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 2006 | Credits: | 3 hours |
| Section: | 001 | Format: | Traditional/Web Enhanced |
| Day: | Thursday | Time: | |
| Location: | Metroplex (MPLX) 126 |
| Instructor: |
Dr. Jason Lee Davis |
||
| Office: |
Young Education North – Room 114 |
||
| Phone: | 903-886-5598 | FAX: | 903-886-5603 |
| E-mail: | Jason.Davis@tamuc.edu | ||
| URL: |
http://faculty.tamuc.edu/jdavis/ |
||
| Courseware URL: |
https://online.tamuc.edu/ |
||
| 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., 2nd ed.
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.
understand the applications for use and operation 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.
understand the
applications for use and operation audio/video equipment (camcorder, etc.).
9.
distinguish between CAI, CMI, CBT, and WBT.
10. identify appropriate file formats for
creating computer-based multimedia as examples of using the computer as a tool for
instruction.
11. distinguish between 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 – 15%: Students are
required to identify and review three (3) journal articles directly related to
the stated goals and objectives of the course.
The student will select three 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. Do not post the original
article. Reviews must be
posted in the identified Discussion/Groups section in the online courseware for
group 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 – 10%: Each student
is required to participate in self-directed, on-line discussion groups focusing
on the article reviews. On-line
discussions will be organized in groups for each of the three rounds of
reviews. One student in each group must
submit a follow-up, reflection report to the instructor in each of the three rounds of reviews. Each group member must submit at least one report
during the semester. The follow-up must address the specific articles
reviewed AND a identify topics brought out in the group’s on-line
discussion regarding that round of articles.
Discussions should include articles reviews contributed by members of each group.
Discussion logs will be examined by the instructor to verify full and active
participation by all group members.
Credit will be based on quality and thoughtfulness of contributions and
responses, both in on-line discussions and postings, and on reflection report
submissions.
Chapter Presentations – 20%: Students will work in
assigned groups to prepare and present a lesson/review from a chapter in the
assigned textbook. Appropriate technology and "best practices"
for presentations should be utilized to
facilitate the presentation of the lesson. Care
should be take to focus on content addressing the course goals and objectives
where applicable. Three
questions from the chapter should be identified and answered during the
presentation. The questions, along with the appropriate answers, are to be
submitted to the instructor in electronic format prior to the delivery of the presentation
and posted to the designated forum within one week after delivery.
Details and chapter assignments will be discussed in class.
Technology Presentation – 20%: Students will work individually, or in assigned groups, as determined by the instructor, to prepare and present a "how to" presentation that demonstrates the use of some form of technology used for education, instruction, or training purposes. This is an activity in which “you become the expert.” The presentation should be from 20 to 30 minutes in length and is to be presented to the class. An instructional handout must also be provided outlining the “how to” steps of utilizing the technology and should contain enough detailed information to allow someone to duplicate the process or activity using the provided information. 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. 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 utilized
for each presentation.
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 for each week late. Late
materials may be rejected at the discretion of the instructor.
|
Assignments |
Weight |
Grading |
Scale |
|
Article Reviews: |
15% |
A |
90-100% |
|
Follow-up Discussions/Responses: |
10% |
B |
80-89% |
|
Chapter Presentation: |
20% |
C |
70-79% |
|
Technology Presentation: |
20% |
D |
60-69% |
|
Tech. Presentation Evaluations: |
10% |
F |
59% or less |
| Participation: | 15% | ||
| Final Exam: | 10% |
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 if
possible. 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 Disability Resources & Services, Halladay Student Services Bldg., Room 303D, Frank Perez 903-886-5835 or Phyllis Fink 903-886-5150
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. Plagiarism: Using works created by others without proper citation is not tolerated and may result in expulsion from the course and the graduate program. 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. (Also see Student’s Guide Handbook, Policies and Procedures.)
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. 01/17/2006