This document is a syllabus for an EDTECH 513 course during summer 2010. It provides information about the instructor, course description and objectives, required textbook, software, hardware requirements, schedule and assignments. The course will apply multimedia learning principles to software projects and teach skills in designing effective multimedia presentations and instruction using technology tools. Students will complete discussion posts and projects applying principles of multimedia learning and instructional design.
This document provides information about an online graduate course called "Theoretical Foundations of Educational Technology" taught in the fall of 2009. It includes the instructor's contact information, a course description, objectives, required textbooks, software and equipment needs, policies, and a student code of conduct. The course explores classic and contemporary learning theories and their application to educational technology. Students will learn to compare and apply different theoretical approaches and think critically about the field. Assignments are due weekly and original work is expected, following Boise State University's academic integrity policy.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
This document provides information about an online course on online course design offered at Boise State University in fall 2009. The 3-credit graduate course will be taught online using the Moodle learning management system. It will guide students through the process of designing an online course, including conducting needs assessments, defining goals and objectives, designing instructional lessons and materials, and assessments. Students will create a fully developed online course as part of the requirements. The course goals are listed as identifying best practices in online course design, applying an instructional design model to create an online course, and applying principles of visual design. Required textbooks and software are also outlined.
This document provides information about an online educational technology integration course offered at Boise State University in spring 2010. The 3-credit course examines strategies for integrating technology into K-12 classrooms using various software, the internet, and other tools. Over the course of the semester students will work on assignments to develop skills in areas like locating educational research, developing technology-supported lessons, and identifying assistive technologies. The course is taught by Dr. Jackie Gerstein and includes weekly blog reflections, development of technology resources and lessons, and a final thematic unit project. Grading policies and assignment due dates are also outlined.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
The document proposes integrating elearning into middle and high school curriculums in the Boulder Valley School District. It would start with augmenting biology/science classes with an online learning track to provide a more visual and interactive learning experience. The online portion would include tutorials, expanded course materials and resources. It outlines the advantages, disadvantages, goals and provides details on content development, implementation, evaluation, technical specifications, budget, timeline and marketing. The overall goal is to help students develop 21st century skills and become comfortable with online learning.
The document discusses a presentation for a project to implement e-learning in Jamaican schools. It provides an overview of the project's genesis, purpose, scope, components and achievements to date. The project aims to improve education quality using technology. It has provided instructional materials, infrastructure, teacher training and remedial support to 180 institutions and over 260,000 students across 11 subjects since 2006. Challenges and strategies to complete the project by 2009 are also discussed.
This document provides information about an online graduate course called "Theoretical Foundations of Educational Technology" taught in the fall of 2009. It includes the instructor's contact information, a course description, objectives, required textbooks, software and equipment needs, policies, and a student code of conduct. The course explores classic and contemporary learning theories and their application to educational technology. Students will learn to compare and apply different theoretical approaches and think critically about the field. Assignments are due weekly and original work is expected, following Boise State University's academic integrity policy.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
This document provides information about an online course on online course design offered at Boise State University in fall 2009. The 3-credit graduate course will be taught online using the Moodle learning management system. It will guide students through the process of designing an online course, including conducting needs assessments, defining goals and objectives, designing instructional lessons and materials, and assessments. Students will create a fully developed online course as part of the requirements. The course goals are listed as identifying best practices in online course design, applying an instructional design model to create an online course, and applying principles of visual design. Required textbooks and software are also outlined.
This document provides information about an online educational technology integration course offered at Boise State University in spring 2010. The 3-credit course examines strategies for integrating technology into K-12 classrooms using various software, the internet, and other tools. Over the course of the semester students will work on assignments to develop skills in areas like locating educational research, developing technology-supported lessons, and identifying assistive technologies. The course is taught by Dr. Jackie Gerstein and includes weekly blog reflections, development of technology resources and lessons, and a final thematic unit project. Grading policies and assignment due dates are also outlined.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
The document proposes integrating elearning into middle and high school curriculums in the Boulder Valley School District. It would start with augmenting biology/science classes with an online learning track to provide a more visual and interactive learning experience. The online portion would include tutorials, expanded course materials and resources. It outlines the advantages, disadvantages, goals and provides details on content development, implementation, evaluation, technical specifications, budget, timeline and marketing. The overall goal is to help students develop 21st century skills and become comfortable with online learning.
The document discusses a presentation for a project to implement e-learning in Jamaican schools. It provides an overview of the project's genesis, purpose, scope, components and achievements to date. The project aims to improve education quality using technology. It has provided instructional materials, infrastructure, teacher training and remedial support to 180 institutions and over 260,000 students across 11 subjects since 2006. Challenges and strategies to complete the project by 2009 are also discussed.
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
40 ICT within 40 minutes - the presentation behind the session shown at the SSAT conference in June 2008 - file available for download and further discussion at EffectiveICT.co.uk
The document discusses features of Technetto's Classroom product, which is a learning management system. It provides tools for educators to create online courses, control access, upload and share materials, conduct exams and quizzes, track attendance and grades, and communicate with students. Some key capabilities include hosting both fully online and blended courses, integrating with other systems via authentication and SMS, and providing customizable user roles, course formats, and grading options. The goal is to help educators effectively deliver instruction both online and in-person.
This document provides an overview of East Stroudsburg University's Disability Services department and their plan to update assistive technology. It details the university's history and demographics. The disability services department assists about 400 students and has its own assistive technology department. The plan involves stakeholders from administration, communications, curriculum and instruction, and technology. The mission is to assist students with their assistive technology needs and the vision is to have an organized, compatible service in five years through software and hardware updates. The plan also discusses establishing partnerships to provide alternative textbook formats.
Using iPads to Enhance Teaching and Learning by Joe DalePeggy George
Joe is an independent Modern Foreign Languages and technology consultant from the Isle of Wight, UK. He has been speaking at conferences and virtual conferences since 2006 and works with major language associations in UK and internationally. He is the host of the TES MFL forum (http://community.tes.co.uk/forums/28.aspx) and MFL portal manager for the OU’s Vital programme (http://www.core-ed.org.uk/activities/ou-vital-2013-a-joint-project-with-open-university). Joe's blog: www.joedale.typepad.com Joe shared his most recent research on ipads and his experience and knowledge about using iPads to enhance teaching and learning. Classroom 2.0 LIVE presentation 01-12-13 Recordings and Livebinder links: http://live.classroom20.com/1/post/2013/01/using-ipads-to-enhance-teaching-and-learning.html
The document outlines a 7-step process for creating an effective eLearning program:
1. Assess current learning content, learners, and systems.
2. Convert existing content and create new content according to eLearning standards.
3. Develop an online learning system (LMS) to deliver the content. Consider vendor vs internal options.
4. Implement the program through marketing and obtaining executive buy-in to change organizational mindsets.
5. Evaluate the program effectiveness through metrics and feedback.
6. Modify the program based on evaluation results.
7. Regularly monitor the program for ongoing improvement.
This document is Yousuf Al-Khanbashi's graduation project report from 2009 at Sultan Qaboos University. The project aimed to integrate Web 2.0 technologies into instructional processes to help teachers and students find open resources and facilitate learning. Key aspects included using video and blog platforms, creating interactive learning environments, and providing freedom and effective self-directed study. Evaluation found positive attitudes towards Web 2.0 tools but that most students and teachers needed training to effectively use them. The project helped address a lack of educational resources and allowed knowledge sharing.
The document outlines an intermediate induction program for an e-learning project, including introductions, mentor training, using learning repositories, and workshop dates. It provides an overview of the program planning process and requirements such as draft delivery templates. Potential delivery strategies, tools, and a communication model are also presented.
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
This document provides an agenda for a workshop on blended learning. It introduces the presenters Tanya Joosten and Amy Mangrich and their relevant experience. It then discusses what blended learning is and poses 10 questions to help redesign a course for blended learning. The rest of the document outlines sample content, activities, and assessments that could be used in an blended course on organizational communication. It provides strategies for integrating online and face-to-face components and assessing student work in a blended format.
This proposal outlines an e-learning courseware on the craft of batik for art students. It will contain videos, interactive exercises, and games to teach students the history, types, and process of making batik. The goal is to provide accessible instruction for students who only have one hour per week of class time to learn batik. The courseware will guide students step-by-step through the basics of batik and allow them to practice skills through interactive exercises that provide feedback. It is designed to make learning batik less mystifying and help students gain confidence in working with the unfamiliar art form.
This document discusses the author's views on incorporating technology into secondary school classrooms based on their experiences in an education technology course. Some key points:
- The author's master teacher discouraged technology use but the education technology course prepared the author to thoughtfully integrate tech.
- Connecting school to students' digital lives outside of school is important for engagement.
- Nearpod is an engaging presentation tool for interactive lessons on student devices.
- Technology can benefit students with special needs and those absent through virtual class options.
- Technology often fails, requiring backup plans, and many schools lack resources to provide devices for all students.
E-learning, satellite learning, and social networking technologies are being used in education to provide more flexible and accessible learning opportunities. These technologies allow students to learn remotely through online courses, virtual classrooms, and networking with peers. While offering cost and time savings over traditional in-person education, these technologies also raise concerns about isolation and over-reliance on technology. Overall, emerging technologies are expanding educational access for students in various settings like K-12, higher education, and corporate training.
The document discusses e-content development for effective learning. It begins by defining synchronous and asynchronous learning and describes virtual classrooms and adaptive learning. It then discusses various tools for creating, editing, and publishing multimedia content like graphics, audio, video, and more. Authoring tools are presented for developing e-learning content like Adobe Captivate, Articulate Storyline, and iSpring Suite. Learning management systems (LMS) are introduced for administering, tracking, and delivering online courses. Popular open-source LMS like Moodle, Canvas, and Open edX are highlighted. The document concludes by emphasizing engagement and personalization when developing online courses.
This 3-credit course on using the internet for education will be held from January to May 2009. The instructor is Amanda Chase, located in Pittsburgh, PA, who can be contacted via email, instant messenger, or discussion board. Students will learn to create websites using HTML, CSS, and Dreamweaver, develop online learning activities, and apply principles of accessibility and copyright. Assignments include discussions, curriculum projects, and a final virtual field trip or webquest. The course aims to help students locate and evaluate online resources, design digital curriculum, and apply instructional strategies on the internet.
This document summarizes the technology plan of the Disability Services department at East Stroudsburg University from 2012-2015. It provides an overview of the university and department demographics, stakeholders, and an assessment of current technologies. The plan identifies goals and objectives to update hardware/software, provide laptops and training to students, and ensure staff have the skills to use assistive technologies. The budget analysis shows funding was spent on conferences, publishing, and computers. The plan aims to make education fully accessible to students with disabilities.
The document discusses the use of technology in teaching and learning. It defines technological literacy and explains why technology should be integrated into the classroom. Benefits are outlined for both teachers and learners, including active engagement, meeting varying needs, and developing life skills. Barriers to technology integration are also examined, along with strategies for motivating teachers. The role of formative assessment and differentiation using ICT is explored. Web 2.0 tools that can be used are provided as examples.
This document summarizes a webinar presentation about using webinars in K-12 education. It discusses why schools are incorporating more online learning and webinars, provides examples of how teachers can use webinar platforms like DimDim to provide instruction, and outlines best practices for conducting an effective webinar session, including being well prepared, allowing participant interaction, and addressing any technical difficulties that arise.
Linda suggests updating the Terms of Service for Mixbook to allow teachers to create accounts for students under 13 with parental permission. She also provides suggestions if a separate education version of Mixbook is created, such as limiting links to outside books and making icons larger for easier use. Linda is interested in an intern position if the duties can be done online since she has social media experience with her Chihuahua Sparky's Facebook page.
Albert Rizzo conducts research on using virtual reality systems for assessment, training, and rehabilitation of spatial abilities, attention, memory, executive function, and motor skills. He investigates VR applications for exposure therapy for social phobia and role-playing for anger management. His latest project translates graphics from a video game into an exposure therapy application for combat-related PTSD. His research focuses on applying VR simulation technology to better serve users, clients, and patients beyond traditional tools and methods.
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
40 ICT within 40 minutes - the presentation behind the session shown at the SSAT conference in June 2008 - file available for download and further discussion at EffectiveICT.co.uk
The document discusses features of Technetto's Classroom product, which is a learning management system. It provides tools for educators to create online courses, control access, upload and share materials, conduct exams and quizzes, track attendance and grades, and communicate with students. Some key capabilities include hosting both fully online and blended courses, integrating with other systems via authentication and SMS, and providing customizable user roles, course formats, and grading options. The goal is to help educators effectively deliver instruction both online and in-person.
This document provides an overview of East Stroudsburg University's Disability Services department and their plan to update assistive technology. It details the university's history and demographics. The disability services department assists about 400 students and has its own assistive technology department. The plan involves stakeholders from administration, communications, curriculum and instruction, and technology. The mission is to assist students with their assistive technology needs and the vision is to have an organized, compatible service in five years through software and hardware updates. The plan also discusses establishing partnerships to provide alternative textbook formats.
Using iPads to Enhance Teaching and Learning by Joe DalePeggy George
Joe is an independent Modern Foreign Languages and technology consultant from the Isle of Wight, UK. He has been speaking at conferences and virtual conferences since 2006 and works with major language associations in UK and internationally. He is the host of the TES MFL forum (http://community.tes.co.uk/forums/28.aspx) and MFL portal manager for the OU’s Vital programme (http://www.core-ed.org.uk/activities/ou-vital-2013-a-joint-project-with-open-university). Joe's blog: www.joedale.typepad.com Joe shared his most recent research on ipads and his experience and knowledge about using iPads to enhance teaching and learning. Classroom 2.0 LIVE presentation 01-12-13 Recordings and Livebinder links: http://live.classroom20.com/1/post/2013/01/using-ipads-to-enhance-teaching-and-learning.html
The document outlines a 7-step process for creating an effective eLearning program:
1. Assess current learning content, learners, and systems.
2. Convert existing content and create new content according to eLearning standards.
3. Develop an online learning system (LMS) to deliver the content. Consider vendor vs internal options.
4. Implement the program through marketing and obtaining executive buy-in to change organizational mindsets.
5. Evaluate the program effectiveness through metrics and feedback.
6. Modify the program based on evaluation results.
7. Regularly monitor the program for ongoing improvement.
This document is Yousuf Al-Khanbashi's graduation project report from 2009 at Sultan Qaboos University. The project aimed to integrate Web 2.0 technologies into instructional processes to help teachers and students find open resources and facilitate learning. Key aspects included using video and blog platforms, creating interactive learning environments, and providing freedom and effective self-directed study. Evaluation found positive attitudes towards Web 2.0 tools but that most students and teachers needed training to effectively use them. The project helped address a lack of educational resources and allowed knowledge sharing.
The document outlines an intermediate induction program for an e-learning project, including introductions, mentor training, using learning repositories, and workshop dates. It provides an overview of the program planning process and requirements such as draft delivery templates. Potential delivery strategies, tools, and a communication model are also presented.
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
This document provides an agenda for a workshop on blended learning. It introduces the presenters Tanya Joosten and Amy Mangrich and their relevant experience. It then discusses what blended learning is and poses 10 questions to help redesign a course for blended learning. The rest of the document outlines sample content, activities, and assessments that could be used in an blended course on organizational communication. It provides strategies for integrating online and face-to-face components and assessing student work in a blended format.
This proposal outlines an e-learning courseware on the craft of batik for art students. It will contain videos, interactive exercises, and games to teach students the history, types, and process of making batik. The goal is to provide accessible instruction for students who only have one hour per week of class time to learn batik. The courseware will guide students step-by-step through the basics of batik and allow them to practice skills through interactive exercises that provide feedback. It is designed to make learning batik less mystifying and help students gain confidence in working with the unfamiliar art form.
This document discusses the author's views on incorporating technology into secondary school classrooms based on their experiences in an education technology course. Some key points:
- The author's master teacher discouraged technology use but the education technology course prepared the author to thoughtfully integrate tech.
- Connecting school to students' digital lives outside of school is important for engagement.
- Nearpod is an engaging presentation tool for interactive lessons on student devices.
- Technology can benefit students with special needs and those absent through virtual class options.
- Technology often fails, requiring backup plans, and many schools lack resources to provide devices for all students.
E-learning, satellite learning, and social networking technologies are being used in education to provide more flexible and accessible learning opportunities. These technologies allow students to learn remotely through online courses, virtual classrooms, and networking with peers. While offering cost and time savings over traditional in-person education, these technologies also raise concerns about isolation and over-reliance on technology. Overall, emerging technologies are expanding educational access for students in various settings like K-12, higher education, and corporate training.
The document discusses e-content development for effective learning. It begins by defining synchronous and asynchronous learning and describes virtual classrooms and adaptive learning. It then discusses various tools for creating, editing, and publishing multimedia content like graphics, audio, video, and more. Authoring tools are presented for developing e-learning content like Adobe Captivate, Articulate Storyline, and iSpring Suite. Learning management systems (LMS) are introduced for administering, tracking, and delivering online courses. Popular open-source LMS like Moodle, Canvas, and Open edX are highlighted. The document concludes by emphasizing engagement and personalization when developing online courses.
This 3-credit course on using the internet for education will be held from January to May 2009. The instructor is Amanda Chase, located in Pittsburgh, PA, who can be contacted via email, instant messenger, or discussion board. Students will learn to create websites using HTML, CSS, and Dreamweaver, develop online learning activities, and apply principles of accessibility and copyright. Assignments include discussions, curriculum projects, and a final virtual field trip or webquest. The course aims to help students locate and evaluate online resources, design digital curriculum, and apply instructional strategies on the internet.
This document summarizes the technology plan of the Disability Services department at East Stroudsburg University from 2012-2015. It provides an overview of the university and department demographics, stakeholders, and an assessment of current technologies. The plan identifies goals and objectives to update hardware/software, provide laptops and training to students, and ensure staff have the skills to use assistive technologies. The budget analysis shows funding was spent on conferences, publishing, and computers. The plan aims to make education fully accessible to students with disabilities.
The document discusses the use of technology in teaching and learning. It defines technological literacy and explains why technology should be integrated into the classroom. Benefits are outlined for both teachers and learners, including active engagement, meeting varying needs, and developing life skills. Barriers to technology integration are also examined, along with strategies for motivating teachers. The role of formative assessment and differentiation using ICT is explored. Web 2.0 tools that can be used are provided as examples.
This document summarizes a webinar presentation about using webinars in K-12 education. It discusses why schools are incorporating more online learning and webinars, provides examples of how teachers can use webinar platforms like DimDim to provide instruction, and outlines best practices for conducting an effective webinar session, including being well prepared, allowing participant interaction, and addressing any technical difficulties that arise.
Linda suggests updating the Terms of Service for Mixbook to allow teachers to create accounts for students under 13 with parental permission. She also provides suggestions if a separate education version of Mixbook is created, such as limiting links to outside books and making icons larger for easier use. Linda is interested in an intern position if the duties can be done online since she has social media experience with her Chihuahua Sparky's Facebook page.
Albert Rizzo conducts research on using virtual reality systems for assessment, training, and rehabilitation of spatial abilities, attention, memory, executive function, and motor skills. He investigates VR applications for exposure therapy for social phobia and role-playing for anger management. His latest project translates graphics from a video game into an exposure therapy application for combat-related PTSD. His research focuses on applying VR simulation technology to better serve users, clients, and patients beyond traditional tools and methods.
Mixbook offers a free education program that provides digital storytelling tools for teachers and students. The program offers collaborative classroom tools for creating and sharing photo books, a secure environment for sharing work, and discounts on printed books. Teachers say Mixbook engages students in writing and creates interactive ebooks, allows students to demonstrate learning, and is a comfortable tool for telling stories through book creation. Example student projects highlighted include chronicling famous Americans, exploring children's rights in Kenya by creating a fundraising book, and documenting a class trip to Egypt.
The document is the May 2009 issue of The Voice, the student newspaper of Copper Mountain College. It includes articles on 17th century metaphysical poets, Noah Purifoy's art park in Joshua Tree, important upcoming dates at the college including graduation ceremonies for various health sciences programs. It also includes sections on sudoku puzzles, clubs and committees, a word search, and interesting facts.
This document provides an overview and syllabus for an introductory educational technology course. The course will cover the field of educational technology, technology planning, issues and concerns, and research related to educational technology. Assignments include a technology use plan, needs assessment, and research synthesis paper. Students will develop leadership skills and gain understanding of research, standards, and policies regarding educational technology integration. The course goals are to provide a comprehensive overview and promote effective use of technology for teaching and learning.
This course provides an overview of educational technology for K-12 education. Students will explore key topics like leadership, equity issues, standards, research trends, and more. The goals are to understand the field, promote effective technology use, and analyze related issues and research. Assignments include a needs assessment, technology plan critique, outline and paper synthesizing research, and developing a technology plan presentation. The plan will address collaboration, resources, evaluation, and aligning technology goals with the district's mission. Weekly readings, discussions, and assignments will cover the various topics and standards.
This document provides information for students taking an online course on online course design at Boise State University in fall 2010. It outlines important dates and contact information for the instructor, describes the goals and topics to be covered in the course, lists required textbooks and software, and provides the overall schedule and assignments for the semester. Students will apply principles of instructional design to create their own fully developed online course over the course of the semester. Communication will primarily occur via email and online discussion boards.
Udl technology tools for support webinarKaren Brooks
This document provides an overview of Universal Design for Learning (UDL), including its principles and various technology tools that can help implement UDL. UDL is an educational framework that provides flexible methods, materials and assessments to accommodate individual learner needs. The document lists and links to numerous free and online UDL tools for areas like reading, writing, planning, graphics/videos, and internet research. Implementation examples and resources from school districts are also referenced.
Tools for Designing Distance Learning InstructionMarsha J. Chan
The document provides an overview of an instructor certification course that trains faculty to develop distance learning courses using best practices. The 8-module course covers topics like pedagogy, course design tools, software applications, audio/video content, and accessibility guidelines. It introduces tools for creating online learning objects and resources to support online instruction. The course aims to help participants describe various design tools, identify appropriate tools for specific purposes, and incorporate tools in developing online course elements while following ADA accessibility standards.
The document discusses various topics related to literacy and technology including understanding different types of software, creating and protecting computer information, and presentation tools like blogs and podcasts. Specific software applications are also described for creating websites, managing student information, designing presentations, and more. The importance of backing up files, dealing with issues like copyright laws and cyberbullying, and using freeware programs are also covered.
This document discusses using digital media and interactive software to support teaching and learning. It provides examples of Prezi, Zotero, Omeka, and Audacity that can be integrated into lessons. Prezi is an online presentation tool that allows creating navigable virtual canvases instead of slides. Zotero is a bibliography tool and plugin that allows bibliographic management and online citation capture. Omeka is an online exhibition tool for creating collections-based, web-based publications. Audacity is open-source audio editing software that allows creating and editing multi-track audio files like those used in physical education lessons.
The document discusses using online collaborative environments and online learning environments to build information communities and participate in online courses. It recommends incorporating the Learning Place and BlackBoard into learning experiences. For example, it suggests using tools like Microsoft PowerPoint and Windows Media Encoder to create interactive learning files and record demonstrations that can be accessed anytime. Overall, the document provides guidance on utilizing various digital tools and online resources to support eLearning.
The document provides an overview of various free software tools that can be used for teaching and learning, including tools for social bookmarking, wikis, blogging, video conferencing, creating games and presentations, and office applications. It also discusses questions to consider when selecting software and lists several reference websites for finding educational software. Key software tools discussed include Delicious, WikiSpaces, VoiceThread, Skype, Google Docs, and Blogger.
This document contains answers to 11 questions about various internet-related topics such as the definition of a webquest, PDF files, file extensions like .exe, examples of Web 2.0 technologies, and how to translate phrases online. It was created for a class assignment to demonstrate proficiency with searching for information online using tools like search engines and websites. The document provides basic information about internet applications and resources that could benefit students, parents, and educators for educational purposes.
SJA Tech Integration: Intro Meeting - 1/24/08 - No Audiojseamon
The document discusses potential technology integration projects at St. Johnsbury Academy, including creating an online community portal called Academics Manager for classes, developing wikis and advanced course management systems, using tablet PCs and document/media sharing tools, establishing podcasting and videocasting, implementing social bookmarking and open source software, conducting online surveys, and utilizing voice/video collaboration platforms. Next steps proposed are to make policy recommendations, form an Executive Technology Committee, and design a technology boot camp for students.
This document discusses using Web 2.0 tools in the classroom and provides examples of specific tools. It begins by explaining what Web 2.0 is and the advantages of using these collaborative online tools in education. Examples of tools are then given in different categories like word clouds, dictionaries, comic creators, presentations, photo editing, and mind mapping. Specific websites demonstrating these tools are highlighted along with educational uses for each one.
The document discusses different types of educational software that can be used in classrooms. It describes authoring systems which allow users to create multimedia applications. Reference software gives students access to resources like dictionaries and encyclopedias. Tutorial software creates step-by-step guides to help people learn. Educational gaming software combines gaming and education. Some advantages of educational software are organizing content, tracking student progress, reducing costs and workloads, and enhancing performance. However, educational software can be difficult to get and keep student attention, hard to choose the right software, and not suitable for all learners.
The document discusses how technology should be integrated into school curriculum to prepare students for the 21st century. It outlines key 21st century goals like communication, collaboration, creativity, and critical thinking skills. Various tools are presented that can help develop these skills at different grade levels, such as video editing software, file sharing platforms, and programs to practice critical thinking. The presenter argues that while technology alone does not equal 21st century learning, it provides useful tools to effectively teach these important skills.
The document discusses Learner Management Systems (LMS) and focuses on Moodle as a free and open-source LMS. It provides an overview of Moodle's characteristics and functionality, including content delivery and assessment tools, collaboration features, and how Moodle supports constructivist learning models. Implementation tips are provided, such as planning delivery, linking activities to assessment, determining support needs, and considering external hosting options.
This document discusses using digital media software to support teaching and learning. It provides two examples of Bible study software - e-Sword and WordSearchBible. E-Sword is free but not cross-platform, and has a growing library of premium modules. WordSearchBible is now cross-platform and syncs across devices, providing many free modules regularly, but LifeWay has several Bible apps that are not well unified. The document analyzes the benefits and drawbacks of each software.
The document discusses tools that can be used to take projects beyond PowerPoint, including blogs, vlogs, podcasts, screen casts, Second Life, and video conferencing. It explores collaborating tools like Skype and Oovoo, publishing platforms like websites and YouTube, and design software like Sweet Home 3D. Educators are encouraged to consider how these types of tools can be incorporated into projects for launching, collaboration, or final products. Reflection is requested on tools that could be used, challenges of enabling access, and next steps for adoption.
Tech 571 taylor mounts design principals module 3taylormounts
This document discusses principles for instructional design in distance learning environments. It discusses the importance of diversified instruction, communication and feedback, and collaboration. For diversified instruction, it is important to assess students' prior knowledge and provide a variety of ways for students to engage with course content, such as through case studies, journals, and online projects. Communication can occur through email, discussion forums, and video/audio conferencing to provide feedback. Collaboration allows students to interact, share knowledge, and build a sense of community through activities like wikis, blogs and cloud-based storage. Software like Moodle and Manhattan can be used to host course content and materials to support learner interaction.
Project Aims to:
make their hybrid classes more creative;
follow the trend of technology; and
apply the knowledge of technology in their daily lives as students.
This is an informational slideshow provided for members of the Graduate Student Association of the Department of Educational Technology at Boise State University.
This syllabus outlines an online course on technical and grant writing. The course will guide students in analyzing and improving their writing styles for both online and print documents. It will also cover the key elements of successful grant writing. Students will develop a technology project proposal and design a website and grant proposal to request funding. The course objectives are to produce effective written communication for different audiences and apply the skills of technical writing. Students will complete writing assignments, discussions, and a final project developing a full technology project proposal and grant application.
This document provides an overview and syllabus for the course "EDTECH 506: Instructional Message Design". The course introduces principles of visual literacy and graphic design techniques for instructional media development. Students will learn how to select and combine visual and text representations to effectively communicate instructional information. Over the 16-week online course, students will explore principles of visual learning and apply them to instructional design. The course aims to help students design effective graphics for learning based on evidence from behavioral and cognitive psychology. By the end of the course, students should be able to integrate multiple instructional messages and media to achieve learning goals.
This document provides a course syllabus for an instructional design graduate course. It outlines the instructor's contact information, course description and goals, assignments and grading breakdown. The major assignment is an instructional design project where students will apply the systematic instructional design process to create an instructional product. Other assignments include reading notes, quizzes, discussion posts and administrative tasks. The syllabus outlines expectations for both students and the instructor to ensure a productive learning experience.
This document outlines the terms of use for Mixbook.com, an online photo book and scrapbook creation service. It states that by using the service, users agree to abide by these terms. Key points include that users must be 13 or older, Mixbook can change fees and policies at any time, and users are responsible for payment and agree not to post illegal or harmful content. Mixbook owns all content and can terminate accounts at its discretion.
This document outlines the terms of use for Mixbook, an online photo book and publishing service. Key points:
- Mixbook is not responsible for any third party content on the site.
- By using the site, users agree to not post illegal, offensive, or harmful content.
- Mixbook reserves the right to change fees and policies at any time.
- Mixbook limits its liability and disclaims warranties for the service and any content.
The document provides step-by-step instructions for completing tasks in Microsoft Publisher to produce a 4-page template of "The Voice" newspaper for the Associated Students of Copper Mountain College. The instructions are divided into 5 sections covering editing text, inserting and aligning graphics, choosing colors from the college's palette, and using the spell check tool. Following the steps will allow students to produce the template with 100% accuracy within 59 minutes.
The document summarizes a comparison of the home pages and online features of 5 community colleges, including Copper Mountain Community College. It finds that CMC has several negative unique features, including a home page with 25 times more words than the lowest school and no online registration or access to grades. The other schools all allow online application, registration, access to grades and schedules. The document recommends CMC restructure its home page and add online registration and grades to be more attractive to online students.
The Dinner Garden is a 501(c)3 nonprofit that provides seeds and gardening education to hungry families. Since 2009, they have partnered with other organizations to help 65,000 people. Their director has received awards for her efforts to reduce hunger. They have infrastructure in place to help 50,000 more people, but lack the seeds. They are requesting assistance from the National Gardening Association to provide seeds so they can immediately help those on their waiting list.
The Dinner Garden Grant application seeks $1000 to expand their efforts in fighting hunger. They will use the funds to provide seed packets and gardening education to 100 families on their waiting list and purchase a weather station for a 4th grade lesson on weather and drought-resistant gardening techniques. The Dinner Garden has successfully distributed seeds to 65,000 families since 2009. However, demand is growing as hunger and drought increase, leaving 50,000 more families waiting. The grant would allow the nonprofit to better serve the community during this difficult time.
This document discusses using virtual environments and educational humanism to help people with challenges like autism and brain injuries. It reviews research showing that combining technology and humanistic principles can effectively facilitate learning by meeting physiological, social, and cognitive needs. Virtual reality systems using headsets, software and computers can elicit real-life reactions and modify behaviors. However, some learners experience negative side effects from virtual reality that create barriers, but these can be addressed through alternative software approaches without headsets. Research barriers are reduced by the ability to duplicate virtual program scenarios and through using avatars to display emotions.
This document outlines an adult education course on xeriscape landscaping offered at Morongo College. The course used a hybrid online and in-person format. It had 20 students and no budget, so subsequent classes would maintain the landscape. Course objectives included designing water-efficient landscapes, using safe work techniques, identifying suitable plants, and reducing water use. Students toured local landscapes, identified issues, and designed a xeriscape plan for their own home to practice applying what they learned.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
1. Syllabus, EDTECH 513 Summer 2010
Your Instructor
Barbara Schroeder, Ed.D.
Visiting Assistant Professor, Dept. of Educational Technology
Boise State University
Office Phone: 208-426-3831
Cell Phone: 208-991-4458
bschroed@boisestate.edu
Welcome! Gmail chat or Moodle messaging are the best ways to contact me during weekdays.
EdTech 513 Course Description
In this course you will be applying multimedia learning principles to multiple types of software,
demonstrating proficiency in multimedia learning principles. You can use these projects to help
other teachers create more effective multimedia presentations and improve your own instruction.
I look forward to learning and working with you during this summer session.
The EdTech Program
The Department of Educational Technology supports the study and practice of facilitating and
improving learning of a diverse population by creating, using, and managing appropriate
technological processes and resources. Believing technology is a tool that enhances and expands
the educational environment, we promote the use of current and emergent technologies for
teaching and learning in a dynamic global society. Educational technologists are leaders and
innovators, serving in institutions of higher education, public or private school settings, federal,
state or local educational agencies, and in education-related businesses in the private sector.
College of Education Conceptual Framework
Department of Education Technology Mission Statement
Course Objectives
In this course, you will:
apply design principles which specify optimal conditions for learning;
create instruction that takes into account all learners;
produce instructional materials which use multimedia;
demonstrate personal skill development using software applications of your choice;
apply principles of multimedia learning to the development of instructional messages
specific to the learning task;
select appropriate media to produce effective learning environments using technology
resources;
use presentation application software to produce presentations and supplementary
materials for instructional and professional purposes;
design and produce audio/video instructional materials which use computer-based
technologies;
use authoring tools to create effective hypermedia/multimedia instructional materials or
file:////psf/Home/Desktop/syllabi/513_syllabus/513_syllabus.html[3/1/2012 7:45:21 AM]
2. Syllabus, EDTECH 513 Summer 2010
products;
develop and prepare instructional materials and products for various distance education
delivery technologies;
develop effective Web pages with appropriate links using various technological tools; and
identify and apply copyright and fair use guidelines within practice.
Required Course Text
Required Text
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and
Designers of Multimedia Learning, 2nd Edition
Authors: Ruth Colvin Clark, Richard E. Mayer
ISBN: 978-0-7879-8683-4
Where to Buy Text?
Text should be ordered immediately if it has not already been purchased. You can buy at one of
the following locations:
Amazon (highly recommended!)
Boise State University Bookstore
Barnes and Noble
If you purchase from a web site such as Half or Ebay where you can purchase text books used
from individuals, please be aware that you may not receive your textbooks for several weeks
after your purchase date. If ever using these types of web sites, please purchase your books
several weeks in advance of the beginning of the course.
Required Software
Windows Mac
Anti-Virus Software ClamWin Free Anti-Virus
Norton Anti Virus
(Free or minimal cost) Norton Anti-Virus
Web editing software Dreamweaver Dreamweaver
Microsoft Office Microsoft: Mac
Application Tools
OpenOffice (free) OpenOffice (free)
Web Browsers
FireFox for Windows FireFox for Mac
(Free)
Flash Players
Quick Time Quick Time
(Free)
Quick Time
Quick Time Quick Time
(Free)
Image Editing Fireworks Fireworks
Software GIMP (free) GIMP (free)
Sound Audacity
recording/editing Audacity GarageBand (included in Mac OS
software (free) X)
file:////psf/Home/Desktop/syllabi/513_syllabus/513_syllabus.html[3/1/2012 7:45:21 AM]
3. Syllabus, EDTECH 513 Summer 2010
Jing Project (free) Jing Project (free)
Screen Capture
Camtasia (free trial) Camtasia for Mac (free trial)
Software Discounts
Students and educators are eligible for discounts for certain software. Two places you can
purchase software at a discount are: BSU Bookstore and Academic Superstore. Check there
before purchasing any software such as Dreamweaver.
Hardware Requirements
You will need a computer with speakers and Internet access. High speed Internet access yields
the best results in this class.
A microphone will be required for this course for sound recording and potential web
conferencing. A web-cam is also strongly recommended.
Schedule and Assignments
Boise State Academic Calendar: Please be aware of all deadlines and dates contained in the
BSU Academic Calendar, which can be accessed through BroncoWeb: Summer 2010 Academic
Calendar (PDF download)
EDTECH 513 Course Schedule
Dates Activities
June 7 - 13: Multimedia Questions: What do you know?
Learning Readings: Chapter 1, "About Authors"
(pp. 373-374), Chapter 2
Discussion DB#1: Examining Multimedia:
Ford Commercial (10 points)
Multimedia Home Page Assignment (30
points)
June 14 - 27: Multimedia & Readings: Chapters 3 & 4, Creative
Contiguity Principles Commons website
Discussion DB#2: Examining Multimedia:
Chevy Commercial (10 points)
Project 1: Multimedia Instruction (50
points)
June 28 - July 11: Modality & Readings: Chapter 5 & 6
Redundancy Principles Discussion DB#3: Learning Styles (10
points)
Project 2: Podcast (50 points)
July 12 - 18: Coherence Readings: Chapter 7
Principle Coherence Analysis (30 points)
July 19 - August 1: Readings: Chapter 8
Personalization Principle Discussion DB#4: Personalization Principle
(10 points)
Project 3: Digital Story (50 points)
Posting of Assignments: Detailed information about assignments will be posted in Moodle.
file:////psf/Home/Desktop/syllabi/513_syllabus/513_syllabus.html[3/1/2012 7:45:21 AM]
4. Syllabus, EDTECH 513 Summer 2010
Assignments begin on every Monday, and are typically due the following Sunday as posted.
Please check Moodle at least twice per week to read announcements and check for assignment
updates. Also, check your email at twice per week for course related correspondence.
Note that the default email address in Moodle is your BSU email address. Please check your
personal information in Moodle to see if the email address listed there is the one you with to be
contacted with. If not, please change it right away.
Assignment Submission: All assignments must be submitted by Sunday on the assigned due
dates in your assignment. Assignments will be submitted in various formats whether it is via
Discussion Board, Email, or posting to our student websites, etc. The methods will be outlined in
each weekly assignment.
Grades: Your assignments will be reviewed and posted within one week after the assignment
due date. Depending upon the assignment, you will receive a rubric with comments or receive
points earned for assignment completion. Please check the gradebook area by the Sunday
following the assignment due date.
If you do not have an assigned grade, please contact me.
Here is a list of the assignments and projects for this semester:
Assignments Points
DB#1: Examining Multimedia: Ford Commercial 10
Multimedia Home Page Assignment 30
DB#2: Examining Multimedia: Chevy Commercial 10
Project 1: Multimedia Instruction 50
DB#3: Learning Styles 10
Project 2: Podcast 50
Coherence Analysis 30
DB#4: Personalization Principle 10
Project 3: Digital Story 50
Grand Total Points 250
Accommodations: To request academic accommodations for a disability, contact the Office of
Disability Services, Admin 114, (208) 426-1583. Students are required to provide documentation
of their disability and meet with a Disability Specialist prior to receiving accommodations.
Information about a disability or health condition will be regarded as confidential.
Confidentiality and Privacy Statement: The Family Educational Rights and Privacy Act
(FERPA) affords students certain rights with respect to their education records. To read about
these rights, please go to
http://registrar.boisestate.edu/catalogs/ugrdcurrent/frontpages/chapter2/confidentiality.shtml
Faculty Initiated Drop: Please be advised that if you do not attend class at least once during
the first week, you will be dropped from class.
Grades
file:////psf/Home/Desktop/syllabi/513_syllabus/513_syllabus.html[3/1/2012 7:45:21 AM]
5. Syllabus, EDTECH 513 Summer 2010
Each assignment will be graded based on given criteria and a rubric. You can check your
progress in Moodle by clicking the Grades link on the left-hand navigation bar. Progress is
updated as assignments are evaluated throughout the semester.
Each assignment or project includes a rubric to guide your work. You can access and view
rubrics by clicking the Rubrics tab on the top menu bar. Please review the Discussion Forum
Guidelines for information on how you will be assessed in graded forums.
Grade Scale
A 225-250
B 200-224
C 175-199
D 150-174
F 149 & below
Course Expectations
Course work in EDTECH 513 for summer is divided into 8 weeks. Expect to spend approximately
8 - 15 hours per week on this course.
Course Prerequisites: In order to be successful in this course, you should:
1. have successfully completed EDTECH 502: Internet for Educators;
2. know how to build an HTML website using Dreamweaver;
3. know how to publish web pages;
4. have an edtech2 web folder or another web server you can publish web pages to;
5. know how to modify HTML and attach style sheets (CSS); and
6. be competent in downloading and installing software programs.
Time Management: It is a good idea to schedule specific times to work on your assignments
each week and keep the appointment with yourself. Plan to spend 8 - 15 hours per week on this
class. The amount of time actually needed will depend on entry-level skills. It is in your best
interest to start early on each assignment to give yourself time to fix technical problems or get
help before the due date passes.
The types of assignments and the level of interactivity vary from week-to-week. This is not a
self-paced course, and projects involving collaboration with peers are required. I will always try
my best to give clear directions on what, where, when, and how in the assignment instructions.
Communication with the instructor and/or students in the class can be readily accomplished
through the email, group functions, instant chat and in live optional synchronous sessions
offered in Adobe Connect. A Student Cafe is provided in the Discussion Board. This provides an
opportunity for you to visit with other class members and discuss topics related and not related
to this course.
I will provide as many opportunities for us to discuss questions and problems as a class as
possible. Please feel free to post announcements and questions to our course News Forum, as
many of your questions might apply to other classmates too.
file:////psf/Home/Desktop/syllabi/513_syllabus/513_syllabus.html[3/1/2012 7:45:21 AM]
6. Syllabus, EDTECH 513 Summer 2010
Standards Addressed in Course
The assignments in this course have been aligned to the Standards for the Accreditation of
School Media Specialist and Educational Technology Programs: http://www.aect-
members.org/standards/standards2004.doc
Standard Assignment
Standard 1: DESIGN
Candidates demonstrate the knowledge, skills, and dispositions to design conditions
for learning by applying principles of instructional systems design, message design,
instructional strategies, and learner characteristics.
Any of the
1.2 Message Design projects would
Message design involves planning for the manipulation of the apply to
physical form of the message. instructional
message design.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop
instructional materials and experiences using print, audiovisual, computer-based, and
integrated technologies.
Multimedia
Instruction:
Demonstrates
"static"
2.1 Print Technologies multimedia
Print technologies are ways to produce or deliver materials, such where audio is
as books and static visual materials, primarily through mechanical not used, but
or photographic printing processes. text and images.
Could be
produced as print
technologies if
needed.
Modality &
Redundancy
Principles
2.2 Audiovisual Technologies Project:
Audiovisual technologies are ways to produce or deliver materials Demonstrates
by using mechanical devices or electronic machines to present the use of audio
auditory and visual messages. and images to
create effective
instructional
materials.
Any of the
2.3 Computer-Based Technologies
projects would
Computer-based technologies are ways to produce or deliver
demonstrate this
materials using microprocessor-based resources.
item.
Digital
file:////psf/Home/Desktop/syllabi/513_syllabus/513_syllabus.html[3/1/2012 7:45:21 AM]
7. Syllabus, EDTECH 513 Summer 2010
Storytelling
Project:
Demonstrates
2.4 Integrated Technologies integrated use of
Integrated technologies are ways to produce and deliver materials audio and
which encompass several forms of media under the control of a transitioned
computer. images to create
a digital story,
accessible
through a
computer.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and
resources for learning by applying principles and theories of media utilization,
diffusion, implementation, and policy-making.
Coherence
Analysis: This
project
demonstrates the
3.1 Media Utilization discussion and
Media utilization is the systematic use of resources for learning. analysis of media
to demonstrate
understanding of
the Coherence
Principle.
Late Assignments
Sometimes situations occur that prevent us from working on our assignments on time especially
with many of your busy schedules. During the course, every student will be permitted one late
assignment without losing any points; however, the assignment cannot be turned in more than a
week late. Any other assignments that are late past this first initial late assignment will have
one letter grade per day deducted from it.
During the last two weeks of class, all assignments must be turned in on time and cannot be
submitted late.
The instructor is not responsible for any text or software that is not obtained in enough time to
complete the assignments.
Academic Honesty
For this course, we will be adhering to the BSU Student Code of Conduct along with generally
accepted Fair Use Policies for Instructors. We will also observe U.S. copyright laws in this
course. Several great links to copyright information are available on the BSU Academic
Technologies site at: http://itc.boisestate.edu/resource.htm
According to the BSU Student Code of Conduct: "Cheating or plagiarism in any form is
unacceptable. The University functions to promote the cognitive and psychosocial development
of all students. Therefore, all work submitted by a student must represent her/his own ideas,
concepts, and current understanding. Academic dishonesty also includes submitting substantial
file:////psf/Home/Desktop/syllabi/513_syllabus/513_syllabus.html[3/1/2012 7:45:21 AM]
8. Syllabus, EDTECH 513 Summer 2010
portions of the same academic course work to more than one course for credit without prior
permission of the instructor(s)."
For this course the following standards will be used:
All students are expected to create original works for each assignment. Projects and
papers written for other courses should not be reused for this class. To fairly assess each
student, original work is needed in order to assure everybody is receiving the most out of
the class and that the concepts are understood.
All project text should be original text written by each student. Any content that is
referenced or has small amounts of material quoted should be cited using APA format.
Images or other media used in projects should be original, used with permission, or come
from public domain. Terms and conditions for usage should be checked before being used.
In the event of academic dishonesty a complaint is filed with the BSU Student Conduct Office
with supporting documentation. This complaint remains on file and actions may be taken against
the student (e.g., loss or credit, reduction in grade, etc.).
Google Docs -- Web word processing, presentations and spreadsheets. Edit this page (if you have permission) | Report abuse
file:////psf/Home/Desktop/syllabi/513_syllabus/513_syllabus.html[3/1/2012 7:45:21 AM]