any person should be able to
follow the lesson plan by reading your brochure or newsletter.
Submit as a WORD document or PDF if Word was not used. These documents will not follow the APA
format indicated in the syllabus, but rather an appropriate format for the design and use of white space
(re-read the information above about margins, paragraph indentations, etc.). But APA information should
be included as needed.
You will need to PLAN the layout for the assignment, especially for a tri-fold, 2-sided brochure (you may
wish to print and fold to determine the placement). Also review the links provided in Bb as resources for
this assignment.
Photo Essay (100 points): NOTE--NO Background Audio
DUE: 11:59 p.m. Monday, October 7
Your Photo Essay can be created at a site that allows you to create a show and post it OR you can use
PowerPoint. If PowerPoint (PPt) is used, the maximum file size is 10 MB. Be sure to take enough pictures
at different angles in case some pictures are not good shots and use a tripod if needed.
Using the topic you selected in week one to create a Photo Essay slideshow with eight (8) images and the
use of either a 4-7 word caption or 10-15 word write up about the shot (one or the other, not both). Your
ninth slide should have your name, the topic, etc. (this is the title slide)—NOTE the change of this not being
on the first slide as is the tradition for PPts. Why? Persons should determine your topic as much as
possible with the eight (8) pictures. The eight (8) pictures should tell the story. There is to be NO
background audio (narration, music, etc.). If the captions or wording were removed, would a person be
able to understand your photo essay the same or get the intended meaning? This Photo Essay/slideshow
should be something you would display as part of a classroom, library or lab lesson. It should have a real
purpose as part of the lesson. Pictures cannot be used from the Internet, scanned from a textbook, etc.
If you need to borrow a digital camera, they are available through the College of Education Student
Computer Lab located in Lovinger 4220 / 660.543.4610 or the library may have an option (see Ms. Carol
Knight -- 660.543.4385). If you are in a school system, determine if there is a department with cameras
that you can use. Your smart phone or iPad may also be an option if either takes high quality pictures.
NOTE: Deductions apply for low quality, grainy pictures.
If you wish to use a version of PhotoShop to manipulate your pictures, Go to http://www.adobe.com and
download a thirty day free trial of Photoshop or Photoshop Elements or consider this site
http://sourceforge.net/projects/gimp-win/?source=directory (may not be necessary if you take good
pictures). You may also do a search your favorite search engine to locate a program to manipulate and/or
resize your photos.
Video (100 points): Be sure to use a tripod for motion shots
**NOTE: Use free music sites and/or adhere to copyright guidelines for any material used in the video
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production that is copyrighted. The use of more than a certain percentage of copyrighted music, even if
cited, is infringement without permission from the author, which also has to be stated. The
release/agreement documentation should be maintained in your files (can also be scanned and used at
the end of the video).
DUE: 11:59 p.m. Monday, October 21
THIS IS NOT A TRAINING or 'HOW TO' VIDEO PRODUCTION—How do you know the difference? If the
information in the video indicates, “This is how you . . . . .”, then it would be considered as a training
video.
This is not a silent production. So determine your music and audio as you begin your storyboard. Design
(storyboard) and create at least a 3-minute, but not more than a 5-minute, video using Windows Movie
Maker or iMovie (Mac) or a free program located on the Internet with your favorite engine. The video
should reflect your topic focus in some way and be something that you would present to a class or work
group as a part of a lesson on the topic (does not have to be something that is to be used immediately, but
something you could use at some point in the class or with the topic). For those who are non-teachers,
consider all aspects of your job. Contact me with 'your ideas' if you are not sure about a project. The video
should not have more than 20% of still shots as action (motion) is the purpose of the production. You can
even use motion shots to create still pictures. Planning is needed for a good production.
Use the Atomic Learning lessons on Windows Movie Maker or iMovie (Mac) for training (or you use your
favorite search engine to locate training). Atomic Learning can be located on the Blackboard login
page/Home page (http://courses.ucmo.edu; login/user: ucmo, password: mules). Please note the
directions as they are for on campus or off campus and sometime off campus will not work but on campus
even if you are off campus--interesting. I have been able to access the training using both on campus and
off campus with the same login information. Also, you may wish to try this URL for a direct
link: http://www.atomiclearning.com/highed/wlmm (you may still need to login). Other information is in
Bb for how to make Movies.
Discussion Board: In addition to creating the movie, you will provide a two-three (error-free) paragraph
explanation of your video and how it will be used (for instructional/teaching or job purpose) that will
accompany your URL once it has been posted on YouTube or another Web source of your choice. You can
also make the YouTube only available to persons with the URL (the class) if you do not want a shot at
becoming famous!!
Please use either YouTube (or another video site) for the experience instead of Bb to post your Movie.
If you need to borrow a video camera, contact the College of Education Student Computer Lab located in
Lovinger 4220 / 660.543.4610 or the library may have an option (see Ms. Carol Knight -- 660.543.4385). I
have created some work with my iPad for videos, but some were grainy and some were not….Interesting,
as I could not figure out why the difference. Also, consider the school/job where you work to locate
equipment.
WebQuest (200 points):
Planning Sheet: DUE: 12:59 p.m. Thursday, October 24
WebQuest URL DUE: 12:59 p.m. Monday, November 4
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Knowledge about a WebQuest and studying examples are essential in gaining understanding before
building your own. Please view the following links before beginning your project, but gauge them against
the 7 Red Flags (as many are good lesson plans, but NOT WebQuests). So, become familiar with these sites
and check out the 'free' area and become familiar with any templates, readings, etc.
http://webquest.org/index.php
http://www.teacherweb.com (go to the WebQuests tab) to see other examples of WebQuests
http://www.schoolnet.org.za/PILP/themes/docs/7flags.htm (browse to learn about the 7 Red Flags, many
will NOT provide the WebQuest but the evaluation)
This is an excellent example of critical thinking and higher-order processing of
information: http://www.zunal.com/webquest.php?w=17048 The assessment could use some work, but
the thinking required was in line with the intent of a WebQuest
You will NOT use your server space to post your WebQuest. Instead use http://zunal.com/ or a similar site
to post your site/WebQuest.
The planning sheet is provided to keep you on a dated target. Complete the WebQuest Planning Sheet
(.doc copy provided) and submit it at the SafeAssign link (The link is the >>View/Complete wording
associated with the Green Check Mark) by 12:59 p.m. Thursday, October 24 (up to 10 bonus points
awarded—this is a non-evaluated, non-graded required assignment—you get bonus points for planning)
Remember to use a header even though there is a place on the sheet for your name (as you will have
multiple pages)
A Discussion Board link is provided to post your WebQuest URL
WebQuest URL DUE by 11:59 p.m. Monday, November 11
PowerPoint vs. Perzi (150 points): Prezi Assignment and Peer Review
Post Prezi DUE by 11:59 p.m. Tuesday, November 19
PowerPoint DUE by 11:59 p.m. Tuesday, November 19 (100 points)
Peer Review DUE by 11:59 p.m. Thursday, November 21 (50 points)
Discussion Board, PowerPoint vs. Prezi: DUE by 11:59 p.m. Monday, December 2
After reviewing Chapter 14, review the information on PowerPoint and Prezi. You will create a 9-10 slide
PowerPoint according to the guidelines provided in Bb. You will then create a Prezi with the same material
in the PowerPoint (do not copy and paste the information nor use any other method to insert the
information other than ‘from scratch’) and then create a Prezi—so proofread carefully.
For PowerPoint (100 points), add at least one transitions to a slide (but you can add a transition to all
slides) and use animations to information on at least three slides according to the guidelines. Insert a
picture on at least two of the slides (a graphic, photo, etc. should appear on about every 3rd -4th slide to
alleviate boredom). You do not have to add music or audio, but you can (if you do, be sure to follow
appropriate guidelines). Run your presentation and evaluate it with a critical eye. Modify it if needed. If
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the PowerPoint is over 10 MB determine a Web host to post the presentation (use your favorite search
engine to locate a host/site).
For the Prezi, Create a Prezi from scratch: You are NOT putting a PowerPoint into the Prezi, but create a
Prezi from scratch. USE the same information from your PowerPoint in the Prezi but DO NOT import the
slides by placing them into PDF format (be sure to have any pictures you may use saved in a separate file);
watch for ‘bleed-ins’ between screens. Bleed-ins would be when information from one frame is seen in
another frame when the frame is being viewed as the primary frame (i.e. information from Frame 1 or
Frame 3 can be seen in Frame 2).
After creating and evaluating both according to the guidelines for what makes a good PowerPoint (Death by
PowerPoint, the Rules of ....., and the 12 Commandments, etc.), you will complete a discussion board
comparing and contrasting the two programs.
In the Discussion Board compare and contrast the two programs discussing the pros and cons of each and
the strengths of each; Review your peers' Prezi and post comments; and post your PowerPoint for
instructor review.
Multi-media Peer Review (50 points) DUE by 11:59 p.m. Thursday, November 21: The ability to receive
and offer constructive criticism is evidence of growth. Students will review and evaluate several
classmates’ multi-media projects and complete an evaluation by offering compliments and suggestions.
Course Self-Reflection and Discussion Board Form (100 points): Course Reflections and Discussion Board
Evaluation Form-- **Blackboard Reflection Form DUE by 11:59 p.m. Friday, December 6
**Course/Self-Reflection Paper DUE by 11:59 p.m. Tuesday, December 10 (both needed for points on the
Course Reflections—30 point deduction if Discussion Board Evaluation Form not included)
Summative assessment--Students will complete a 3-4 page (750-1000 word) reflective essay and complete
a discussion board form as a self-evaluation of the term. Include in this essay a brief yet specific connection
to the ISTE Standards. The dispositions correlate to the ISTE standards:
1. Visionary Leadership
2. Teaching, Learning, and Assessments
3. Digital Age Learning Environments
4. Professional Development and Program Evaluation
5. Digital Citizenship
6. Content Knowledge and Professional Growth
Reflect upon the dispositions, standards, and what we did in this class this semester. Consider how the
class benefited you and how you will apply this knowledge in the future. Use specific coding and
statements from the standards. Complete details on the domains/dispositions and
sub-domains/sub-dispositions can be found at
http://www.iste.org/docs/pdfs/ncate_version_technology_coach_standards.pdf?sfvrsn=2
After you complete the above assessment/at end of the assessment, provide a self-evaluative score and
any appropriate comment/s for each of the categories of Blackboard discussions as listed. Use the
Discussion Board Self-Evaluation form (linked in Bb) as well as the rubric for the discussions and the
directions given with the various discussion boards in providing your assessment. Include a comment or
comments about each score. This should be very brief and no more than half a page. If you are longer than
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half a page, you have too much. This is NOT included in the 3-4 page Course Self-Reflection/Summative
Assessment above.
Quantity of discussion posts: /50
Comments:
Quality of discussion posts: /50
Comments:
Blackboard timely postings: /50
Comments:
Clarity: /50
Comments:
GRADING: Evaluation of the Course
Grades will be figured using the standard scale.
100-90% = A;
89-80% = B;
79-70% = C;
69-60% = D;
59% and below = F
For additional information on the difference in grades, review the document at each of these links:
http://www.ou.edu/cls/reference/grades.html
http://isites.harvard.edu/fs/html/icb.topic58474/GradingPapers.html
In addition, instructor-created rubrics will be used or combined with this document to evaluate subjective
assignments (cognizant of the criteria in the document at the above link). Feedback will usually be provided
via Blackboard e-mails, grade center, etc. from the instructor and from other students. Up-to-date grades
can be found through Blackboard within Tools | My Grades or Grades on Menu listing. The student will
always have the option to ask for additional feedback if desired. Assignments will be graded and returned
one week from due date (excluding late submissions). A rubric, a rubric with comments, the document
with markups, or a write-up with sections of the rubric with comments and points out of possible points will
be provided. If for some reason grading will be longer than one week, students will be notified.
Late work is deemed unacceptable. Therefore, lacking substantial mitigating circumstances (with
documentation provided) or unless PRIOR arrangements are made with the instructor, late work will be
reduced one letter grade per day late (possible A to B, B to C, C to D) or a 10 percent reduction for each
day late (93 to 83, 83 to 73, etc.). No late work will be accepted beyond THREE days after an assignment
is due. Even though Blackboard may have a glitch that allows a student to post an assignment beyond the
three-day period, work will not be graded once the no credit timeline has been reached if permission has
not been granted by the instructor and documentation provided that is acceptable by the instructor. No,
late papers cannot be submitted in a bundle at the end of the semester for grading. Contact, in some
format, should be made with the instructor as soon as possible when a ‘substantial mitigating circumstance’
happens. Assignments must be submitted early if you know you will be unavailable when something is due
(planning a family vacation, wedding, etc.). It is to your benefit to submit assignments earlier rather than at
the last minute in case technical problems or other difficulties arise. Incomplete grades for the course will
NOT be issued upon request. NOTE: If Blackboard is down and it prevents you from posting assignments,
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please send the assignment as an attachment in an appropriately worded e-mail to show it was completed
on time, and then post as soon as possible after Blackboard is back up/operating. Blackboard failures,
while rare, are possible and you will not lose points if late for that reason provided the assignment has been
submitted as directed. Please send an e-mail to bbhelp@ucmo.edu when experiencing problems.
Blackboard is the official site for assignments to be documented. Also, determine a backup plan for your
personal computer use (public library, school close to where you live, etc.)
Differential Requirements for Students Receiving Graduate Credit: Different requirements will be
assigned for graduate-level credit to include (but not limited to) locating, reviewing and writing about
peer-reviewed articles; additional page length to assignments, and a different writing style representative
of graduate-level work.
STRUCTURE OF THE COURSE / STUDENT RESPONSIBILITIES:
Teaching method will require students to use the online classroom provided in Blackboard. The majority of
interaction will take place over this medium. It is expected that students will login a few times each day in
order to stay informed and participate in class discussions and note any announcements. Standard rules of
conduct for netiquette are expected. If needed, please review
http://www.albion.com/netiquette/corerules.html
or a similar site on netiquette. The e-mail formatting and use of names for discussion boards are means of
creating and maintaining online politeness/netiquette. E-mails sent to the instructor should have an
address with the instructor’s name. E-mails without an address will not be acknowledged by the
instructor—e-mails with Hi, Hello, etc. with no name are in this category.
As a graduate-/undergraduate senior-level course, students are expected to fully participate in all online
activities. Initial dates for discussion boards and times for entries are provided for some assignments.
Students are expected to post for assignments prior to or by the due date/time. The earlier the postings for
discussion questions will allow students to read ALL initial postings to questions and prepare for a
thoughtful response. ALL initial postings are to be read. Bb discussion questions and responses should take
place throughout the entire week or as much as possible (a week would be from the time of the initial post
up to 7 days thereafter). However, students can respond longer if a good discussion is in progress. Begin
each response with the student’s name. While students are responsible for posting their response to a
particular question or questions, a response is required to at least 2 of their classmates or as identified in
the discussion board. At least means the minimum, which means a response to more is desired for the ‘A’
grade. If you were giving an assignment to your class or a project for work, at least would be what is
required to pass (grade of B) or get a good review (3/4), but not excel (grade of A or 4/4 or 3.8/4).
TECHNOLOGY REQUIREMENTS/BLACKBOARD NAVIGATION:
UCM provides Blackboard Technical Support in a variety of ways:
- Phone: (660) 543-8484 Hours: M-F 7:30 am - 5:00 pm
- email: bbhelp@ucmo.edu (do not click this link but use the address)
- Live Chat can be accessed from the Blackboard login page, when available
- You can submit an electronic request for Blackboard help on this form:
http://www.ucmo.edu/surveys/?formID=1954
- Tutorials and Help information available on the Blackboard login page may be helpful
UCM technical support for issues unrelated to Blackboard can be accessed at this webpage (all of the
information you need concerning Blackboard hardware, software, and plug-ins can be accessed from the
Blackboard login page): http://www.ucmo.edu/centralnet/Blackboard/student_help.html
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To get started with the course, go to: http://courses.ucmo.edu
Or from the web using ucmo.blackboard.com
You will need your UCM username and password to log in to the course. If you do not know, or cannot
remember your information, please refer to this document:
http://www.ucmo.edu/summitcenter/services/documents/StudentUserIDsandPasswords.pdf
If you are new to Blackboard, this tutorial walks you through the process of getting started, beginning with
performing a browser check:
http://ucmo.edu/centralnet/Blackboard/help/bb_getting_started.pdf
As soon as you log into my course, you will see a welcome announcement just below the Course Home link
labeled “Welcome, Read First” that will provide your orientation to how the class will work and the
organization of materials.
Class Meeting Times
The course is entirely online using Blackboard course management software. Course access is at:
http://courses.ucmo.edu or ucmo.blackboard.com. Time management is very important for success in the
class. Online classes require good reading skills, self-directed study, and a greater time requirement than
the face-to-face (ftf) class environment.
A credit hour is [the quantity] of work represented in intended learning outcomes and verified by evidence of
student achievement that is an institutionally-established academic work leading toward the award of
credit hours equivalency that reasonably approximates not less than: (1) one hour of classroom or direct
faculty instruction and a minimum of two hours of out-of-class student work each week for approximately
fifteen weeks for one semester hour of credit or the equivalent [quantity] of work over a different
[allotment] of time; or (2) at least an equivalent [quantity] of work as required in (1) above of this definition
for other activities as established by an institution, including laboratory work, internships, practica, studio
work, and other academic work leading toward the award of credit hours.
Technology – Computer Software
Students will need a Web browser with Internet access, Microsoft Office or compatible application
software, Adobe Reader, Flash, and occasionally other plug-ins when visiting Web sites or free downloads
for assignments. The most recent Internet Explorer may not be compatible with Firefox or when using
Blackboard. Be sure to review the Blackboard computer requirements, the speed test, etc. on the
Blackboard Home Page UCM site for compatibility issues (must be accessed with courses.ucmo.edu not
ucmo.blackboard.com). Students should be able to use the basic software applications of Microsoft Office,
the JCKL for online research, the Internet for searches and research, and the Web in general.
COMMUNICATION AND SUPPORT:
A Blackboard Discussion is set up for questions related to the assignments or the syllabus so that the entire
class can read questions posed and the responses. If you believe there is a need for privacy and the
individual nature of some questions do not hesitate to e-mail me. I do check e-mail regularly. I will usually
respond within 24 hours, but often sooner (excluding weekends). Everyone is encouraged to take a
one-day break during the week from the computer and electronic devices.
Be sure to click and include the messages for a trail when a conversation is ongoing on a topic. E-mails to
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me should have a subject line to include your name, course ID—INST#### (course number), a 3-5 word
subject, an appropriate Salutation/Address with my name, and closing (when using Bb or responding to a
Bb e-mail, remove the excess coding related to course and add information as noted):
Subject Line/RE: Student APA, INST 4400, Another Contact Mode
Hi Dr. Bland:
Could I use another mode to contact my group members for this assignment? The mode I will use is cell
numbers instead of e-mails.
Thanks.
Student name
As a reminder, e-mails without an appropriate salutation/address to the instructor will not be
acknowledged (this also includes the content—such e-mails may be deleted).
MAILING LIST
Each student is expected to subscribe to the listserv maintained by the department. Important information
may be missed by students who are not subscribed.
For more information see http://www.ucmo.edu/cte/programs/edtech/listserv.cfm
FACEBOOK
You are also invited to join UCM Ed Tech on Facebook:
http://www.facebook.com/group.php?gid=97976497159
COURSE AND UNIVERSITY POLICIES AND PROCEDURES:
Academic Honesty:
Honesty in all endeavors is essential to the function of society. Honesty in the classroom among students
and between students and faculty is a matter that should concern everyone in the University Community.
Papers in this course may be subjected to "SafeAssign" or a similar electronic tool designed to detect
plagiarism. Misrepresenting work completed by someone else as your own or claiming a thought or idea
without proper documentation is a form of plagiarism. It is imperative that you properly cite all sources in
your papers. The university policy clearly addresses the importance of academic honesty. Repercussions of
dishonest academic behavior may include a zero on the assignment or instructor recommendation for
removal from the course or degree program.
Student Conduct: Each student who enrolls at Central Missouri assumes an obligation to abide by the rules
and regulations of the University as well as the local, state, and federal laws. A description of student rights
and responsibilities is available in the Student Handbook and online:
http://www.ucmo.edu/student/handbook.cfm
Also, please refer to
http://www.ucmo.edu/student/documents/StudentHandbook_2010-2011RightsResponsibilities.pdf
for specific guidelines and consequences of academic dishonesty.
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Early Alert: As part of the College of Education commitment to building a positive, student-centered
learning community that supports the success of every student, this faculty member participates in the
UCM Early Alert Program.
ADA: Students with documented disabilities who are seeking academic accommodations should contact
the Office of Accessibility Services, Union 222, (V) (TTY) 660-543-4421.
Library Services: Get help @ your library! Access the catalog, databases, and library information at
library.ucmo.edu. For research assistance:
 In person: 2nd floor reference desk
 Email: reference-jckl@ucmo.edu
 Call: 660-543-4154
 Live web chat: Type in chat box found on the website
 Text: Text the reference desk at 660-223-0008
INSTRUCTOR’S RIGHT FOR MODIFICATIONS
The instructor reserves the right to make adjustments to this syllabus under the following stipulations: 1) to
better accommodate student learning and 2) in light of new information which changes anticipated learning
outcomes.
INST4400: Design and Production of Media for Instruction
Assignment and Point Summary Assignment
(Total Possible Points = 1100)
Assignment
Possible Points
Self-Introduction
Points Obtained
50
Online Activities and Participation
200
Peripheral Report (and Research for Graduate)
100
WebQuest
200
Video
100
Photo Essay
100
Multimedia Peer Review (Prezi Review)
50
PowerPoint
100
Newsletter/Brochure
100
Course Reflection and Discussion Board Form
100
TOTAL
1100
Communications (e-mails)**
1-10
**E-mails follow directions in the syllabus (except salutation/address): Up to 10 Bonus Points
INST4400 – Fall 2013
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INST 4400: Design and Production of Media for Instruction
COURSE CALENDAR**
**Tentative Calendar – Subject to Change by Instructor
Week/Date
Activities
Assignments with Due Dates
Week 1 Beginning
August 19
Introductory Activities,
Getting Started—A busy
first week, but nothing
deep
*Review Blackboard Setup ASAP, On your own (reviewing the
Menu items and reading materials)
*Introduction Journal with Discussion Board—Journal DUE by
11:59 p.m. Thursday, August 22; Discussion Board DUE by
noon/12 p.m. Monday, August 26
*Course Completion Form DUE by 11:59 p.m. Thursday, August
22 (this is not an optional assignment)
*Broad Topic Discussion Due by 11:59 Thursday, August 22
Week 2 Beginning
August 26
Readings and Discussion
Board
*Peripheral Devices for Consideration On your own—nothing
posted, just start considering and researching what you want
to use
*Read and study Chapters 1, 2, and 3 before Discussion Board
*Discussion Board with Peers Initial post due by 11:59 p.m.
Thursday, August 29 (responses can begin after students post
but definitely within 36 hours after the initial post due time)
*Lesson Plan Outline and Standards DUE by 11:59 p.m.
Monday, August 26
Week 3 Beginning
September 2
Weeks 4 and 5
Beginning
September 9 (and
September 16)
Weeks 6 and 7
Beginning
September 23 (and
September 30)
Readings, Research Paper
(ALL), and Lesson Plan
(graduate)
Readings and Research,
Discussion Board, Using
Word
*Discussions as needed (Continue from Week 1)
*Read and study Chapters 4 and 5 before beginning Report
*Peripheral Device Report (ALL) DUE by 11:59 p.m. Monday,
September 9
Review Bb for difference in requirement for graduate students
*Read and study Chapters 9 and 10 before beginning
Discussion Board
*Discussion Board with Peers Initial post due by 11:59 p.m.
Thursday, September 12 (responses can begin after students
post but definitely within 36 hours after the initial post due
time)
Readings and Research,
Discussion Board, Using
Digital Media
*Creation of Lesson Plan in Newsletter or Brochure Format
Using WORD (from scratch) DUE by 11: 59 p.m. Monday,
September 23
*Reading and study Chapter 11; Review and study research,
PowerPoints, and readings before beginning Discussion Board
and Assignment
*Discussion Board with Peers Initial post due by 11:59 p.m.
Thursday, September 26 (responses can begin after students
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post but definitely within 36 hours after the initial post due
time)
Weeks 8 and 9
Beginning
October 7 (and
October 14)
Readings and Research,
Training materials,
Discussion Board, Using
Media for Video
Production
Weeks 10, 11, and
12 Beginning
October 21 (and
October 28,
November 4)
Readings and Research,
WebQuest Planning and
location of Web host,
WebQuest Project
Weeks 13 and 14
Beginning
November 11 (and
November 18)
Readings and Research,
Prezi vs. PowerPoint
Productions
* Photo Essay DUE by 11:59 p.m. Monday, October 7
*Read and study Chapters 11 (review), 12, and 13; review and
study research and other materials before beginning
Discussion Board and Assignment
*Discussion Board with Peers Initial post due by 11:59 p.m.
Thursday, October 10 (responses can begin after students post
but definitely within 36 hours after the initial post due time)
*Video Production DUE by 11:59 p.m. Monday, October 21
*Read and study Chapters 6, 7, and 8; review and study
research and materials before beginning Assignment
*WebQuest Planning Sheet DUE by 11:59 p.m. Thursday,
October 24
*WebQuest URL DUE by 11:59 p.m. Monday, November 11
*Read and study Chapters 14 and 15; review and study
research and materials before beginning Discussion Board and
Assignment
*Discussion Board with Peers Initial post due by 11:59 p.m.
Thursday, November 14 (responses can begin after students
post but definitely within 36 hours after the initial post due
time)
*Production of PowerPoint and Prezi (two different Discussion
Board links will be provided) Prezi and PowerPoint DUE by
11:59 p.m. Thursday, November 21
*Peer Review of Prezi Production DUE by 11:59 p.m. Thursday,
November 21
*PowerPoint vs. Prezi Discussion Board Due by 11:59 p.m.
Monday, December 2
HAVE A ‘GREAT-FUL’ HOLIDAY BREAK—November 25-29
Weeks 15 and 16
Beginning
December 2 (and
December 9)
Reflections
*Review ISTE Standards as a review for class activities and
review term Discussion Board input before beginning
Reflection Assignments
*Blackboard Reflection Form DUE by 11:59 p.m. Friday,
December 6
*Course/Self-Reflection Paper DUE by 11:59 p.m. Tuesday,
December 10
Recommended Readings/Sources:
Counts, E. L. (2004). Multimedia design and production for students and teachers. Boston, MA: Pearson
INST4400 – Fall 2013
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Allyn and Bacon.
Hendricks, W., Holliday, M., Mobley, R., and Steinbrecher, K. (1994). High-impact presentations and
training skills. Shawnee Mission, KS: National Press Publications.
Jonassen, D. H. (1996). Handbook of research for educational communications and technology. New York:
Macmillan.
Joss, M. W. (1999). Looking good in presentations. (3rd edition). Scottsdale, AZ: The Coriolis Group, Inc.
Lockard, J., & Abrams, P. (2001). Computers for twenty-first century educators. (5th edition). New York:
Addison Wesley Longman.
Morris, S. (2002). Teaching and learning online: A step-by-step guide for designing an online k-12 school
program. Lanham, MD: Scarecrow Press.
Orey, M., McClendon, V. J., & Branch, R. M. (Eds.). (2006). Educational media and technology yearbook
2006. (Vol. 31). Westport, CT: Libraries Unlimited.
Saettler, P. (1990). Evolution of American educational technology. Englewood, CO: Libraries Unlimited.
Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field.
Washington: Association for Educational Communications and Technology.
Recommended Websites:
The Encyclopedia of Educational Technology: http://eet.sdsu.edu/eetwiki/index.php/Main_Page
International Society for Technology in Education (ISTE) (https://www.iste.org/ use the free resources at
this site without membership)
ISTE Standards: http://www.iste.org/docs/pdfs/ncate_version_technology_coach_standards.pdf?sfvrsn=2
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