Interactive Multimedia Authoring Systems for
Teaching and Learning Environments!COURSE SYLLABUS
Interactive Multimedia Authoring Systems for
Teaching and Learning Environments!
COURSE SYLLABUS
Course # 60321
3 Credit Hours
Fall 2005
Dr. Pastore
Bloomsburg University
Class Web Site:
http://ma.teacherworld.com
Course Description:
Students will learn to use multimedia programs for presentations, interactive lessons, and student-centered multimedia projects. Students will explore various multimedia authoring systems and examine techniques for the incorporation of sound, video, graphic, animation, and text into multimedia programs. Consideration will be given to multimedia design in the areas of navigation, branching, user-control, and feedback. After completing this course, students will be able to use and multimedia resources for teacher-centered and student-centered classroom activities. The course is designed to
meet the ISTE National
Educational Technology Standards for preservice teachers.
Sections: Room MCHS 1148
Section 01 M/W/F 1:00 - 2:50
Class Assignments and the
Class Schedule:
Information about class assignments and the class schedule is updated weekly as
the course progresses and is NOT included in this syllabus. YOU ARE RESPONSIBLE
for checking the class web page on a weekly basis to learn about future
assignments and the class schedule.
Instructor:
Raymond S. Pastore, Ph.D.
MCHS 1109 or MCHS 1148 Lab (I am in one of these two areas during office hours)
My Office/Lab/Secondary Office: 570-389-4044/4236/4025
rpastore@bloomu.edu
TITLE YOUR EMAIL
"CLASS"
Note: I will not respond to email sent to any other address.
Office Hours:
Mondays and Wednesdays: 2:00 PM - 4:00 PM
Fridays: 2:00 PM - 3:00 PM
And by appointment
Note: Most likely, I will be in MCHS 1148 (Computer lab)
during office hours. You are welcome to stop in during office hours, but I have
to give first preference to persons who make appointments. I will be attending
several conferences this semester, so you should try to make an appointment if
you know that you need to meet with me before a specific date. Email me at rpastore@bloomu.edu
Books:
We will not be using a textbook this semeste since the information you need for this course can be found on the web.
Assignments and Grading:
You will be given advance notice of points for assignments and tests. You will
also be given points for class attendance and presentations (discussed below) .
Points will be converted to percentages.
Your final grade will be based on a PERCENTAGE system as follows:
A 94-100
A- 90-93
B+ 88-89
B 85-87
B- 81-84
C+ 79-80
C 75-78
C- 71-74
D 68-70
E 67 and below
Class Attendance:
You will be expected to attend class at all times unless you make prior arrangments with me. There will be days when we will have "open" labs for student to complete projects. Although you may choose not to attend these days, you are still responsible for completing projects when they are due.
Class Presentations:
During the semester, there will be occasions when class members present their
projects to the class. The educational value of these
session in terms of presenting and sharing are difficult to measure through
written assessments. Therefore, students may be given extra points for
presentations that will exceed the value of points given for attendance on other
days.
Timeliness of Presentations:
If you are unable to do a presentation because you were having technical
problems, you must notify me at least one week in advance so that we could have
time to remediate your problems. I cannot excuse you from doing a scheduled
presentation because you had technical difficulties.
Points on Assignments:
Each assignment is worth a certain number of points, however, you will
not receive ANY points for an incomplete assignment. In addition, you will
not receive ANY points if you do not obtain at least 70% of the allocated points
for the assignment. The rationale for this policy is that an assignment
that is partially completed or that is below the expected average of performance
is not useful to you or your future students.
Start of Class:
I do not start the class, YOU start the class. Class officially begins
when YOU walk into the lab. You should logon to your computer and begin to
work on your assignments. At the beginning of most classes, I usually
circulate through the lab and see if there are any questions or if anyone needs
help. In classes where there is large group instruction, I will notify you
when it is time to meet in the front of the lab. Large group instruction
may begin at any time from the beginning of the class toward the end of the
class.
End of Class:
You are expected to remain in the lab until I dismiss the class or dismiss you.
If you completed your assignment and would like to leave, you should check with
me and I will proof your assignment.
Late Assignments:
I do not accept late assignments unless you have an excused absence as defined
above. If you have an excused absence and the assignment is due, then it
is due the next class. On days when assignments are due, they are due when
you walk into the lab. You are not permitted to work on assignments in
class on the day that assignments are due. Also, please note
that an email the day before the assignment is due is not considered contacting
me BEFORE the assignment is due. You must notify me with adequate time to
respond to your email or set up an appointment (3 days minimum).
Emailing
of Assignments:
Due to time constraints and potential technical problems, I do not accept any
assignments through email.
Resubmitting of Work
I do not accept any resubmitted work because directions are specifically given
on the web site. In addition, assignment requirements are discussed in
class. If you don't understand the assignment, please see me BEFORE the
assignment is due.
Quality of Your Work
As a future teacher, you will be expected to
bring the latest research methodologies and technologies to your student
teaching experience and ultimately, your first job experience. You will not
gain all of the technical knowledge that you need to know from this course;
however, you will become aware of some of the high expectations of today's
schools. Many of our Bloomsburg teachers are sought after as high quality
teacher candidates and a significant portion of our teachers eventually become
leaders in the schools. You will be expected to put no less than 100% effort
into the work of this course. Consequently, I reserve the right to reject any
work including units, web pages, and presentations that signifies minimal effort
and does not reflect the high quality expected in our graduates.
Feedback on Your Work:
I correct most of your work at the midterm and end of the semester because this
is when most assignments are due. In some instances, I may correct your
work at other times during the semester. I STRONGLY suggest that you get feedback from me
BEFORE an assignment is due. If you are wondering about your grade status
or an evaluation of a particular assignment, then your should see me to schedule
a time to meet.
Class Participation:
In every class, students distinguish themselves
by volunteering to ask and answer questions and participate in class
discussions. As a future teacher, you will become a classroom leader;
therefore, you need to become an active participant and leader in class
discussions. I will reserve the
right to give students extra points at the end of the semester if they
strengthen and enhance classroom interactions through their contributions.
Do not misinterpret strong participation as someone trying to impress the
instructor or someone trying to get "brownie points." Good common sense
dictates that you should have an interest in your future career and are willing
to share your opinions though discourse. Also, remember that you are going to
be a teacher, and this involves a certain amount of risk-taking.
Academic Integrity:
On past occasions, students have copied materials from other students (i.e. web
site resources) and have had other persons work on their projects outside of
class. In addition, students have used unauthorized aids during written
tests. Persons suspected of plagiarism will be asked to demonstrate the work
through written and/or verbal assessment by the instructor. Any student caught
engaging in cheating or plagiarism will be subject to sanctions described in the
Academic Integrity Policy found at http://www.bloomu.edu/policies/3512.php that can include failure of the course.
University Students with
Disabilities:
If you have an identified disability that may affect your performance in this
class, you should schedule an appointment with the instructor so that reasonable
adjustments/provisions may be discussed to better insure that you will have an
equal opportunity to meet all the requirements of this course.
Class Cancellations by the
Instructor:
In the event that I may have to cancel a class due to an emergency, I will post
a message on the class web site. You may have an alternate assignment posted
on the web if a scheduled class is cancelled.
Web Classes:
During the course, you MAY have a number of "web classes" posted on the class
web site. This does not mean that class is cancelled. It means that class
activities and assignments are posted on the web. You should complete these
assignments as they are posted. Do not wait until the last minute. Remember
that web classes take the place of class meetings and are given in addition to
homework assignments. GROUPS OF INDIVIDUALS WHO COMPLETE THESE WEB CLASSES
TOGETHER ARE PLAGIARIZING. The web classes are intended to give
individualized instruction. Please note that some of the web classes may be
posted during class cancellations due to weather or other unexpected
emergencies.
About the Use of Technology in Dr.
Pastore's Educational Computing Course:
In order to avoid misconceptions about the role of technology in this course,
you need to be aware of basic assumptions made by this instructor:
Back-up & Saving Files:
SAVE OFTEN AND ALWAYS MAKE BACK-UP COPIES OF YOUR WORK ON A SECOND DISK OR FLASH
DRIVE! I
cannot accept the excuse that you lost your files. Please make back-ups.
Assume that you will lose files; therefore, you must have a back-up.
Although I usually collect "print-outs" and not disks or flash drives, you are expected to produce a copy of the file if requested! If you cannot produce it, you will not be given credit for your work. You are responsible for all work in this course; therefore, you must always protect your work by saving often and making a back-up copy.
Tests:
You will not have any tests in this course since it is a project-oriented class.
Final:
You will not have a written final during finals
week. In accordance with the Academic Examination Policies found at http://www.bloomu.edu/policies/3516.php, your final will be your completed web iste portfolio. This practice is based on the
performance-based nature of this course. In addition, the use of
performance-based assessment in this course serves as a model for 21st-century
research-based teaching practices advocated by our Elementary and Secondary
Education programs.
1148 Lab Hours:
Check the web site after the first week of classes for this information.
Standards:
This course is offered through the Department of Educational Studies and
Secondary Education and as such is designed to meet the Pathwise criteria, which
is part of the Educational Testing Service’s PRAXIS Series, and one or more of
the ten Interstate New Teacher Assessment and Support Consortium (INTASC)
Standards.
The PATHWISE FRAMEWORK is the conceptual framework for the Bloomsburg University School of Education. The PATHWISE elements that are addressed in this course are as follows:
Domain A --- Organizing Content Knowledge for Student Learning
A1: Becoming familiar with relevant aspects of students’ background knowledge
and experiences
A2: Articulating clear learning goals for the lesson that are appropriate for
the students
A3: Demonstrating an understanding of the connections between the content that
was learned previously, the current content, and the content that remains to be
learned in the future
A4: Creating or selecting teaching methods, learning activities, and
instructional materials or other resources that are appropriate for the students
and that are aligned with the goals of the lesson
A5: Creating or selecting evaluation strategies that is appropriate for the
students and that are aligned with the goals of the lesson
Domain B --- Creating an Environment for Students Learning
B1: Creating a climate that promotes fairness
B2: Establishing and maintaining rapport with students
B3: Communicating and challenging learning expectations to each student
B4: Establishing and maintaining consistent standards of classroom behavior
B5: Making the physical environment as safe and conducive to learning as
possible
Domain C --- Teaching for Student Learning
C1: Making learning goals and instructional procedures clear to students
C2: Making content comprehensible to students
C3: Encouraging students to extend their thinking
C4: Monitoring students’ understanding of content through a variety of means,
providing feedback to students to assist learning, and adjusting learning
activities as the situation demands
C5: Using instructional time effectively
Domain D --- Teacher Professionalism
D1: Reflecting on the extent to which the learning goals were met
D2: Demonstrating a sense of efficacy
D3: Building professional relationships with colleagues to share teaching
insights and to coordinate learning activities for students
D4: Communicating with parents or guardians about student learning
The INTASC STANDARDS that are addressed in this course are as follows:
Principle #1 The teacher understands the central concepts, tool of inquiry, and
structures of the discipline(s) he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful for students.
Principle #2 The teacher understands how children learn and develop, and can
provide learning opportunities that support their intellectual, social, and
personal development.
Principle #3 The teacher understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to diverse
learners.
Principle #4 The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking, and
performance skills.
Principle #5 The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment and encourages positive
social interaction, active engagement in learning, and self- motivation.
Principle #6 The teacher uses knowledge of effective verbal, nonverbal, and
media communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom
Principle #7 The teacher plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
Principle #8 The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social
and physical development of the learner.
Principle #9 The teacher is a reflective practitioner who continually evaluates
the effects of his/her choices and actions on others (students, parents, and
other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
Principle #10 The teacher fosters relationships with school colleagues, parents,
and agencies in the larger community to support students’ learning and
well-being
Course Objectives:
To incorporate sound and graphics and other types of multimedia into interactive multimedia
To identify the various hardware and software tools used in interactive multimedia
To define and apply the various features of interactive multimedia programs
To analyze the basic processes associated with multimedia design
To apply the techniques of storyboarding to the planning and design processes
To select and create the best interactive multimedia delivery system for the web
To output interactive multimedia to various media formats
To identify the various resources used in creating interactive multimedia lessons
To use interactive multimedia to create customized lessons to meet the needs of students with different learning styles
To create meaningful interactive multimedia classroom projects that will motivate and engage learners and promote self-directed learning
To utilize Internet resources to improve interactive multimedia presentations and lessons
To establish guidelines to evaluate multimedia projects
Your responsibility...
· Decide whether you want to become the best teacher that you can possibly be...
· Come to class
· Do all assignments to the best of your ability
· Visit the web site on a weekly basis and read all assignments in detail
· Participate in class
My responsibility...
· INTRODUCE you to the process, knowledge, and skills necessary to use technology in the schools
· Provide you with the leadership and help to be successful in this course
· Stimulate your creative thinking about teaching and give you a positive vision of the teaching future
HOW TO GET AN "A" IN THIS CLASS |
HOW TO NOT GET AN "A" IN THIS CLASS |
| Come to classes. | Do not come to the classes. |
| Do all of the assignments. Submit assignments on time. Be sure that assignments are fully completed. Be sure that you follow the requirements for assignments. |
Do some of the assignments. Submit some assignments late. Submit incomplete assignments. Do not follow all of the requirements for assignments. |
| Visit and read the information on the class web site often. | Do not visit or read the information on the class web site. |
| Develop and maintain a positive attitude about this class. | Develop and maintain a negative attitude about this class. |
| Ask for help. | Do not ask for help. |
About Getting Help
I am a teacher, and my job is to help you
succeed in this course. I ALWAYS walk around during class and ask students
if they need help. If you need help, PLEASE ASK. I
promise that I will not degrade you, berate you, or make you think that you
should have known the information. I cannot read your mind or always determine
if you need help. Please do not hesitate to ask. If you need
more help than I can give in class, you must be willing to make an appointment
with me. Please be patient during class if I am helping other students.
Some Final Advice
This is an INTRODUCTORY course. You will NOT learn everything there is to know
about using technology in the schools. You will be introduced to a number of
technologies, but in order to really learn them, you must continue to use and
apply technology after this course ends.
Relax, have fun, and enjoy the
course. You should not worry about the work load or technologies in this course
because you will progress through these areas one-step at a time. Keep up with
the work and come to class. Remember that you are here to prepare for the
future! I will be happy to meet with you if you have apprehensions about
succeeding in this course.
You will be given a copy of the form below to sign on the first day of class. You will be asked to sign this form. If you don’t understand this syllabus, please ask questions or meet with me before signing.
SYLLABUS FORM FOR DR. PASTORE’S CLASSES
Course Name:
Course Meeting Time(s) and Day(s):
Semester:
Your Name (printed):
Name (signature):
Date:
Address:
Phone (Campus):
Email:
Major:
My expectations or what I would like to learn in this course:
Please check ONE of the areas below:
____ I have received a syllabus, read the syllabus, and understand the course requirements.
____ I would like to meet with you to discuss the syllabus.
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