Ed 571 syllabus instructional design ii polizzi dominican college


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Ed 571 syllabus instructional design ii polizzi dominican college

  1. 1. Dominican College Division of Teacher Education ED 571 Instructional Design II Syllabus Semester Professor Christopher Polizzi Phone:………; E-mail: christopher.polizzi@dc.edu Class Dates 11/21, 12/4, 12/19, 1/9, 1/23 Division Rationale: Dominican College’s Division of Teacher Education, with its mission of Excellence, Leadership, and Service is committed to preparing teacher candidates who will be able to meet the challenges of the twenty-first century. Thus, the goal of the program is to produce teachers who will: • Be flexible and caring, • Be personally responsible, • Have a multicultural perspective, • Be independent, reflective, lifelong learners who demonstrate continuous professional growth, • Demonstrate attitudes that promote positive human relationships and foster learning, • Address the diverse developmental and educational needs of each learner to assure success, • Recognize their increasing responsibilities in the classroom and in the community. (Also refer to Twenty Competencies in the TED) Course Description: Building on the skills developed in Educational Documentary Production and Instructional Design I, students will develop expertise in graphics and animation for educational purposes. The use of games, virtual communities, clickers, pda’s and podcasting tools will be used to represent hands-on activities. Emphasis will be on the Math and Science curricula. All assignments will be stored online in the Central EdMedia Reference Library for community access and attached to Student Portfolio. 5 hours of field experience required in elementary and secondary schools for teacher certification. Required Texts: Adobe Photoshop CS2 Classroom in a Book (Paperback) by Adobe Creative Team (Author Flash MX Savvy (With CD-ROM) Ethan Watrall, Norbert Herber The Horizon Report (2010). Emerging technologies likely to have considerable impact on teaching, learning, and creative expression within higher education. Retrieved April 21, 2010 from http://wp.nmc.org/horizon2010/.
  2. 2. ISTE. (2008). National Educational Technology Standards. Retrieved February 9, 2010 from http://www.iste.org/AM/Template.cfm?Section=NETS. US Department of Education National Educational Technology Plan. American Education: Learning Powered by Technology. Retrieved April 21, 2010 from http://www2.ed.gov/about/offices/list/os/technology/techreports.html. Reference Texts: The Art of 3-D Computer Animation and Effects, Third Edition Isaac Victor Kerlow November, A. (2009). Web Literacy for Educators. Thousand Oaks, California: Corwin Press. Richardson, W. (2009). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, California: Corwin Press. Warlick, D. (2004). Redifing Literacy for the 21st Century. New York: Linworth Publishing. Student Learning and Assessments: 1. Understand and recognize the importance of images to enhance learning. Students will engage in classroom activities and prepare teaching and learning materials. 2. Understand and promote content literacy through the use of images Images will be created and utilized to convey information in an educational setting. Document Based Questions will be developed. 3. Learn the importance and methods of motivation theory. Students will learn to make the most of the motivational qualities of images to enhance reading and writing. 4. Understand and recognize the importance of animation to enhance learning. Students will evaluate the effectiveness of animations in teaching and learning. 5. Utilize effective electronically-based instructional techniques and strategies through animated sequences. Students will design and create animations to teach abstract content. 6. Design and populate virtual communities Students will investigate the effectiveness of virtual community building as a platform for learning. 7. Develop content for mobile devices for anytime, anywhere learning. The importance of SCORM compliance will be discussed.
  3. 3. Students will use skills and tools to create educational content for portable devices. Assessments: Session1 • Delicious archive of sharable content bookmarks • RSS feed aggregating new media content Session 2 • Photoshop Assignment • SMARTBoard interactive file using images to teach a concept • Google Form Survey • Voicethread or Glogster Assessment Session 3 • Flash Assignment • Scratch Animation • SMARTBoard Game Session 4 • Podcast Session 5 • Development of a Virtual Learning Community • Presentation of Math/Science lesson with technology integration Weekly Sessions: Session 1 Searching, Archiving, Organizing and Sharing Course introduction and overview of instructional technology and its role in progressive education. Before students can integrate and create multimedia content for the classroom they must understand how information is organized and shared on the Internet. Online information and multimedia content is organized using tagging and RSS feeds. Students will learn how to find and share content through tagging and RSS feeds. Curriculum focus will be science and math based multimedia content for classroom use. Skills • Advance search techniques will aid in the search and evaluation of new media material. • Creative Commons and remixing of photos and video will be discussed. • Resources will be archived for future use using social bookmarking.
  4. 4. • The constant flow of information and multimedia (photos, videos and podcasts) will be harnessed using RSS readers. Session 2 Visual Literacy The importance of images in the classroom to enhance written word will be discussed. Imagery will be created and remixed using Photoshop, SMARTBoard Notebook, screen capture software and online photo editors. Images will be used to teach challenging concepts. Photos will be shared and integrated into classroom curriculum using photo sharing sites. Techniques for data collection will be taught (usb probes and online surveys). Data visualizations will be created to analyze and develop questions from the data. Student assessment through imagery with Vociethread and Glogster. Skills • Basic Photoshop menus, layers, image size and resolution. • SMARTBoard Notebook image capture and editing to develop interactive whiteboard lessons. • Photo tagging and sharing through sites like Flickr and Picasa. • Data collection and data visualization using Google Forms. • Vernier USB Science probes collect scientific lab data. • Voicethread and Glogster creation. Session 3 Animation and Games Students will create interactive animations using Scratch, Macromedia Flash and Google Earth. Games will be created using SMARTBoard Notebook. Animation will be used to enhance content and recreate a real world scenario in a virtual context. Skills • Macromedia Flash Basics, interactions and enhancements. • Scratch basic cards. • Google Earth place markers and tours. • SMARTBoard Lesson Activity Tool Kit Session 4 Podcasting as a learning and assessment tool. Students will create a series of screencasts to use as a class podcast. The importance of student publishing will be discussed. Screencast videos will be used to create a podcast RSS feed and submitted to iTunes for distribution. With iPods in the classroom what role does the cell phone have in learning? A guest speaker will discuss North Rockland’s 5th grade Cell Phones in Learning Project. SMARTBoard Clickers will be demonstrated but cell phones will be shown as an alternative. Skills • Create screencasts using SMARTBoard recorder and Jing.
  5. 5. • Create RSS feeds of created videos. • Distribute videos to create a podcast. • Create response systems questions for SMARTBoard clickers. Session 5 Virtual Learning Communities How are virtual learning communities going to change education? How do you maintain a Personal Learning Network to continue to grow as a teacher? Does the read/write web effect teacher development and student work? Learning goes beyond class time and classroom walls. Teachers and students need to cultivate online learning communities to grow, learn and keep up with technology. Skills • Using social networking to teach and receive professional development. • Blog and comment to reflect and learn. • Participate in Wikis to collaborate. Presentation of a lesson plan that integrates technology reviewed in the course. Online Resources: Google Advance Search http://www.google.com.au/advanced_search Delicious Social Bookmarking http://www.delicious.com/ Google Reader http://www.google.com/reader/view/ Flickr http://www.flickr.com/ Picasa http://picasa.google.com/ Voicethread http://voicethread.com/ Glogster http://www.glogster.com/ Scratch http://scratch.mit.edu/ Google Earth http://www.google.com/earth/index.html Twitter http://twitter.com/ Learning Objects http://www.reusability.org/read/ SCORM compliance
  6. 6. http://en.wikipedia.org/wiki/SCORM Learning Spaces Online http://elearningspace.org/ Creating electronic books http://www.mcps.k12.md.us/curriculum/littlekids/resources/ebooks/ebook_how_to.pdf http://eduscapes.com/tap/topic93.htm Write your own stories with icons http://www.kids-space.org/forms/story/formS_month.html Wiki spaces for teachers http://www.wikispaces.com/site/for/teachers100K? token=5f69bc30b2eff79842f62e48ae37517c Blogs http://www.bloglines.com/ Wikipedia http://www.wikipedia.com Games (Search Google: interactive activities with animation) http://www.largeanimal.com/ http://www.ada.org/public/games/index.asp http://www.eschoolonline.com/company/guided_games.html http://www.exploratorium.edu/learning_studio/cool/physics.html Science http://www.hhmi.org/biointeractive/ BrainPop http://www.brainpop.com/ Create animations http://fluxtime.com/ Search Tools http://www.google.com http://cybersleuth-kids.com/sleuth/Web_Design/Animations/index.htm http://www.kidsclick.org/ Teaching with Movies http://www.teachwithmovies.org/ Google Apps http://www.google.com/a/ In addition to class attendance, participation in class and online activities, punctuality, completion of class and outside readings, the following criteria will also influence grading:
  7. 7. Quality of oral/written work (e.g. organization, presentation, knowledge of subject matter, neatness/legibility, scholarly format) Quality of oral/written English (e.g. spelling, punctuation, grammar, usage, etc.) Assignments are to be completed following scholarly format and personal/professional integrity. All information from research MUST BE cited and referenced appropriately using APA 6th Edition format. Breaches of academic integrity (plagiarism) in any form will be penalized with an F in the course and may result in removal from the program. Kindly mute all cellphones/electronic devices and refrain from all forms of texting during class meetings to maintain a scholarly, distraction-free environment. An assumption of this class includes the realization by all students that this is a graduate level course. As such the time commitment and scholarliness required for a satisfactory grade are implicit responsibilities of the student. If accommodations are required, please make certain that you speak confidentially with your professor at the beginning of the course. Also, please contact the Office of Special Services at Rosary Hall at 845-848-4035. All assignments are due by 11:59:59 EST on the dates posted unless otherwise advised. Late assignments will not be graded nor will they receive credit. A minimum grade of B is required in all courses in the EdMedia/Technology program. Failure to earn a B will necessitate a repeat of the course in order for the student to successfully complete the program; however, only one course in the program may be repeated. Undocumented lateness to class of up to ½ hour will result in ½ absence; undocumented lateness beyond ½ hour will be marked as absence. More than one absence in the class will result in a failing grade for the course. Time missed due to class absence will need to be made up according to program policy/instructor requirements AND will result in grade reduction.