Courses

T&L 519  Educational Media

(3 semester credit hours)

Instructor: David Cillay, Ph.D.

Email: dcillay@wsu.edu

Office: Van Doren 202b

Course Space: http://webct.wsu.edu
Phone: 509 335-5188

Required Texts:

All learning resources will be delivered through your on-line course space. Please see Reading List for specific learning resources.

Course Overview:

This course will investigate educational and instructional media. The selection, application, and development of educational media as they are applied to various learning environments are at the core of T&L519. Students will gain a theoretical understanding of educational media as it applies to learning, an opportunity for hands-on experience with several media tools, and a controlled environment for implementation. Through in depth discussion, hands-on project development, and peer support, students will clarify their beliefs about educational media, articulate current theoretical models of educational media, and apply technological solutions to various learning situations. The course is structured to give students practical experience with educational media and set the stage for the transference of this experience into future design situations.

Course Goals:

Goal: effectively select, design, develop, and implement educational technology for various audiences in various environments.

Objectives:

 

Student will. . .

1. Demonstrate an understanding of educational media design principles in various learning environments
2. Demonstrates an understanding of educational media and its use in educational environments
3. Demonstrate an understanding of the dominant theoretical models of educational media
4. Demonstrate an ability to use various educational technologies
5. Demonstrates an awareness of various educational technology standards

Activities:

All Projects involving the use of an Educational Technology will be evaluated on the use of the tool and how well the developed project accomplished the identified task. In other words, it is not just that you can use the tool, but rather, use the tool effectively to demonstrate an understanding of educational media.

Discussions: You will participate in several asynchronous and synchronous discussions throughout the semester. Each discussion is an opportunity for you to demonstrate your understanding of educational media, synthesize current research, work with peers to investigate issues, and to formulate, based upon current literature, a philosophy of educational media. You will need to be an active participant in all discussion topics.

Research Paper: In this paper, you will identify a current issue/trend facing the field of instructional design, investigate current thinking, and formulate a conclusion or solution. You are free to use the same topic selected for your discussion assignment. You must demonstrate familiarity with the literature. The paper should be between 10 to 20 pages in length (bibliography not included), adhere to APA style guide, and provide appropriate citations.

Lead a Threaded Discussion: In your course space (the one that you developed) you will lead an exploration of a educational media concept. Your topic for conversation is "Innovative Delivery Technologies". Each of you will be asked to develop a thought provoking question dealing with a current issue in educational media. You are free to determine how this conversation will start, progress and end. You will be assessed on how well you used the tool and the depth of inquiry into your discussion topic. Please post this question in your threaded discussion space and provide fellow students with instructions of how to access and proceed. The conversation will last one week.

Paper: What is Educational Technology?: In an annotated format, list the five most influential educational technologies of today. Your paper should include 1.) the category of the technology, 2.) official title or name, 3.) description of function, 4.) cost, 5.) implementation issues or concern, and 6.) why it is one of your top five.

Criteria for Selection Case Study Creation: Develop a case study from your professional life that involves the need for the selection of a specific technology solution. Be sure to include sufficient variables to provide the reader with a clear picture of the situation. Please do not provide the solution that you came to. That is, provide only the problem in need of remedy. The case study should be no more than 2 pages in length.

Build a Course: In your WebCT space (The specifics TBA), build a Lesson that deals with assessment technologies. Please use as many of the tools as appropriate. When you have finished your LMS design, please let me know via e-mail (dcillay@wsu.edu) so that I can take a tour. You will be assessed on how well the LMS environment fits the design specifications.

Build a Streaming Video: Create your own instructional video dealing with communication technologies. The video should address current thinking regarding the use of communication technologies in educational situations. I am looking for a finished product that demonstrates you are able to use the tool to appropriately deliver the intended lesson AND one that demonstrates your grasp of the concept of using communication technologies Keep the video short, 30 seconds to 1 minute. You are free to use any software package you deem appropriate for editing and encoding, but I strongly encourage you utilize one of the "free encoders/editors" listed in the "Video" resource section, of the "Delivery/Instructional Technology" Lesson.

Build an Audio File: Create your own instructional audio dealing with communication technologies. The audio should address current thinking regarding the use of communication technologies in educational situations. I am looking for a finished product that demonstrates you are able to use the tool to appropriately deliver the intended lesson AND one that demonstrates your grasp of the concept of using communication technologies.  Keep the audio short, 30 seconds to 1 minute. You are free to use any software package you deem appropriate for editing and encoding, but I strongly encourage you utilize one of the "free encoders/editors" listed in the "Video" resource section, of the "Delivery/Instructional Technology" Lesson

Build a Web Page: You will build an instructional web page addressing communication technologies. Keep the pages small, with only a few internal links. You are free to use any software package you deem appropriate, but I strongly encourage you utilize one of the "web editing tools" listed in the "Web Pages" resource section, of the "Delivery/Instructional Technology" Lesson.

Build a Camtasia File: Using Camtasia, build an instructional presentation addressing how to use a communication technology. Like the audio and video assignment, it is important that you not only demonstrate that you can use the tool, but that you understand the theorectical underpinnings of communication technologies. The Camtasia file can be downloaded from the "Camtasia" resource section, of the "Delivery/Instructional Technology" Lesson. This lesson is found in the course space.

3D Virtual World: Your team will build an interactive space in Active Worlds Educational Universe (AWEU). Your topic is "The Effective Use of Instructional Media." You are free to use/develop any resource you deem appropriate in this space. Your team should discuss how and what you will build. This discussion should take place in a threaded space and demonstrate an understanding of the design decision taken into account while creating your project. When you have finished building your interactive space, your team will set a time to walk me through your development and discuss the rationale behind your design.

Find a WIKI: Find a WIKI dealing with a topic in educational technology and contribute to the discussion. After you have made your contributions, please send me an e-mail (dcillay@wsu.edu) with the subject line "WIKI" explaining where to find the WIKI, a brief statement of what you liked and did not like about the experience, and how you would use a WIKI as an educational tool.

Case Study and Build Tools: Identify a scenario in educational media that is need of assessment and build tools that help accomplish the tasks. Be sure to select tools and develop strategies that best fit the situation and demonstrate your understanding of educational media. Once you have built your Assessment "product" you will then provide a rationale document, based upon research, highlighting your selection decisions.

Assignment Dates & Late Policy:

It is imperative that you meet the deadlines for each assignment in this course. Much of the work of your peers will be centered around your ability to meet deadlines. Please review the internal Calendar in the T & L 519 course to find specific due dates.

Grading

Please note that total points possible for the class fall and spring semester is 370 points. Final grade is based on points received out of total points possible, calculated as a percentage, using the following percentage table.

The following table represents the discussion schedule for EDAD524

The tables below provide detail examples of the assessment criteria for each educational objective.

1) Demonstrate an understanding of instructional media design principles in various learning environments.

2) Demonstrates an understanding of instructional design and its use in educational environments.

3) Demonstrates an ability to use various instructional technologies.

4) Demonstrates an awareness of various educational technology standards.

Reading List:

Caspi, Avner ., Gorsky, Paul.,  Privman,  Meira. (2005) Viewing comprehension: Students’ learning preferences and strategies when studying from video. Instructional Science. : Volume 33, Number 1. pg. 31       http://www.springerlink.com/media/E2WQMQ65XM7YUPC0QU5M/Contributions/N/2/5/9/N25908R386112749.pdf

Cobb, Tom (1997) Cognitive efficiency: Toward a revised theory of media.

Educational Technology, Research and Development. Vol.45, Iss. 4;  pg. 21,

http://proquest.umi.com/pqdlink?did=25623824&sid=3&Fmt=3&clientId=3738&RQT=309&VName=PQD

Fitzgibbon, Karen M.,  Jones, Norah. (2004) Jumping the hurdles: Challenges of staff development delivered in a blended learning environment. Journal of Educational Media..Vol.29, Iss. 1;  pg. 25

http://proquest.umi.com/pqdlink?did=643084471&sid=3&Fmt=2&clientId=3738&RQT=309&VName=PQD

Hill, Janette R.,  Hannafin, Michael J. (1997) Cognitive strategies and learning from the World Wide Web. Educational Technology, Research and Development. Vol.45, Iss. 4;  pg. 37, http://proquest.umi.com/pqdlink?did=25623968&sid=3&Fmt=4&clientId=3738&RQT=309&VName=PQD

Hoffman, Bob (2004) The Encyclopedia of Educational Technology. A publication of San Diego State University

Department of Educational Technology.

http://coe.sdsu.edu/eet/

Kukulska-Hulme,  Agnes.,  Foster-Jones, Juanita.,  Jelfs, Anne.,  Mallett, Elizabeth.,  Holland Dawn (2004) Investigating digital video applications in distance learning.  Journal of Educational Media. Vol.29, Iss. 2;  pg. 125

http://proquest.umi.com/pqdlink?did=702684141&sid=2&Fmt=2&clientId=3738&RQT=309&VName=PQD

Merrienboer, Jeroen J G van., Martens, Rob. (2002) Computer-based tools for instructional design: An introduction. Educational Technology, Research and Development. v.50, n. 4;  pg.5 http://proquest.umi.com/pqdlink?did=276846941&sid=1&Fmt=4&clientId=3738&RQT=309&VName=PQD

Leslie, Scott., Landon, Bruce., Lamb, Brian., and Poulin, Russell. (2004)  Learning Object Repository Software found in Research Project Final Report – WCET’s EduTools

http://www.edutools.info/lor/final_report.doc

Recker, M. M., Dorward, J., & Nelson, L.M. (2004). Discovery and Use of Online Learning Resources: Case Study Findings. Educational Technology & Society v.7 (2), pg. 93-104.

http://www.ifets.info/journals/7_2/13.pdf

Reeves, T. C. (2000). Socially Responsible Educational Technology Research. Educational Technology, v.40 n.6, pg.19.

WSU ereserve

Reiser, R. A., & Ely, D. P. (1997). The Field of Educational Technology as Reflected through Its Definitions. Educational Technology Research and Development. v.45 n.3, pg. 63

WSU ereserve

Ross, Steven M., Morrison, Gary R. (2005) Getting Started in Instructional Technology Research.  found The Association for Educational Communications and Technology ejournal

http://www.aect.org/intranet/publications/Research/index.html

Schrire,  Sarah (2004) Interaction and cognition in asynchronous computer conferencing. Instructional Science v. 32, n 6 pg. 475

http://www.springerlink.com/media/BA750YCD5K1QUG8B2V5Q/Contributions/J/7/6/3/J7636L6973QH2M26.pdf

Sampson, Demetrios., Papaioannou, Vicky., Karadimitriou, Panayiota (2002)  EM2: An Environment for Editing and Management of Educational Metadata Educational Technology & Society 5(4) 2002

http://www.ifets.info/journals/5_4/sampson_papaioannou.pdf

Saye, John W.,  Brush, Thomas. (2002) Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. . Educational Technology, Research and Development. v.50, n.3;  pg.77

http://proquest.umi.com/pqdlink?did=236342691&sid=3&Fmt=4&clientId=3738&RQT=309&VName=PQD

Sperling, Rayne A.,  Seyedmonir, Mehdi.,  Aleksic, Maja., Meadows, George. (2003)  Animations as learning tools in authentic science materials. International Journal of Instructional Media. Vol.30, Iss. 2;  pg.213

http://proquest.umi.com/pqdlink?did=456130131&sid=8&Fmt=4&clientId=3738&RQT=309&VName=PQD

Weinberger, Armin.,  Ertl, Bernhard.,  Fischer, Frank.,  et al. (2005) Epistemic and social scripts in computer–supported collaborative learning. Instructional Science. Volume 33, Number 1. pg.1

http://www.springerlink.com/media/5G0PTNRWMR55C9J3KG0V/Contributions/V/6/5/5/V6552670444NL467.pdf