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| Professor's
Contact Information |
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Professor: |
Dr.
Leigh Zeitz |
E-mail
address: |
zeitz@uni.edu |
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Office
Location: |
SEC
411 (inside SEC 405) |
Scheduled
Hours: |
Mondays:
2:00 - 4:00 |
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Telephone: |
(319)
273-3249
(319) 404-2588 (cell)
(319) 273-5886 (fax) |
Additional
Hours: |
- You can also
contact me through email and I will try
- to respond
within 48 hours. If necessary, individual
- meetings
can be scheduled through telephone,
- voicemail
or email. Students may meet with me
- face-to-face,
over the telephone, through instant
- messaging
or using a chat system.
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| Instant
Messenger: |
AOL:
UNIDrZ |
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| Mission
Statement of Educational Technology |
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- The mission
of Educational Technology is to prepare professionals who demonstrate
capable performance and insightful leadership, and to provide
advanced study and professional growth opportunities for practicing
professionals.
Based upon research
and emerging technologies, the Division of Educational Technology
is committed to:
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- Advancing
the study of effective learning techniques
- Designing
instruction that integrates appropriate application of technology
- Advancing
message development knowledge and skills
- Advocating
effective integration of technology to support learning
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| University
Catalog Course Description |
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Evaluation and
design of computer-based instructional materials. Hands-on experiences
with the design of computer-based lessons. Prerequisite: 240:240.
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| Rationale/Purpose
of the Course |
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Place
in the program: |
This
course is designed for the graduate student who already has experience
in instructional design. |
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Meaning
to student: |
Instructional
Computing Design provides an opportunity for a student to develop
a deeper understanding of the intent and design of computer-based
instruction. The student will learn and use a computer program authoring
language to create an instructional computer program. |
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Major Learning
Outcomes/Objectives or Course Goals
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Design: |
- 1.1
Instructional Systems Design
- 1.1.a Utilize
and implement design principles which specify optimal conditions
for learning.
- 1.1.b Identify
a variety of instructional systems design models and apply at
least one model.
- 1.1.c Identify
learning theories from which each model is derived and the consequent
implications.
- 1.1.1
Analyzing
- 1.1.1.a Write
appropriate objectives for specific content within their area(s)
of preparation.
- 1.1.1.b Analyze
instructional tasks and content.
- 1.1.1.c Categorize
objectives within their area(s) of preparation (e.g., cognitive,
affective, psychomotor).
- 1.1.1.d Compare
and contrast curriculum objectives for their area(s) of preparation
with federal, state, and/or professional content standards.
- 1.1.2
Designing
- 1.1.2.a Create
a plan for a sub topic of their content area(s) (e.g., a thematic
unit, a text chapter, an interdisciplinary unit) to demonstrate
application of the principles of macro-level design.
- 1.1.2.b Create
instructional plans (micro-level design) throughout their program
preparation and field experience(s).
- 1.1.3
Developing
- 1.1.3.a Produce
instructional materials relevant to their content area(s) which
require the use of multiple media (e.g., computers, video, projection).
- 1.1.3.b Demonstrate
personal skill development with at least one: computer authoring
application, video tool, or electronic communication application
(not telephone).
- 1.1.4
Implementing
- 1.1.4.a Use
instructional plans and materials which they have produced in
contextualized instructional settings (e.g., practica, field experiences,
training).
- 1.1.5
Evaluating
- 1.1.5.a Utilize
both traditional and alternative assessment measures to determine
the adequacy of learning and instruction.
- 1.1.5.b Demonstrate
the use of formative and summative evaluation within practice
and contextualized field experiences.
- 1.1.5.c Demonstrate
congruency among goals/objectives, instructional strategies, and
assessment measures.
- 1.2 Message
Design
- 1.2.a Apply
known principles of attention, perception, and retention to the
selection of media for macro- and micro-level design of instruction.
- 1.2.b Apply
known principles of attention, perception, and retention to the
development of instructional messages specific to the learning
task.
- 1.2.c Understand,
recognize and apply basic principles of message design in the
development of a variety of communications with their learners.
- 1.3 Instructional
Strategies
- 1.3.a Select
instructional strategies appropriate for a variety of learner
characteristics and learning situations.
- 1.3.b Identify
at least one instructional model and demonstrate appropriate contextualized
application within practice and field experiences.
- 1.3.c Analyze
their selection of instructional strategies and/or models as influenced
by the learning situation, nature of the specific content, and
type of learner objective.
- 1.3.d Select
motivational strategies appropriate for the target learners, task,
and learning situation.
- 1.4 Learner
Characteristics
- 1.4.a Identify
a broad range of observed and hypothetical learner characteristics
for their particular area(s) of preparation.
- 1.4.b Describe
and/or document specific learner characteristics which influence
the selection of instructional strategies.
- 1.4.c Describe
and/or document specific learner characteristics which influence
the implementation of instructional strategies.
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Development: |
- 2.0.1 Select
appropriate media to produce effective learning environments using
technology resources
- 2.0.2 Select
appropriate technological tools based on research and evaluation
for developing effective instructional and professional products.
- 2.0.3 Use
appropriate analog and digital productivity tools to develop instructional
and professional products.
- 2.0.4 Apply
instructional design principles to select appropriate technological
tools for the development of instructional and professional products.
- 2.0.5 Apply
appropriate learning and psychological theories to the selection
of appropriate technological tools and to the development of instructional
and professional products.
- 2.0.6 Develop
and implement evaluation strategies and techniques for assessing
effectiveness of instructional and professional products.
- 2.0.7 Implement
evaluation methods and techniques for revising and updating instructional
and professional products.
- 2.2 Audiovisual
Technologies
- 2.2.1 Apply
principles of visual and media literacy for the development and
production of instructional and professional materials and products.
- 2.2.2 Apply
development techniques such as storyboarding and or scriptwriting
to plan for the development audio/video technologies.
- 2.2.3 Use
appropriate analog and digital video equipment (e.g., camcorders,
video editing) to prepare effective instructional and professional
products.
- 2.2.4 Use
appropriate analog and digital audio equipment to produce instructional
and professional products.
- 2.2.5 Use
a variety of projection devices with appropriate technology tools
to facilitate presentations and instruction.
- 2.2.6 Use
a variety of projection systems to facilitate presentations and
instruction.
- 2.3 Computer-Based
Technologies
- 2.3.1 Synthesize
content information in order to design and produce audio/video
instructional materials which use computer-based technologies.
- 2.3.2 Use
theory and research to design, produce, and use digital information
with computer-based technologies.
- 2.3.3 Apply
principles of learning theories to produce computer-based instructional
activities/environments.
- 2.3.4 Use
imaging devices (e.g., digital cameras, video cameras, scanners)
to produce computer-based instructional materials.
- 2.4 Integrated
Technologies
- 2.4.1 Use
hypermedia authoring tools to create effective hypermedia instructional
materials or projects.
- 2.4.2 Develop
and prepare instructional materials and products for various distance
education delivery technologies.
- 2.4.3 Combine
electronic and non-electronic media to produce instructional materials,
presentations, and products.
- 2.4.4 Use
telecommunications tools such as electronic mail and browsing
tools for the World Wide Web to develop instructional and professional
products.
- 2.4.5 Develop
effective Web pages with appropriate links using various technological
tools (e.g.,print technologies, imaging technologies, and video).
- 2.4.6 Use
writeable CD-ROMs to record productions using various technological
tools.
- 2.4.7 Use
appropriate software for capturing Web pages, audio wave files,
and video files for developing off-line presentations.
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Utilization: |
- 3.1
Media Utilization
- 3.1.1 Identify
key factors in selecting and using technologies appropriate for
learning situations specified in the instructional design process.
- 3.1.2 Use
ECIT resources in a variety of learning contexts.
- 3.2 Diffusion
of Innovations
- 3.2.1 Identify
strategies for the diffusion and adoption of innovations in learning
communities.
- 3.3 Implementation
and Institutionalization
- 3.3.1 Use
appropriate instructional materials and strategies in various
learning contexts.
- 3.3.2 Identify
and apply techniques for integrating ECIT innovations in various
learning contexts.
- 3.4 Policies
and Regulations
- 3.4.1 Identify
standards for instructional technology utilization and application.
- 3.4.3 Identify
and apply copyright and fair use guidelines within practice.
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Management: |
- 4.0.1 Demonstrate
leadership attributes with individuals and groups (e.g. interpersonal
skills, group dynamics, team building).
- 4.1.1 Develop
and apply project management techniques in various learning and
training contexts.
- 4.2.1 Develop
and apply resource management techniques in various learning and
training contexts.
- 4.3.1 Develop
and apply delivery system management techniques in various learning
and training contexts.
- 4.4.1 Develop
and apply information management techniques in various learning
and training contexts.
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Evaluation: |
- 5.1.1
Identify and apply problem analysis skills in appropriate ECIT
contexts (e.g., conduct needs assessments, identify and define
problems, identify constraints, identify resources, define learner
characteristics, define goals and objectives in instructional
systems design, media development and utilization, program management,
and evaluation).
- 5.2.1 Develop
and apply criterion-referenced measures in a variety of ECIT contexts.
- 5.3.1 Develop
and apply formative and summative evaluation strategies in a variety
of ECIT contexts.
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Assumptions: |
- Students
have a background in instructional design.
- Students
are competent computer users.
- There is
no assumption that the students have a background in programming.
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Expectations: |
- Attend all
of the course classes.
- Complete
all of the reading.
- Complete
all assignments to the best of her/his ability
- Submit assignments
ON TIME.
- Participate
in class through discussion.
- Participate
asynchronously through email and forum discussions.
- Work with
other students informally (through face-to-face or some sort of
telecommunications system) as well as in formal assignments.
- Contact Dr.
Z if any questions arise about what is expected or about how to
use technology that is necessary to complete assignments
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Required
texts: |
Alessi,
S. & Trollip, S. (2001). Multimedia for learning. Allyn
and Bacon:Boston ISBN 0-205-27691-1
mPower 5 User Guide - This is available through the Panther
Supply Bookstore as a packet. |
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Optional
materials: |
mPower
5
This software is available for download as part of the UNI mPower
license. Instructions for the download will be provided in
class. http://www.mmdesigncorp.com |
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| Course
Outline/Schedule
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Date
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Theory
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mPower
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Projects/due
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1/12
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-
Intro
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- Intro to
Class
- How to use/read/study
the books
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- Chapter
1: Intro to Process of Instruction
- Foundations
of Interactive Multimedia
- Fill out
interest forms
- Get into
Groups based upon skills
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- Intro to
mPower
- Review mPower
Projects
- and Student
Projects
- Do the Intro
Activity
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1/19
Holiday
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- Martin
Luther King
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1/26
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Learning
Theory
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- Chapter
2: Learning Principles and Approaches
- Behavioral
Psychology Principles
- Cognitive
Psychology Principles
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Review Storyboarding
process
Group work on
storyboarding
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- Intro
Activity
- Screen
Elements
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2/2
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Learning
Theory
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- Chapter
2: Learning Principles and Approaches
- Constructivist
Psychology Principles
- Constructivist
- Objectivist Debate
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- Group work
on Methodology Projects.
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- Plan a Project
(Storyboard)
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2/9
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Methodologies
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- Chapter
3: Features of Software for Learning
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- Dr. Zeitz's
presentation on Methodologies for Interactive MultiMedia
- Chapters:
_____________
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What makes a
good project?
Review good
and bad projects using your checklists.
Navigational
Techniques
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2/16
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Methodologies
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- Student
presentations on Methodologies for Interactive MultiMedia
- Chapters:
_____________
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- Using Graphics
w/mPower
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- Designing
and Developing a 5-Card Project (Methodology Project)
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2/23
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Standards
& Evaluations
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Chapter 12:
Overview of a Model for Design and Development
Standards
Subject Standards & Quality Standards
Identifying Team Expectations through Evaluation
Guest Lecturer:
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- Building
Consistency with Ready-made Cards and Templates
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- Working with
Graphics
- Decide on
which client you want to serve and produce his/her/their software.
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3/1
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Planning
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- Chapter
13: Planning
- Defining
Scope
- Identify
the Learner
- Understand
Your Client
- Establish
Constraints
- Cost of Project
(Hours and $)
- Producing
a Planning Document
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- mPower
Animations
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- Submit
Timeline/ Responsibility sheet.
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3/8
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Planning
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- Chapter
13: Planning
- Produce a
Style Manual
- Determine
and Collect Resources
- Conduct Initial
Brainstorming
- Define Look
and Feel of Project
- (Storyboarding)
- Obtain Client
Sign-Off
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- Using Sound
to Enhance mPower
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- Each
group member evaluates 3 packages of selected software individually.
Produce
a collaborative paper that explains your team’s quality standards
based upon similarities and differences of your groups’ reviews.
(1-2 pgs).
- You
have had the 1st meeting with your client to discuss
the project.
- Submit
an overall concept paper (1 page) that explains your understanding
of the project after meeting with your client.
- Learner
Characteristics Form
- Constraints
Forms
- Costing
Guide Form
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3/15
-
Holiday
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- Spring
Break
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3/22
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-
Design
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- Chapter
14: Design
- Purpose of
Design
- Audiences
for Design Documents
- Develop Initial
Content Ideas
- Task and
Concept Analysis
- Preliminary
Program Description
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- Integrating
Video with mPower
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- Ready-made
Card/Templates
Animations
Style Manual
- Look &
Feel Document/Prototype
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3/29
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-
Design
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- Chapter
14: Design
- Flowcharting
(Levels 1, 2 & 3)
- Storyboarding
- Review Flowcharting
and Storyboarding
- Obtain Client
Sign-Off
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- Advanced
mPower Techniques
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- Task Analysis
- Flow
Charts
- Client
Sign-off for Planning Strategies
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4/5
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-
Development
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- Chapter
15: Development
- Project Management
- Prepare Text
Components
- Write Program
Code
- Create Graphics
- Record Audio
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- Integrating
Testing into a mPower project
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- Storyboard
(Show Dr. Z)
- Design Audio/Video
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4/12
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Development
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- Chapter
15: Development
- Assemble
Pieces
- Prepare Support
Materials
- Alpha Testing
- Making Revisions
- Beta Testing
- Final Revisions
- Obtain Client
Sign-off
- Validate
the Program
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- Meet with
Dr. Z
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- Written Primary
Text
- Written Secondary
Text
- Client
Sign-off for Design
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4/19
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Worktime
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- Classroom
Worktime
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- Meet with
Dr. Z
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- Testing Functions
Create/Obtain Graphics
- Produce/Obtain
Video
- Record/Obtain
Audio
- Create the
Program
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4/26
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Worktime
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- Classroom
Worktime
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- Meet with
Dr. Z
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- Alpha
Testing
- Revisions
- Alpha
Testing Write-up
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5/3
-
Presentations
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- Final
Exam
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- Monday 5
- 7 p.m.
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- Final
Client sign-off
- Beta
Testing Write-up
- Completed
Project
- Presentation
of Project
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Student
work will be evaluated based upon the assignments submitted. This course
will involve both individual and group assignments. Rubrics will be used
to provide students with an understanding of teacher expectations for each
assignment. It is the student's responsibility to refer to the rubric as
well as the assignment explanation to best understand teacher expectations.
While Dr. Z does his best to make the rubrics and assignment descriptions
understandable, sometimes the words don't convey the intended information
and a misunderstanding may occur. Please contact Dr.
Z about any questions you may have.
Assignment
Submission: Electronic assignments are to be submitted to the appropriate
folders on the course server. They are to be on the server by the beginning
of class on the date listed in the Assignments table. Printed assignments
will be submitted to Dr. Z at the beginning of class on the dates listed
(unless otherwise requested by Dr. Z).
Late
Assignments: Late mPower project assignments will lose 3% of
the final grade for each day late (weekends included). Organizational
assignments (e.g., constraints forms, writeups, task analyses, etc.) are
due on the date listed. They WILL NOT be accepted late. If an assignment
is not submitted, the person responsible for that submission will lose
the points. Even if an organizational assignment is late and earns no
points, it MUST be included in the final project submission.
Submitting
Late Assignments: Electronic materials will be submitted to the appropriate
folders on the course server. You MUST also send an email (through WebCT
mail) to Dr. Z to inform him of your submission. Late printed assignments
must be given to Dr. Z directly or deposited in his mailbox in SEC 618.
If you submit your work to the SEC 618 mailbox, have a secretary validate
the submission date so you will not lose more points than necessary.
Resubmitting
Assignments: Each assignment is intended to help a student develop
knowledge/skills/dispositions that will assist the student in achieving
the stated goals and objectives for the class. Therefore, it is to the
student's advantage to complete each assignment to the best of his or
her ability. To this end, students will be allowed to redo and resubmit
their assignments after they have been graded. Resubmission will enable
the student to earn half as many points as earned due to the reworking
of the assignments (e.g., A student received 60 out of 100 points after
the first submission of an assignment. Based upon the feedback given by
Dr. Z, the student may rework the assignment and earn an additional 30
points from the changes. The student's final grade for the assignment
would be 60 + 15 (half of additional 30 points earned) for a total of
75 points.)
- Resubmitted
assignments MUST: (Failure to fulfill ANY of these requirements disqualifies
the resubmission)
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Be submitted within 8 days of the day the assignment was returned
to the student.
- *
Include the earlier assignment.
- *
Include the points sheet from the earlier assignment.
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Contain all materials in a large envelope.
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Be labeled with Name, Class, Date and RESUBMIT on the outside of
the notebook/envelope.
* Multimedia Authoring Activities MUST be resubmitted in a folder
entitled RESUBMIT contained in your 240-205 server folder.
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- Final
Grades: Final grades will be assigned using the grading table listed
in the Assignments table and posted on WebCT.
Attendance:
Students are expected to attend ALL classes. Attendance will be taken
every class. 2 points will be deducted for every unexcused absence (Excused
absences include dire sickness (Doctor excuse is required), family death
or professional activity (e.g., parent-teacher conferences).
The student is responsible for obtaining the information covered in class
from other students or through an out-of-class appointment with Dr. Z. |
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Course
Assignments
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