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: Spring 2004 Credits: 3 hours
Section: 401 Format: Traditional/Web Enhanced
Day: Wednesday Time:
Location:
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.
Lever-Duffy, J., McDonald, J. B., & Mizell, A. P. (2003) Teaching
and learning with technology.
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 are
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.
Credit will be based on inclusion of required information as well as
quality of review and personal analysis.
Follow-up Discussions/Responses – 20%: Each student
is required to participate in self-directed, on-line discussion group focusing
on the article reviews. On-line
discussions will be organized in groups for each of the four rounds of
reviews. Each student must post a
minimum of one follow-up response in each of the four rounds of reviews. The follow-up must address a specific article
review submitted AND a reflection on a topic brought out in the group’s on-line
discussion regarding that round of articles.
Credit will be based on quality and thoughtfulness of contributions and
responses, both in on-line discussions and postings.
Chapter Presentation – 20%: 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%: “You become
the expert.” Each student must develop a
presentation that demonstrates the use
of some form of technology used for education, instruction, or training
purposes. The presentation should be
from 15 to 25 minutes in length and is to be presented to the class. An instructional handout must also be
provided outlining the “how to” of the technology. The presentation and handout(s) must be
provided to the instructor in electronic form.
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. An on-line evaluation form will be available
for each presenter in the courseware.
Assignments MUST be
submitted by due date. Full credit
cannot be earned by late or incomplete assignments. Late materials will lose 10 percent of their
possible value each week late. Late
materials may be rejected at the discretion of the instructor.
|
Assignments Weight |
Grading Scale |
|
Article
Reviews: 20% |
A 90-100% |
|
Follow-up
Discussions/Responses: 20% |
B 80-89% |
|
Chapter
Presentation: 20% |
C 70-79% |
|
Technology
Presentation: 30% |
D 60-69% |
|
Tech.
Presentation Evaluations: 10% |
F 59% or less |
A tentative class schedule will be maintained on the class’ public
website, accessible via the instructors’ homepage. It is advised that the refresh/reload button
is clicked upon each visit to a class page to ensure that the most recent version
of the page is displayed. The schedule
is subject to change throughout the semester to accommodate and adjust for the
progress of the class, unforeseen events, etc.
Check for modifications frequently.
This is the student’s responsibility.
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 other class
members to find out what occurred in that class and to make up that work. 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. Auto-plagiarism: 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.
Agnew, P.W., Kellerman, A.S., & Meyer, J. Multimedia in the classroom.
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.
Heinich, R., Molenda, Russell & Smaldino. (1999) Instructional Media and
Technologies for Learning (7th ed.).
NJ: Prentice-Hall, Inc.
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. 03/03/2004