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EME 7415:  Educational Design for Digital Media

Candidate dispositions for the development and demonstration of ethical and professional attitudes and beliefs.

On-going, active reflection on professional practice.

Multiculturalism through educators who value diversity and advocate for the success of all students within diverse learning communities.

Professional growth of pre-service and experienced educations and other helping professionals.

Academic programs that are rigorous, standards-based, and model and apply innovative and enduring ideas about teaching and learning.

Scholarship for advancement of the professional knowledge base.

Service to the University, P-12 schools, the profession, and the community.

 Course Number:          EME 7415
Course Title:                Educational Design for Digital Media
Number of Credit Hours:      3

 Prerequisite(s)                       EME 6415 or consent of instructor. 

 Required Text(s)/ Resources

• Lee, W. W. & Owens, D. L. (2000). Multimedia-Based Instructional Design: Computer-Based Training, Web-Based Training, and Distance Learning.  Jossey-Bass/Pfeiffer. ISBN 0787951595
• The Florida Sunshine State Standards - Science. Florida Dept of Education

Recommended Text(s)/Resources

• National Research Council (2000). How People Learn. Washington, D.C., National Academy Press.
• The Tipping Point

 Course Description

This course focuses on the study and application of instructional design principles to the development of multimedia materials.  It emphasizes the application of learning principles to multimedia design and production.  Students will design and develop a multimedia project using a variety of visual and auditory elements.

EME 7415 emphasizes the application of cognitive psychology to the instructional design of multimedia.  Students who have mastered the use of a wide variety of advanced technology system -- hardware and software -- apply those skills in the creation of a single, substantially sized, multimedia/hypermedia project.  Creation of the project requires the student to incorporate typographic principles, graphic design principles, and an appropriate instructional design as they create a project that employs audio and visual materials.

Course Goals:

Teachers are required to have skills in more than just the subject area in which they teach.  As educational technology becomes an increasingly important part of instruction, teachers are expected to have an up-to-date knowledge of current technology and the ability to stay abreast of new and emerging technology.  The needs for this knowledge and the ability to continue lifelong learning in technology are addressed throughout the teacher preparation programs of the UNF College of Education and Human Services (COEHS).

The course objectives reflect the following competencies as outlined by the International Society for Technology in Education (Educational Computing and Technology Leadership Program):

Diversity Considerations

The course includes the topic of accessibility of technology for all students.

Technology Considerations

Instruction is enhanced using online resources and electronically delivered reading, presentations, and assignments. Teachers create assignments using a wide range of technology, including word processor, concept mapping software, presentation software, web page editors, scanners, digital cameras, and other means, and to submit assignments electronically. Teachers also participate in reflective discussion via online synchronous and asynchronous communication tools. Assignments will be completed using software versions located on the computers in 15/1105, including but not limited to: Windows XP, Microsoft Office 2002/XP, Internet Explorer, and Inspiration.

Technology is used extensively in the course.  All of the course management is conducted electronically through the use of an online database and telecommunications system.  This system also allows students to communicate with each other by either asynchronous (e-mail, listserve, or bulletin board) or synchronous (chat) modes.

The focus of this course is using technology, and the course is also taught extensively with technology.  Students are provided abundant opportunities to access and demonstrate the use of technology in instruction as they complete their course requirements.  In addition, all demonstration by the instructor include technology in the form of video and computer projection systems, Webpages designed specifically for the course, and networks.

The evaluation of the course is based, in large part, on the students’ ability to use technology to effectively deliver instruction.  All students have access to computer laboratories, digital cameras, scanners, videodisc players, audio recorders, free network access, and software designed for analyzing, designing, developing, and evaluating interactive courseware.

Course Objectives

Objective Matrix

Please notify the instructor within the first week if a reasonable accommodation to a disability is needed for this course. A letter from the Student Disability Office must accompany this request.

Other Standards:

Florida Teacher Accomplished Practices

#5            Diversity (discussion of materials selected or modified to incorporate diverse linguistic        backgrounds)

#6            Ethics (experiential reports or reflections related to ethical behavior in PreK-12 setting)

#8             Knowledge of Subject Matter (learning experiences for students which integrate the Sunshine State Standards)

#10          Planning (variety of methods, activities, materials to develop concepts and support second language learners)

#12          Technology : Technology Standards for Florida Teachers:

Standard 1:  Technology Operations and Concepts – Teachers will demonstrate a sound understanding of technology operations and concepts.

Standard 2:  Planning and Designing Learning Environments and Experiences – Teachers will plan and design effective learning environments and experiences supported by technology.

Standard 3:  Teaching, Learning, and the Curriculum – Teachers will implement curriculum plans that include methods and strategies that apply technology to maximize student learning.

Standard 4:  Assessment and Evaluation – Teachers will apply technology to facilitate a variety of effective assessment and evaluation strategies.

Standard 5:  Productivity and Professional Practice – Teachers will use technology to enhance their productivity and professional practice.

Standard 6:  Social, Ethical, Legal, and Human Issues – Teacher will understand the social, ethical, legal, and human issues surrounding the use of technology in PreK-12 schools and apply those principles in practice.

Florida ESOL Competencies

Competency 15: Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels.

Course Assignments, Expectations and Grading Procedures

Grading Procedures

The evaluation for EME 7415 is based on several class activities, one paper or final project, and the design and development of assigned multimedia projects.  The projects will be evaluated using a set of criteria defined in the course.  The final grade is based on the total number of points

Letter grades are based upon the quality of the student's work as assessed through assignments, such as, class participation, class activities, projects, lab assignments, fora, and research papers.

Tentative grading system

                                                Class Participation                                               10%
                                                Research Paper                                                     15%
                                                Assignments                                                        15%
                                                Case studies/discussion fora                             20%
                                                Class Activities                                                    10%
                                                Projects                                                                  30%

Interactive Multimedia Project

Students will work individually or in teams to analyze, design, develop, and evaluate a small interactive courseware project.  Deliverables for this project will include outline and implementation plan, storyboards, lesson plan and actual module.

HTML/Audio/Video Project

Working individually and in small groups, students will create an educationally based multimedia project that contains an edited digitized video and audio.  The project presentation can be created with PowerPoint, HTML, or a similar other multimedia creation program.

Project elements:

o      Grade standards development (rubric): working together students will develop a rubric for how the projects will be assessed.

o      Standards bases: project must have associated/appropriate standards (sunshine state standards)

o      Multimedia: project must contain multimedia elements (html platform base).

o      Paper project (worksheets): Create associated materials for the project

o      Pre/post activity

o      Interactive digital activity

o      Inquiry based (option)

o      Rubric for assessment of module

o      Final presentation: group will present their section to the whole class.

Media Evaluation Project
Students will evaluate other educational materials in terms of design and digital medial applications. Find an online education module and evaluate it for appropriateness and design using class created rubric.  Then post your findings in the discussion board.

Project Elements:

o      URL

o      Description of the site/module

o      Results from rubric (positive and negative elements)

o      Personal opinion

o     Posted to discussion board

Research Paper

          The research paper must be submitted in APA format with at least 4 current references in html format.  The focus of the paper will be on a design model of interactive courseware design, development, or implementation. With the paper a concept map of the design model will be developed. A short presentation of you research will be presented. Working individually, students will create a small presentation program using either PowerPoint or other multimedia creation program. 

Case Studies/Forum Discussions

Daily activities/assignments
Participate and complete a variety of activities (both group and individual) presented during class sessions.

Course Policies and Guidelines

A variety of learning/instructional activities will be incorporated into this course. Every effort will be made to meet the diverse needs of learners who have different learning styles. As a student, you will be ultimately responsible to read the textbook and other associated readings.

Our time spent together as a learning group is too valuable and too short to simply "discuss the chapter." Although much of the content in the textbook(s) will be incorporated into class discussions and activities, please do not assume the instructor will simply lecture from the book.

1. Americans with Disabilities Act (ADA) Policy.  The College of Education and Human Services complies with ADA requirements in making reasonable accommodations for qualified students with disabilities.  Students desiring reasonable accommodations should contact the UNF Office of Disabled Services (Founders Hall 2120; telephone: 904/620-2769) and are encouraged to inform the instructor as early in the semester as possible regarding desired accommodations. 

2. Declaration of Major Policy.  In order to complete any graduate degree program in the College of Education and Human Services, students must declare a graduate major and be accepted into a program of study.  Admission to graduate study by the University does NOT guarantee admission into a given program of study.  Students cannot count more than 10 hours toward any graduate degree without first having been admitted into a program of study. Any hours earned over 10 semester hours working toward a certification or endorsement or as a non-degree-seeking student will NOT be accepted as work toward a graduate degree.

Prior to being considered for admission into a master’s or doctoral degree program, students must submit scores on the Graduate Record Examination (GRE) as well as an official transcript of all undergraduate work.  The GRE may be taken more than once in an attempt to improve one’s score.  Certain graduate programs within the College of Education and Human Services require additional documentation and procedures during the admissions screening process.  Students are encouraged to consult the Graduate Catalog and/or contact the College’s Office of Student Services (Schultz Hall 2305; telephone: 904/620-2530) for information regarding admission to a specific graduate program of study.

3. University Enrollment Policy.  Only those students who are admitted to the University are entitled to enroll in classes, and only those students who are enrolled in a given course are permitted to attend class meetings for that course.  Sitting through a class without registering does not constitute enrollment.  Instructors are authorized to bar students who are not enrolled in a course from attending class sessions until evidence of enrollment is presented to the instructor.  Even if unenrolled students are allowed via the instructor’s oversight to remain in a class, university policy prohibits students from being added to a class roster after the reinstatement deadline.  The primary responsibility for assuring that a student is enrolled in a course belongs to the student. Students are therefore encouraged to check their enrollment status several times during each semester with an advisor or via the UNF website.

4. Policies Governing Student Conduct.  The University of North Florida has adopted a Student Conduct Code in order to promote responsible behavior for all students and to assure a physically, emotionally, and intellectually safe university community.  This code addresses issues that may threaten the safety and order of the university environment and provides procedures and remedies for addressing these issues.  Specific issues addressed include, but are not limited to, sexual misconduct; endangerment; harassment; hazing; possession/use of weapons, alcohol, and illegal drugs; damage or destruction of property; malicious mischief; computer miscues; and falsification/fraud.  Students who are aware of and/or feel they are victims of any activity in violation of the Student Conduct Code should report the activity to the University Police or the appropriate campus administrator.  The conduct code is available in its entirety on the University website at web address http://www.unf.edu/studentaffairs/code.html.

5. Academic Integrity Policy.  The University of North Florida has adopted a strict policy on professionalism and academic integrity.  As noted in the UNF 2002-2003 Graduate Catalog (pp. 23-24), violations to academic integrity

… include, but are not limited to: cheating; fabricating and falsifying information or citations; submitting the same work for credit in more than one course; plagiarizing; providing another student with access to one’s own work to submit under this person’s name or signature; destroying, stealing, or making inaccessible library or other academic resource material; and helping or attempting to help another person commit an act of academic dishonesty. 

The full policy on academic integrity is available on the University website at web address http://www.unf.edu/cse/cis/CSEhtml/CSEAcadIntegrity.html.

The Academic Integrity Policy affords University instructors authority to assign penalties for these offenses.  For example, the instructor may assign a grade of “F” on the assignment in question or for the course.  In the case of flagrant violations of the Academic Integrity Policy, the instructor may recommend additional specific penalties to the university admission, including referral for academic counseling, expulsion from a grogram of study, denying of degree, expulsion from the University, or revocation of a degree already granted. 

6. E-mail Policy.  The University of North Florida’s policy on student e-mail allows academic and service units of the University to use e-mail as the primary means for communicating certain types of information to students.  Although individual instructors may determine that “external” (i.e., non-University-provided) e-mail accounts are a suitable means for communicating with students, the University policy specifies that the University-provided e-mail address serve as the “official” e-mail address for purposes of formal electronic communication with students.  All students should become knowledgeable of their University-provided e-mail address and either check their account regularly or arrange for all e-mail delivered to their account to be forwarded to an external e-mail account of their choice.  Students can find out their e-mail account username, reset their password, and set forwarding options by visiting http://www.unf.edu/compserv/info/osp-acct.html.

This course requires extended periods outside of class for successful completion of the course. Your assignments will be completed using programs available in the labs on campus. Besides our classroom, you have access to the Educational Technology Center (first floor, Building 09) that is available to students taking courses in the College of Education and Human Services and the labs in Buildings 14 and 15.

Proofread assignments for spelling, grammar, sentence structure and format. Your work should reflect the work of a professional educator.

All assignments are due at the beginning of class on the dates given in the class schedule.

Additional readings will be assigned during the semester. Short quizzes or class discussions may monitor these assignments.

Tentative Course Schedule