This document contains the syllabus for an instructional design course at Dominican College. The course will cover topics like using graphics, animation, games and mobile technologies for educational purposes, with a focus on math and science curricula. Students will learn skills like creating educational content and assessments using tools like Photoshop, Flash, podcasting and virtual learning communities. The course consists of 5 sessions held between November and January, with assignments due at the end of each session.

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. 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. 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. • 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. • 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. 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. 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.