Texas
A&M University-Commerce
Department
of Secondary and Higher Education
This course introduces students to
the selection and use of computer-based media, multi-media, and conventional
media, in the preparation of materials for instructional purposes. Special attention is given to computer
hardware and software involved in computer-based media production, digital
formatting technology, and multimedia production processes.
Prerequisite: ETEC 524 (Theories and Strategies of Computer
Utilization) or permission of the instructor.
Term: Fall 2003 Credits: 3 hours
Section: 001 Format: Traditional
Day: Wednesday Time:
Location: Education South 125 (ETEC Advanced Lab)
Office: Education North – Room 114
Phone: 903-886-5598 FAX: 903-886-5603
E-mail: Jason.Davis@tamuc.edu
URL: http://faculty.tamuc.edu/jdavis/
Office hours: See website for current instructor
schedule. Other times
by appointment.
Heinich, R., Molenda, Russell & Smaldino. (1999) Instructional Media and
Technologies for Learning (7th ed.).
NJ: Prentice-Hall, Inc.
Upon completion of the course the
learner will be able to…
1. distinguish among message method and medium and
identify the roles of media in the instructional process.
2. describe the steps involved in systematic
planning for the use of media.
3. describe the roles of visuals in
instruction, factors influencing encoding and decoding of visuals.
4. describe non-projected media and compare the
advantages and limitations of non-projected visuals.
5. know the operations of projecting
equipment (such as overhead projector, slide projector, LCD panel, multimedia
projector, etc.).
6. identify digital file, image, sound, and
video formats and describe their advantages, limitations, and applications.
7. describe non-computer-based audio/video
formats and compare the characteristics, advantages, and limitations of these
formats in instruction.
8. operate audio/video equipment (tape
recorder, camcorder, etc.).
9. distinguish between CAI, CMI, CBT, and WBT.
10. identify appropriate file formats for
creating computer-based multimedia as examples of using computer as a tool for
instruction.
11. distinguish computer-based multimedia and
interactive video.
12. describe characteristics of WANs, LANs,
Internet, Intranet, network topologies.
13. describe how networks work and
compare/contrast their characteristics, advantages, and limitations from an
educational or training perspective.
14. demonstrate familiarity with distance education
and its different telecommunication systems, especially two-way interactive
compressed video.
Article Reviews – 20%: Students will
be required to identify and review four (4) journal articles directly related
to the stated goals and objectives of the course. The student will select four different
objectives, from those listed above, as topics for the articles for
review. Reviews should be comprehensive,
in your own words, and must demonstrate appropriate writing skills. The source of the article reviewed MUST be
cited completely and the objective addressed must be identified. Reviews must be posted in the identified
Discussion/Groups section in the online courseware for discussion by the
day/time indicated.
Follow-up Responses – 10%: Each student
must post a minimum of one follow-up response in each of the four rounds of
review discussion. The follow-up may
either address a specific article review submitted or a topic brought out in
the on-line discussion regarding that round of articles.
Chapter Presentation – 30%: Each student
will prepare and present a lesson/review from a chapter in the textbook. Appropriate technology should be utilized to
facilitate the presentation of the lesson.
Details and chapter assignments will be discussed in class.
Technology Presentation – 30%: Each student
must develop a presentation that demonstrates the use of some form of
technology used for education, instruction, or training. The presentation should be from 15 to 25
minutes in length and is to be presented to the class. The topic of the presentation must be
pre-approved by the instructor. Software
utilized is the choice of the student.
Details will be discussed in class.
Technology Presentation Evaluations – 10%: Students will
complete an evaluation for each Technology presentation.
Assignments MUST be
submitted by due date. Full credit
cannot be earned by late or incomplete assignments.
|
Assignments Weight |
Grading Scale |
|
Article Reviews: 20% |
A 90-100% |
|
Follow-up Responses: 10% |
B 80-89% |
|
Chapter Presentation: 30% |
C 70-79% |
|
Technology Presentation: 30% |
D 60-69% |
|
Tech. Presentation
Evaluations: 10% |
F 59% or less |
Regular class attendance is very
important. Class participation requires
that students be present. Class
discussions and group activities that take place during class cannot be made
up. If you do miss a class, it is your
responsibility to notify the instructor in advance, to contact class members to
find out what occurred in that class and to make up that work, and then to
check with your instructor for any additional assignments. For computer work, it is your responsibility
to check for compatibility if you wish to use computers other than those provided
in the lab. If you have any questions,
contact your instructor. No make-up
exams will be given.
Students requesting accommodations
for disabilities must go through the Academic Support Committee. For more information, please contact the
Director of Disability Resources & Services, Halladay
Student Services Bldg., Room 303D, 903-886-5835.
All students enrolled at the
University shall follow the tenets of common decency and acceptable behavior
conductive to a positive learning environment (see Student’s Guide Handbook,
Policies and Procedures, Conduct).
The classroom is NOT the place to
make and receive personal phone calls.
This distractive activity is extremely disrespectful of the instructor
and other students and is disruptive to the classroom environment. Cell phones may not be used during class and
should be turned OFF upon entering the classroom. Emergency exceptions must be approved by the
instructor prior to the beginning of class.
Violation will result in significant loss of participation credit.
All works submitted for credit must
be original works created by the scholar uniquely for the class. It is considered inappropriate and unethical,
particularly at the graduate level, to make duplicate submissions of a single
work for credit in multiple classes, unless specifically requested by the
instructor. Work submitted at the
Graduate level is expected to demonstrate higher order thinking skills and be
of significantly higher quality than work produced at the undergraduate
level. Writings must exhibit correct
form, style, and grammar and demonstrate the student’s ability to communicate
clearly and effectively in the English language.
Alessi, S.M. & Trollip,
S.R. (2001) Multimedia for Learning –
Methods and Development (3rd ed.).
Ertmer, P.A. & Quinn, J. (1999) The
ID casebook: case studies in
instructional design.
Kemp, J.E. (1994) Planning,
producing, and using instructional technologies (7th ed.).
Lever-Duffy, J., McDonald, J. B., & Mizell, A. P. (2003) Teaching
and learning with technology.
Male, M. (2003) Technology for inclusion – meeting the special needs of all students (4th
ed.).
Newby, T.J. (2000) Instructional
technology for teaching and learning: designing instruction, integrating
computers, and using media (2nd ed.).
Roblyer, M. D. (2003) Integrating educational technology into teaching (3rd ed.).
Streit, L.D., Teague, F.A., & Newhouse, B.S. (1984) Media for teachers and trainers.
Teague, F.A.,
Tipton, M.H. (1998) Techniques
for planning and producing instructional media (4th ed.)
Tomei, L. A. (2002) The technology façade – overcoming barriers to effective instructional
technology.
Rev.