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EDCI 591 Course Introduction
EDCI 591 Course Introduction
EDCI 591 Course Introduction
EDCI 591 Course Introduction
EDCI 591 Course Introduction
EDCI 591 Course Introduction
EDCI 591 Course Introduction
EDCI 591 Course Introduction
EDCI 591 Course Introduction
EDCI 591 Course Introduction
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EDCI 591 Course Introduction

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  • 1. EDCI 591 Introduction
  • 2. Multimedia involves more than addition of simple data types…
    …rather, it’s a “simultaneous integration of a wide range of symbolic modes into a coherent framework” (Hodges & Sasnett, 1990, 3)
    Multimedia = The combination of different representations
    Compound documents in simple, broad sense
    Most importantly, it’s not about using it everywhere, but using it intelligently, selectively, correctly, and with a rationale to support teaching and learning
    What purpose can educational multimedia serve?
  • 3. Why multimedia?
    Allows users to experience learning situations they would not otherwise encounter
    SIMULATIONS
    Taps into potentially different learning & teaching styles
    Concrete learning experience (learners can manipulate, “touch”, see, and hear)
    Accessibility (Universal Design for Learning: UDL)
    Constructivist
    active
    reflective
    build upon prior knowledge
    construct own understanding (individually & socially)
    Customized learning
    Learner control and freedom (autonomy)
    Why multimedia?
  • 4. Flexibility (pedagogical)
    Address cognitive load on learner
    Instant access to exemplary resources, primary and secondary sources
    Rich media to link conceptual to real-life
    Visual Literacy
    INTERACTIVITY
    Why multimedia (cont.)?
  • 5. Who are the “players”?
    The Interface designers
    The Interactions & Functionality Design team
    Pedagogy Experts and Teachers
    Instructional Designers
    Usability/User Testing Team
    Project Managers
    Evaluation/Assessment Team
    The Educational Software Design Process
  • 6. You will play all of those roles!
    The Interface designers
    The Interactions & Functionality Design team
    Pedagogy Experts and Teachers
    Instructional Designers
    Usability/User Testing Team
    Project Managers
    Evaluation/Assessment Team
    IN this class
  • 7. Each week
    Read the required article or set of articlesfor that week
    View any videos posted to D2L
    Post your reflection by Friday of that week
    Post at least one peer response by Monday of the following week
    See the syllabus for details
    In this clasS
  • 8. Over the course of the semester, you will work on a series of “milestone” projects that will lead you toward the development of your final project.
    These include:
    Statement of instructional design that outlines the educational component of your project
    Interface design that details the look and feel of your project
    Static wireframe that is a basic outline of your project in Adobe Flash
    Peer usability test where you examine how users interact with your project
    Final project milestones
  • 9. The final project you develop for this class:
    Will be done using Adobe Flash
    Your instructor will provide download instructions for the program in Week 3
    Should be a WORKING MODEL of your project
    What this means is that you are not responsible for developing an entire project
    Instead, you will develop only a small “slice” of a bigger idea
    This small “slice” should convey to a user what the program would look like if you had the time and resources to completely build it out.
    About the final project
  • 10. Email me through D2L or at dean.phillips@montana.edu if you have any questions
    NOTE: This class will move rather quickly given the 8-week time frame. With that in mind, please do not hesitate to contactmeif you have any questions, issues, or concerns regarding the course, material, or projects.
    Questions or comments?

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