Computer Applications of Multimedia Authoring
(TIE 544; 3 semester hours)
Summer 2010, Chicago Campus, M/W 2:00 pm to 5:20 pm
(Click here to skip down to weekly schedule.)
Instructor
Craig A. Cunningham. Ph.D.
Associate Professor, Technology in Education Program
cell: 773-505-1133 (only if you need me immediately; leave voicemail if I don't answer)
craig.cunningham@nl.edu (best way to contact me)
Web site: http://craigcunningham.com
Office Hours: by appointment only
Program Mission
The mission of the Technology in Education Program is to prepare technology specialists who can effectively integrate technology across the curriculum as well as facilitate the effective use of technology by other educators.
Course Description
In this course, students use authoring tools to develop multimedia/hypermedia learning activities, applying instructional design principles. Students will select and create digital images and video to represent information and communicate ideas that will be used in a curricular application to meet diverse P-12 student needs. Students review trends, research, and copyright issues in use of multimedia authoring in educational settings. Students apply concepts and knowledge to assist P-12 students and teacher colleagues in using authoring tools, considering both instructional and assessment strategies.
Required Resources
Course Goals and Outcomes
Upon completion of this course, the students will be able to:
- Review methods for capturing images and video using a variety of hardware and software. (TF-III.A.5)
- Use photo and video editing software, including compressing and converting images/video for different file formats. (TF-III.A.5)
- Discuss issues related to the role of visual information in communicating ideas, visual literacy, and screen design. (TS1-K, TF-II-A)
- Plan instructional activities using images and video in the curriculum to meet diverse student needs. (TS-1K, TF-II.A, TF-III.A.5)
- Apply instructional design principles and multimedia authoring software to develop a substantive, interactive, computer-based hypermedia project relevant to the curriculum and student needs. (TS-1F, TS-4B, TS-4C, TS-4G, TF-II.A, TF-III.A.7)
- Assist P-12 students and teachers in reviewing copyright laws related to use of digital resources (capturing, and integrating digital images and video) and in using recommended instructional design principles in the development of hypermedia projects in a problem-solving context. (TF-II.F.1, TF-V.C.2, TF-VI.A.2)
- Use authoring tools (buttons, logic tools, and/or scripts) to create interaction with users--such as animations, pop-up dialog boxes, simulations, drag-and-drop matching games, and quizzes--and to access audio and video segments. (TS-5D, TF-III.A.5)
- Identify resources for a professional library that will support technology facilitators and specialists in their own professional growth as well as in the work to support others. (This is part of an ongoing portfolio requirement across courses.) (TF-VII.C)
(ISBE: Technology Specialist (TS) ISTE: Technology Facilitation Standards (TF))
Major topics:
1. What are multimedia and hypermedia?
- Features of a hypermedia environment: associative links; non-linear; user control
- Multimedia: the integration of text, graphics, sound, music, and video under computer control
- Interactive vs. non-interactive
- Types of objects in a hypermedia program (e.g., backgrounds, buttons)
2. Methods for capturing, editing, and saving (compressing) images and video using a variety of hardware and software
- Using digital cameras to capture images and video (review)
- Transferring analog visuals to digital formats (scanning; use of media converter hardware)
- Using software to edit and compress images and video
3. The role of visual information in communicating ideas in instructional settings
- Tufte: Envisioning Information
- Examples in print and software
- Becoming a critical user of images and video in the classroom
- Roblyer: Emphasis on both decoding and encoding images and video
4. Copyright laws and Fair Use related to digital images, audio, and video
5. Selecting and evaluating multimedia authoring software
- Software interface
- Creative options
- Scripting/programming language
- Options for sharing student work
- Publisher support materials
6. Designing and authoring your own project
- Instructional design principles
- Concept maps and flow charts
- Storyboarding
- Visual literacy and screen design
- Principles of effective design relevant to hypermedia and multimedia
- Use of metaphors
- User control
- Feedback
- Consistency
- Special effects: instructionally relevant or embellishment?
- Meeting needs of diverse learners
7. Using authoring tools to create a hypermedia product
- Adding graphics
- Adding and modifying backgrounds
- Adding buttons
- Adding fields
- Incorporating multimedia
- Printing reports from a data base
8. Introduction to scripting or object-oriented programming
- Enabling user interaction and feedback
- Pop-up fields
- If...then decisions
- Animation
9. Students as hypermedia and multimedia authors
- Creating a student-centered learning environment
- Hypermedia and scripting resources in a problem-solving context
- Managing limited hardware resources
- Concepts with which students have difficulty
- Assessing students' work
- Sharing students' multimedia projects
10. The impact of multimedia on teaching and learning
- Implications of cognitive science regarding interactivity, multi-sensory learning, and developing associative links
- Review of current research on multimedia in education
- The role of the teacher in a multimedia environment
11. Assisting other teachers in using recommended tools and strategies for implementation
NLU Accessibility Policy
Please Note: National-Louis University is committed to ensuring that all of its facilities and programs are accessible to all persons. If you believe you may qualify for course adaptations or accommodations in accordance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act, it is your responsibility to immediately, but no later than the second class session to contact the Office of Diversity, Access and Equity (DAE Office) or the instructor. You may contact the Director of Diversity and Equal Employment at (847) 947-5491 or via e-mail at Erin.Haulotte@nl.edu. If you have coordinated services with the DAE Office, please provide your letter of accommodation to the instructor.
Academic Honesty
With respect to the academic honesty of students, it is expected that all material submitted as part of any class exercise, in or out of class, is the actual work of the student whose name appears on the material or is properly documented otherwise. The concept of academic honesty includes plagiarism as well as receiving and/or giving improper assistance and other forms of cheating on coursework. Students found to have engaged in academic dishonesty are subject to disciplinary action and may be dismissed from the University.
Faculty has the right to analyze and evaluate students’ course work. Students may be asked to submit their papers electronically to a third party plagiarism detection service. Students who are asked to submit their papers and refuse must provide proof for every cited work comprising the cover page and first cited page for each source listed in the bibliography. When evidence of academic dishonesty is discovered, an established procedure of resolution will be activated to bring the matter to closure. See Policy on Academic Honesty in the University Catalog and Student Guidebook (hard copy and online).
For resources on how to cite properly and avoid plagiarism, go to NLU’s Center for Academic Development (http://www.nl.edu/centers/cad/) and the NLU Library (http://www.nl.edu/library/).
TIE Portfolio Requirement
Students are required to complete a portfolio as part of the requirements for the Master's degree and Certificate of Advanced Studies (CAS). During each course, students should add items (meaningful evidence) to their artifact collection. Students should attach notes to each artifact to help them later reflect on why these items were important. Be sure to consider how these items and related experiences have had an impact on your learning, teaching, students, colleagues, and/or philosophy of use of technology.
Class requirements
- Attendance at all sessions and participation in all in-class activities and assignments. (30 points)
- Reading assignments as posted. Additional readings may be assigned as the quarter proceeds. Please complete reading assignments BEFORE the due date aqnd come prepared to discuss..
- Cool Sites. You are responsible for submitting the URL and a brief (75-125 word) description of 4 "cool sites" on the web that contain multimedia or hypermedia content. These do NOT have to be educational, but must be "cool" by consensus of the class. These should be sent to the instructor and all members of the class via http://my.nl.edu by the start of class on July 7, July 14, July 21, and July 28. (10 points)
Here is an example of a "cool site" submission:
" http://www.ferryhalim.com/orisinal/ is the web site of Ferry Halim, a Flash designer. The site includes about 30 online games and 10 additional examples of Halim's design work. It demonstrates many of the interactive possibilities of Flash development. Check out especially"spiders" at http://www.ferryhalim.com/orisinal/g3/spider.htm."
- Group report on authoring program. As a member of a group of 2 or 3, you will make a report to the class on the affordances and constraints of a multimedia authoring program. The report will consist of an overview of the program, display of example projects built by the program including a very simple one designed and built by the group, and discussion of the advantages and disadvantages of the tool, both in general and for use in a PreK-12 school setting, and whether the software can handle the affordances of an ideal hypermedia system. (You will want to acquire a trial version of the software ASAP.) Reports will be given July 19 and should be 20 minutes in length and include visual aids (projected; NOT on paper). All members of the group must participate in both the development of and the presentation of the report. Groups will be assigned to one of the following programs: Flash, CreateTogether, Media Blender, eToys (Squeak), or Scratch. (20 points)
- Storyboard for your final hypermedia project (see below). Use PowerPoint, Inspiration, or another suitable tool to develop an outline of your Hypermedia project. (Here are some resources. Draft storyboard due by July 21; turn in final version with final project by August 8. 10 points)
- Hypermedia project, completed using Hyperstudio, demonstrating use of hypermedia to help students reach one or more Illinois Learning Standards. Includes a "Design and Development Journal" or Teaching Guide describing use of design and copyright/fair use princples, indicating the standard or standards that your project is designed to meet, and discussing the ways that the project is designed to overcome common learning difficulties with the subject-matter. If you teach computers, it is recommended that you partner with a subject-matter teacher in your school to plan the project. Click here for more details and here to see the official benchmark rubric and description. Presentation of project on August 4; final version due to LIVETEXT by midnight on August 8. (30 points)
Tentative Schedule of Assignments and Topics
Assignments are listed on the day they are DUE. All assignments should be emailed to the professor and all members of the class before the start of class.
June 28. Introduction to the course.
Definition of hypermedia.
Some sample hypermedia projects
final project samples from previous years:
final project samples from Spring 2010
July 5. NO CLASS (University holiday)
July 7 . Read Multimedia in the Classroom. Send a list of three questions that the article raises for you to the members of the class (and the instructor) by midnight on July 6. First "cool site" due by start of class.
- Introduction to Hyperstudio 5 (more info)
- Find the program...open "Finder," look in "Applications" folder.
- NOTE: make sure you load Hyperstudio and not the Player.
- Tutorial (if needed)...use help system or ask Craig.
- One basic concept: Switching between Objects and Background modes
- Objects mode — When you see the word Objects, you are in Objects mode. In this mode, everything you add or draw on the card becomes an object that can be moved or edited as you want. To switch to Background mode, drag the slider to the left.
- Background mode — When you see the word Background, you are in Background mode. In this mode, whenever you add or draw something and then click outside it, it becomes part of the card background and cannot be edited separately. To switch to Objects mode, drag the slider to the right.
- NOTE: Hyperstudio supports "drag and drop" of images out of Safari and Firefox. "Notes" field of image will include URL.
Visual literacy.
July 12. Read this scholarly chapter on visual literacy. Send a list of three questions that the article raises for you to the members of the class (and the instructor) by midnight on July 11.
July 14. Second "cool site" due by start of class.
Hyperstudio tech tip (animation)
Presentations by small groups on alternative hypermedia creation tools.
July 21. Third "cool site" due to listserv by start of class. Draft hypermedia project storyboard due by midnight on July 20.
Video editing: iMovie.
Assignment: Form teams of 2. Use iMovie '08 to make a 4-7 minute video about a topic of interest to you. The video must include stills from the Web, at least one downloaded video clip, titles, and at least one captured video clip.
Possible topics:
- The effects of urbanization
- the 1960s
- the joys of yo-yo's
- Gaugin's paintings
Spend 10 minutes figuring out what you want to make a movie about and looking for relevant resources. Videos can be gotten from the American Memory Project (http://memory.loc.gov/ammem/index.html), Discovery video (if you have an account), keepvid.com, or elsewhere. Use your iSight camera or cell phone to do the video capture.
NOTE: To use stills, you will need to import them into the iPhoto library. Video clips can be imported directly into iMovie.
Hyperstudio tech tip
TBA
July 28. Fourth "cool site" due to listserv by start of class.
Hyperstudio tech tip
TBA
August 2. Read: Simulation Nation: The Promise of Virtual Learning Activities. Send a list of three questions that the article raises for you to the members of the class (and the instructor) by midnight on August 1.
TBA
August 4. Presentations of final projects to class.
August 8. Final hypermedia project due by midnight.
Supplemental References
Bull, G., & Bell, L. (Eds.). (2005). Teaching with digital images: Acquire, analyze, create, communicate. Eugene, OR: International Society for Technology in Education.
Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing student learning through multimedia projects. Alexandria, VA: Association for Supervision and Curriculum Development.
Alessi, S., & Trollip, S. (2001). Multimedia for learning: Methods and development. Boston: Allyn and Bacon.
Borthwick, A. C., & Lobo, I. (2007, February). Buyer’s guide: Multimedia authoring tools. Learning & Leading With Technology, 34(5), 37-39.
Borthwick, A. C., & Lobo, I. (2005, October). Lessons from Costa Rica. Learning & Leading With Technology, 33(2), 18-21.
Burke, B.P. (2002). Keeping it legal in today's schools. ICECUBE: Illinois Computing Educators Computer Update Bulletin for Educators, 2002 (4), 1.
Burmark, L. (2002). Visual literacy: Learn to see, see to Learn. Alexandria, VA: Association for Supervision and Curriculum Development.
Carlson, Gigi. (2004). Digial media in the classroom. Gilroy, CA: CMP Books.
Carver, S.M., Lehrer, R., Connell, & Erickson, J. (1992). Learning by hypermedia design: Issues of assessment and implementation. Educational Psychologist, 27(3), 385-404.
Dharkar, A., and Tapley, S. (2004). Digital narrative project for Macromedia Flash MX 2004: Communicating information and ideas in science and other disciplines. San Francisco: Macromedia.
Dick, D., & Lindeman, J. (2007, February). Creating magical multimedia projects. Learning & Leading With Technology, 34(5), 32-33.
Georges, G. (2005). Digital photography: Top 100 simplified tips & tricks (2nd ed.). Hoboken, NJ: Wiley.
Glaser, C.W., Rieth, H.J., & Kinzer, C.K. (1999). A description of the impact of multimedia anchored instruction on classroom interactions. Journal of Special Education Technology, 14, 27 – 43.
Green, T.D., & Brown, A.H. (2002). Multimedia Projects in the Classroom: A Guide to Development and Evaluation. Thousand Oaks, CA: Corwin.
Handler, M.G., & Dana, A.S. (1998). Hypermedia as a student tool: A guide for teachers (2nd ed.). Littleton, CO: Libraries Unlimited.
Haughney, P. (2002). Do I really need to worry about copyright? Or . . . what's the worst that could happen? ICECUBE: Illinois Computing Educators Computer Update Bulletin for Educators, 2002 (4), 3-4.
Hoffenberg, H. & Handler, M. (2001, October). Digital Video Goes to School. Learning and Leading With Technology, 10 - 15.
Ivers, K.S., & Barron, A.E. (1998). Multimedia projects in education: Designing, producing, and assessing. Littleton, CO: Libraries Unlimited.
Johns, M. (1998). Human-computer interaction: A design guide. Englewood Cliffs, NJ: Educational Technology Publications.
Kampman, M. (1998). Fat crayon multimedia using Kid Pix. Eugene, OR: International Society for Technology in Education.
Lee, W.W., & Owens, D.L. (2000). Multimedia-based instructional design: Computer-based training, web-based training, distance broadcast training. San Francisco: Jossey-Bass.
Lohr, L.L. (2003). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River, NJ: Merrill, Prentice Hall.
Male, Mary. (2003). Technology for inclusion: Meeting the special needs for all students (3rded.). Boston, MA: Allyn & Bacon.
McFarlane, A., Williams, J.M., & Bonnett, M. (2000). Assessment and multimedia authoring—a tool for externalizing understanding. Journal of Computer Assisted Learning, 16, 201-212.
Neo, M, & Neo, K. (2002). Building a constructivist learning environment using a multimedia design project—a Malaysian experience. Journal of Educational Multimedia and Hypermedia, 11, 141-153.
Penuel, B., Korbak, C., Yarnall, L., & Pacpaco, R. (2001). Silicon Valley Challenge 2000: Year 5 Multimedia Project report. Menlo Park, CA: SRI International.
Pogue, D. (2007). iMovie '08 & iDVD: The missing manual. Sebastopol, CA: Pogue Press.
Riding, R.J., & Grimley, M. (1999). Cognitive style, gender and learning from multimedia materials in 11 year old children. British Journal of Educational Technology, 30, 43 - 56.
Roblyer, M.D., & Bennett, E.K. (2001). The fifth literacy: Research to support a mandate for technology-based visual literacy in preservice teacher education. Journal of Computing in Teacher Education, 17 (2), 8-15.
Royer, R. and Royer, J. (2002, April). Developing understanding with multimedia: Putting the tools of multimedia development into the hands of students can deepen the educational experience. Learning and Leading with Technology, 40 - 45.
Steed, M. (2002). The power of peer review in multimedia production. Journal of Educational Multimedia and Hypermedia, 11, 237-250. Graphics Press
Theodosakis, N., & Jukes, I. (2001). The director in the classroom: How filmmaking inspires learning. San Diego, CA: Tech4Learning.
Tufte, E.R. (2006). The cognitive style of PowerPoint: Pitching out corrupts within (2nd Ed.). Cheshire, CT: Graphics Press.
Tufte, E.R. (2006). Beautiful evidence. Cheshire, CT: Graphics Press.
Veenema, S., & Gardner, H. (1996). Multimedia and multiple intelligences. The American Prospect 29 (69-75). Retrieved May 1, 2002, from http://www.prospect.org/print-friendly/print/V7/29/veenema-s.html
Williams, R., & Tollett, J. (2006). Robin Williams design workshop (2nd ed.). Berkeley, CA: Peachpit Press
URLs
Zamzar, online file conversion: http://www.zamzar.com/
Powerbullet Presenter (freeware Flash program); http://powerbullet.com/
Wink (create Flash tutorial presentations): http://www.snapfiles.com/get/Wink.html
SWF2AVI (convert Flash movies to AVI format); http://www.snapfiles.com/get/swf2avi.html
Koolmoves creates Flash presentations; http://www.snapfiles.com/get/koolmoves.html
Flash Decompiler enables you to easily extract sounds, images, videos, shapes, frames, morphs, fonts, texts, buttons, sprites and ActionScripts from any Flash (SWF); http://www.snapfiles.com/get/flashdecompiler.html.
Some Flash and other tutorials: http://it.coe.uga.edu/studio/new_site_content/workshops/
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