Welcome to Craig A. Cunningham's Web Site!
craig
 

Computer Applications of Multimedia Authoring
(TIE 544; 3 semester hours)

Fall 2009
May Community Academy (Chicago)
Tuesdays, 3:30 - 8:15 pm

(Click here to skip down to weekly schedule.)

Instructor

Craig A. Cunningham. Ph.D.
Associate Professor, Technology in Education Program
office: 312-261-3605 (for voice mail); cell: 773-505-1133 (if you need me immediately)
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

  • Illinois Learning Standards. Available from: http://www.isbe.state.il.us/ils/
  • Flash drive (256 MB or more) for storing and transporting project files
  • Web site for displaying final project
  • Home copy of Flash (or other multimedia authoring program of your choice) so you can work on Hypermedia Project from home computer.
  • International Society for Technology in Education. National educational technology standards for students. http://www.iste.org/AM/Template.cfm?Section=NETS

Recommended 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. (20 points)

  • Reading assignments as posted. Additional readings may be assigned as the quarter proceeds. Please complete reading assignments BEFORE the due date.

  • 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 beginning of the third, fifth, seventh, and ninth class sessions. (20 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 "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. Reports 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, eZedia, Alice, Scratch, Media Blender, RevMedia, or (the new) Hyperstudio (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 start of 8th class session; final version due by start of 10th class session. 10 points)
  • Hypermedia project, completed using Flash, CREATE Together, Alice, Scratch, or another approved authoring program), 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. 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. (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.

September 15. Definition of hypermedia.

"A computer-based medium combining multiple media (text, image, sound, animation and video) with high levels of user interaction and the capability to link items of information with other items within the system." http://publications.europa.eu/vademecum/vademecum/9313fdfe-c49e-119e-45c6a6441e63e066_en.html

Some sample hypermedia projects

http://www.muhlenberg.edu/communication/hypermedia/projects/2003/

http://www.muhlenberg.edu/communication/hypermedia/projects/2004/

http://www.ryman-novel.com/

http://imrl.usu.edu/IMRL/ProjectSamples.htm

http://www.chicagowebdocent.org/Public/index.html

http://www.rossettiarchive.org/

http://victorianweb.org

final project samples:

September 22. Read Borthwick and Lobo by start of class. Download and install CREATE Together by start of class (http://www.bytesoflearning.com/english/support/1262).

September 29. NO CLASS (Instructor at conference). First "cool site" due to listserve by time class would normally start.

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 September 29.

October 6.We meet this week at Spencer. Instructional design and visual literacy. Read this Interesting scholarly chapter on visual literacy.

October 13. Second "cool site" due to listserv by start of class. Read this testimonial on CREATE Together: http://thejournal.com/articles/2002/11/01/bytes-of-learnings-create-together.aspx?sc_lang=en.

October 20.Read Digital Storytelling Finds Its Place in the Classroom.

Finishing up visual autobiographies.

Presentations by small groups on alternative hypermedia creation tools.

  • Scratch (Lindsay and Lisa)
  • Alice (Stella and Tracey)
  • Media Blender (Paulette and Nicole)
  • Squeak (Jim and Shane)
  • Hyperstudio (Ed and Anna)

October 27. Third "cool site" due to listserv by start of class. Read: "Three Important Research Agendas for Educational Multimedia: Learning, Children, and Gender"

November 3. No Class. Read: http://imej.wfu.edu/articles/1999/1/10/index.asp.

It is recommended that you submit your storyboard as soon as possible, as this serves as a proposal for your final project. Be sure to include information about which authoring system you plan to use.

November 10.No class. Reading: http://www.edutopia.org/simulation-nation. Hypermedia project storyboard due by midnight. Fourth "cool site" due to listserv by start of class.

Email instructor if you need help on your project.

November 17. No class. Email instructor if you need help on your project.

November 24. No class. Final hypermedia project due by midnight.

Supplemental References

Abrams, A. (2000). The PDQ guide to digital photography. Eugene , OR : Visions Technology in Education.

Adbulezer, S., Bias, G., & Carey, C. (2001). QuickTime Pro for QuickTime teachers. Bloomington , IL : FTC Publishing Group.

Adobe Photoshop 6.0 classroom in a book (2000). San Jose , CA : Adobe Systems, Inc.

Alessi, S., & Trollip, S. (2001). Multimedia for learning: Methods and development. Boston : Allyn and Bacon.

Artner, A.G. (2001, September 14). How images capture, define our decisive moments.

Ballweg, J.K. (2000). Kid Pix digital gallery: Cameras, scanners, and computers. Eugene , OR : International Society for Technology in Education.

Buchanan, L. (1999). A web graphic primer. MultiMedia Schools, 6(2), 46-48.

Bull, G., et. al. (2000, March). Incorporating imagery into instruction. Learning and Leading with

Burke, B.P. (2002). Keeping it legal in today's schools. ICECUBE: Illinois Computing Educators Computer Update Bulletin for Educators, 2002 (4), 1.

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, J. (2002). iMovie for Macintosh 2. Berkley , CA : Peachpit Press. ISBN 0-201-78788-1

Chicago Tribune.

Doucette, M. (2001). Digital video for dummies (2 nd ed.). Foster City , CA :IDG Books.

Fries, B. (2000). The MP3 and Internet audio handbook: Your guide to the digital music revolution. Burtonsville , MD : TeamCom Books.

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.

Gookin, D. (2000). Digital scanning and photography. Redmond , WA : Microsoft Press.

Grabe, M., & Grabe, C. (1998). Integrating technology for meaningful learning (2 nd ed.) Boston : Houghton Mifflin. (See Chapter 9 “Learning to Work with Images and Sound.”)

Grabe, M., & Grabe, C. (1998). Integrating technology for meaningful learning (2 nd ed.) Boston : Houghton Mifflin. (See Chapter 9 “Learning to Work with Images and Sound.”)

Greenberg, A.D., & Greenberg, S. (2001). Photoshop 6: The complete reference. Berkeley , CA : Osborne/McGraw-Hill. ISBN 0-07-213167-5

Handler, M.G., & Dana, A.S. (1998). Hypermedia as a student tool: A guide for teachers (2 nd ed.). Littleton , CO : Libraries Unlimited.

Harreld, K. (2001). iMovie 2: Fast and easy. Roseville , CA : Prima.

Harrell, A., & Fowler, J.P. (1998). Camcorder in the classroom: Using the videocamera to enlive curriculum. Upper Saddle River , NJ : Prentice Hall.

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.

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.

Hougton, R.S. (2003). Rationale for multimedia use and instruction in education. Retrieved January 9, 2003 , from Western Carolina University Web site: http://www.ceap.wcu.edu/houghton/MM/RationaleMMframes.html

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.

Johnson, D. (2001). How to do everything with your digital camera. New York : Osborne/McGraw-Hill.

Jones, F.H. (2002). How to do everything with digital video. NEW York : McGraw-Hill/Osborne. ISBN 0-007-219463-4

Kampman, M. (1998). Fat crayon multimedia using Kid Pix. Eugene , OR : International Society for Technology in Education.

King, J.A. (2000). Digital photography for dummies (3rd ed.). Foster City , CA : IDG Books.

Kitto, R., & Scott, R. (1998). Student projects with HyperStudio. London , Ontario , KS Publications.

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 (3 rd ed.). Boston , MA : Allyn & Bacon.

Marmel, E. (2001). Teach yourself visually: Digital photography. Ontario , Canada : Hungry Minds.

McCain, T. (1993). Teaching graphic design in all subjects. The Computing Teacher 21(3), 21-23.

McLester, S., & Milano, D. (2003, Summer). [Special issue]. Digital Video in the Classroom [supplement to Technology & Learning and DV].

Ozer, J. (1997). Publishing digital video: A step-by-step guide to filming, capturing, editing, and publishing digital video on CD-ROM and the Internet (2 nd ed.). Boston , MA : Academic Press Unlimited. ISBN 0-12-531942-8

Pogue, D. (2001). iMovie 2: The missing manual. Sebastopol , CA : Pogue Press.

Rathbone, A. (1999). MP3 for dummies. Foster City , CA : IDG Books.

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.

Robyler, 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), pp. 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.

Sadun, E. (2000). Digital photography: I didn’t know you could do that…. San Francisco , CA : Sybex.

Sherman , M. (1991). Videographing the pictoral sequence. Washington , DC : Association for Educational Data Systems.

Smith, I. , & Yoder, S. (1998). Inside HyperStudio: Scripting with HyperLogo. Eugene , OR : International Society for Technology in Education.

Steed, M. (2002). The power of peer review in multimedia production. Journal of Educational Multimedia and Hypermedia, 11, 237-250.

Technology, 26 (6)

Theodosakis, N. The director in the classroom: How filmmaking inspires learning. San Diego : Tech4Learning.

Tufte, E.R. (1990). Envisioning information. Cheshire , CN: Graphic 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

Wang, W. (2001). Web cams for dummies. Foster City , CA : IDG Books.

Wileman, R.E. (1993). Visual Communicating. Englewood Cliffs, NJ: Educational Technology Publications.

Williams, R., & Tollett, J. (2001). Robin Williams design workshop. Berkeley , CA : Peachpit Press.

URLs

Copyright Simplified: http://www.peachboys.com/hme/copyright/copyright.htm

The Educator's Guide to Copyright and Fair Use

http://www.techlearning.com/db_area/archives/TL/2002/10/copyright.html

Effective Evaluation Measures of Multimedia Projects
www4.ncsu.edu/~jdsteelm/necc2002

HyperSIG, Special Interest Group of the International Society for Technology in Education; http://www.iste.org/hypersig/index.cfm

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/

 
Copyright 2009. All Rights Reserved.