This document provides a course syllabus for an EDTECH 513: Multimedia class. It outlines the instructor's contact information, course assignments and points, course objectives and activities, required textbook, software and hardware requirements, assignment due dates and policies, grading scale, course schedule, and conceptual framework. Students will complete discussion forums, assignments, and multimedia projects involving software like PowerPoint, Audacity, and screencasting tools. The goal is for students to demonstrate skills in applying multimedia design principles for effective instruction.

1. Course Syllabus EDTECH 513: Multimedia
Dr. K. Diane Hall
Spring 2010
Welcome!
Your Instructor:
Dr. K. Diane Hall
How to Contact Me:
Boise State email: khall1@boisestate.edu
Personal email : kdhall@amaonline.com
Cell Phone: 806.433.5947 (call or text)
What to expect:
• 7 Discussion Forums @ 50 points each =350 points
• 2 Assignments (Multimedia Homepage, Coherence Analysis) @ 100 points each = 200 points
• 4 Multimedia Projects (3 @ 100 points each and 1 @ 150 points) = 450 points
Total Course Points = 1000 points
In this project-based class, you will demonstrate your progress and application of various research-based
multimedia principles in an interactive, community-driven online course. To accomplish this, you will:
1. discover what you know (and don’t know!) about multimedia learning through taking a survey
during the first week of the course;
2. contribute to the class community through a class directory activity;
3. develop effective web pages using appropriate links by creating an EDTECH 513 home page and
links to your projects;
4. identify and apply appropriate copyright to your website, using Creative Commons licensing;
5. apply readings from assigned chapters from our textbook, E-Learning and the Science of
Instruction (ELSI) to help you complete your multimedia projects;
6. interact with your classmates through discussion forums ;
7. demonstrate personal skill development using appropriate software applications suggested by your
instructor or your own choice;
8. create original projects that either directly teach or apply multimedia design principles which
specify optimal conditions for learning;
9. create multimedia instruction that takes into account all learners;
10. use instructor-created rubrics to help you self-assess;
11. complete and polish a final website portfolio, showing all of your work; and
12. re-evaluate your answers to the initial course survey and discuss what you learned about
multimedia for instruction through a discussion forum activity.
You will begin with multimedia software you are very familiar with--PowerPoint, Keynote, or OpenOffice
Impress, and then move on to areas that you may not have as much or any experience with--audio recording
using Audacity, producing a digital story using Microsoft PhotoStory or VoiceThread, QuickTime Pro
embedded videos and "baby screens" on your website, and screencasting using Jing or Camtasia.
The textbook you should have BEFORE class starts:
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
Hardcover
496 pages (But don't worry, we won't be reading the entire book!)
The textbook for this class may be ordered online from amazon by clicking this link.
Boise State University Bookstore: http://www.boisestatebooks.com
Amazon: http://www.amazon.com

2. Hardware/Software
(View additional Hardware/Software Requirements for this course)
Current requirements for software and hardware for the EDTECH program can be found at
http://edtech.boisestate.edu/web/hardware.htm
Do not pay full price for your software! An academic discount is available for students and teachers with
proof of eligibility. The academic price can sometimes save you hundreds of dollars from the original cost.
Here are two places where you can obtain the academic (lower priced) versions of the software:
• Boise State Bookstore: http://www.boisestatebooks.com (Click Technology/Software)
• Academic Superstore: http://www.academicsuperstore.com (Search for titles)
Assignments
Course assignments are generally due on Sunday evenings. You should easily find links within the Module
information/instructions as well as the Submit Assignment tabs at the top of the course to locate where and
how to submit assignments . Of course, don't hesitate to contact me with any questions.
Posting of Assignments
All modules are posted, so you can work ahead as needed. I realize you have a busy schedule too and may
want to know what we will be doing.
Feedback/grades
You can easily check your progress and status in the course through the Grades link in Moodle. I try to
grade assignments within a week after they are due. Also, you will receive an email from Moodle when a
grade is posted, so you don't have to always go to Moodle to check on your grades. How about that for
convenience!
Late assignments
Late assignments may be reduced in grade by 10% for every day they are late.
Special Circumstances – please let me know of any events/circumstances that may affect your ability to
submit an assignment on time prior to the due date.
Grading Policy and Grading Scale:
All assignments add up to 1000 points. The following is how your total scores will be recorded:
Highest Lowest Letter
1000 1000 A+
999 930 A
929 900 A-
899 870 B+
869 830 B
829 800 B-
799 770 C+
769 730 C
729 700 C-
699 670 D+
669 600 D
Time Management
An online course can take a considerable amount of time. For this reason, I would strongly suggest
beginning each assignment early. Work on it regularly over the week rather than waiting until the last day
or two. This will allow you to have the chance to work out problems or get help if needed.

3. Participation
Depending on the class activities, you are responsible for completing weekly assignments, participating in
discussion groups, and checking in to the course site on a consistent basis.
Technical Difficulties
On occasion, you may experience problems with accessing Moodle or class files located within Moodle,
with your Internet service, and/or other computer related problems. Do make the instructor aware if a
technical problem prevents you from completing coursework.
Academic Honesty – all students are required to abide by Boise State University's Student Code of
Conduct on academic dishonesty. Assignments completed must be your original work and cannot be used
in other courses in the EdTech program.
Reasonable Accommodations - Any student who feels s/he may need accommodations based on the
impact of a disability should contact me privately to discuss your specific needs. You will also need to
contact the Disability Resource Center at 208-426-1583 208-426-1583 located in the Administration
Building, room 114 to meet with a specialist and coordinate reasonable accommodations for any
documented disability.
Course Schedule:
Unit: Date: Reading from Text: Assignments/Projects/
Discussion Boards
1 Jan. 19 – 24 (no textbook reading)
Introduction
2 Jan. 25 – 31 · About the Authors, p. · DB#1
E-Learning 473-474
· Chapter 1
3 Feb. 1 – 7 · Chapter 2 · DB#2
Multimedia Learning · Assignment #1 - Homepage
4 Feb. 8 – 21 · Chapter 3 · Project #1 – Multimedia
Multimedia & (2 wks.) · Chapter 4 Instruction
Contiguity Principles
5 Feb. 22 – 28 · Chapter 5 · DB#3
Modality & Redundancy · Chapter 6 · DB#4
Principles
6 March 1 – 7 (no textbook reading) · DB#5
Critiquing Podcasts
7 March 8 – 14 · Chapter 7 · Assignment #2 – Coherence
Coherence Principle Analysis
8 March 15 – 28 · Chapter 8 · DB#6
Personalization (2 wks) · Project #2 – Digital Story
Principle
Spring Break Mar. 29 – April 4
9 April 5 – 18 · Chapter 9 · Project #3 – Baby Screens
Segmentation & Pre- (2 wks)
training Principles
10 April 19 – May 2 · Chapter 10 · Project #4
Worked Examples (2 wks) · Chapter 11
11 May 3 – 7 (no textbook reading) · DB#7 Course Reflection
Course Reflection
Conceptual Framework

4. College of Education - The Professional Educator
Boise State University strives to develop knowledgeable educators who integrate complex roles and
dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and
adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that
promote high levels of student achievement, educators create environments that prepare learners to be
citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars
and artists, problem solvers, and partners.
Department of Educational Technology Mission
The Department of Educational Technology supports the study and practice of facilitating and improving
learning of a diverse population by creating, using, managing, and evaluating 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
educational organizations in the private sector.
Organizing, Presenting, and Reflecting On Your Work through an Electronic Learning Log
Although you are posting much of your work to your edtech2 website, you should also begin to work on
your electronic learning log or portfolio, demonstrating proficiencies in the AECT Standards, if you are
pursuing the M.E.T. degree. If you are not pursuing an M.E.T. degree, you still might want to organize
your work this way, as it can provide you with a strong portfolio for presentation to potential employers.
We recommend you use an easy blogging program, such as WordPress (http://wordpress.com) to organize
and present your work.
We recommend you save as much as you can from your work in our courses. It is easy to copy and paste
discussion forum posts in Moodle. Simply go to your profile (click your name in Moodle) and select the
"Forum Posts" tab. You can then copy and paste this information to another file. Also, any comments or
other interactions with faculty can be easily accessed by clicking the "Activity Report" tab and then the
Grade link. You will find Moodle easy to access your work in this class.
Setting up your WordPress Blog
1. Go to http://wordpress.com and create an account. If you already have an account, then you can
skip this step.
2. Create a blog and name it the first part of your Boise State email address if that is available and
title your blog "Your Name: EDTECH Portfolio."
3. If you've never created a blog before, take some time and look over the tools you have in
WordPress.
4. You can select from many attractive themes. The themes will determine how your pages will
appear and also the categories. Also, you can add widgets which will increase functionality and
visual appeal.
5. To create categories, click Post and then add the AECT Standards.
6. Then, write your first post, titling it your artifact, writing about this artifact, reflecting on what you
learned/how you applied it in your profession, and how it demonstrates proficiency in the AECT
Standards listed below. Depending upon the type of artifact, you can link to it, attach it to your
post, or embed it to your post.
7. You can always edit, delete, and adjust any of your settings and categories in your blog, so don't
worry if you change your mind on how you want it organized.
AECT Standards as Blog Categories
Blogs allow you to create Categories, which we suggest assigning to the AECT Standards. You can also
create subcategories, if you want to include the subsections of the 5 main AECT Standards. We also
suggest you include the course number of the artifact as a tag and other tags to your posts as desired.

5. Blog Pages
You can create pages in a WordPress blog, which makes it more like a traditional website. You could
create a page about yourself, including a professional resume and other pages could be the courses you take
in our program. Each page could link to important documents in the courses, such as course syllabi,
instructor feedback, and other documentation that would strengthen your portfolio. I have included a
sample page for EDTECH 501 on my sample WordPress blog.
For more information on preparing your portfolio for the M.E.T. degree, please visit the Portfolio Template
created by Dr. Chareen Snelson: http://edtech2.boisestate.edu/snelsonc/portfolio.html
Also, look at the links provided on this Moodle course site for the AECT Standards (Word doc) to read in
more detail about these standards. Suggestions for which standards apply to the artifacts created in this
class are listed in the table below. However, you may find that some artifacts may address multiple
standards or other standards.
AECT Standards
This table contains a brief list of the AECT standards and leaves room to link to evidence showing these
standards are met.
Standards Links to Evidence
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.
1.1 Instructional Systems Design
Instructional Systems Design (ISD) is an organized procedure
that includes the steps of analyzing, designing, developing,
implementing, and evaluating instruction.
1.2 Message Design
Any of the projects would apply to
Message design involves planning for the manipulation of the
instructional message design.
physical form of the message.
Pre-training Project: Demonstrates
sequencing of learning through pre-
training instructional strategies.
1.3 Instructional Strategies
Screencasting Tutorial: Demonstrates
Instructional strategies are specifications for selecting and
instructional strategy that scaffolds the
sequencing events and activities within a lesson.
learner through steps of a procedure,
gradually fading the process, with the end
goal of far-range transfer of learning.
Any of the projects, with an explanation
1.4 Learner Characteristics
of when the multimedia principles
Learner characteristics are those facets of the learner’s
MIGHT be violated based upon learner
experiential background that impact the effectiveness of a
characteristics and background
learning process.
knowledge.
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 & Contiguity Project:
2.1 Print Technologies
Demonstrates "static" multimedia where
Print technologies are ways to produce or deliver materials,
audio is not used, but text and images.
such as books and static visual materials, primarily through
Could be produced as print technologies
mechanical or photographic printing processes.
if needed.
2.2 Audiovisual Technologies Digital Storytelling Project: Demonstrates

6. Audiovisual technologies are ways to produce or deliver the use of audio and images to create
materials by using mechanical devices or electronic machines to effective instructional materials.
present auditory and visual messages. Audacity Project: Demonstrates the use of
audio presented for an online audience.
2.3 Computer-Based Technologies
Any of the projects would demonstrate
Computer-based technologies are ways to produce or deliver
this item.
materials using microprocessor-based resources.
2.4 Integrated Technologies Digital Storytelling Project: Demonstrates
Integrated technologies are ways to produce and deliver integrated use of audio and transitioned
materials which encompass several forms of media under the images to create a digital story, accessible
control of a computer. 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.
Any of the projects, which would
demonstration how media is being
3.1 Media Utilization
properly used, such as narration and
Media utilization is the systematic use of resources for learning.
images, following research-based
multimedia principles.
3.2 Diffusion of Innovations
Diffusion of innovations is the process of communicating
through planned strategies for the purpose of gaining adoption.
3.3 Implementation and Institutionalization
Implementation is using instructional materials or strategies in
real(not simulated) settings. Institutionalization is the
continuing, routine use of the instructional innovation in the
structure and culture of an organization.
3.4 Policies and Regulations
Policies and regulations are the rules and actions of society (or
its surrogates) that affect the diffusion and use of Instructional
Technology.
STANDARD 4 MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to
plan, organize, coordinate, and supervise instructional
technology by applying principles of project, resource, delivery
system, and information management.
4.1 Project Management
Project management involves planning, monitoring, and
controlling instructional design and development projects.
4.2 Resource Management
Resource management involves planning, monitoring, and
controlling resource support systems and services.
4.3 Delivery System Management
Delivery system management involves planning, monitoring
and controlling ‘the method by which distribution of
instructional materials is organized’ . . . [It is] a combination of
medium and method of usage that is employed to present
instructional information to a learner.

7. 4.4 Information Management
Information management involves planning, monitoring, and
controlling the storage, transfer, or processing of information in
order to provide resources for learning.
STANDARD 5 EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to
evaluate the adequacy of instruction and learning by applying
principles of problem analysis, criterion-referenced
measurement, formative and summative evaluation, and long-
range planning.
5.1 Problem Analysis
Problem analysis involves determining the nature and
parameters of the problem by using information-gathering and
decision-making strategies.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for
determining learner mastery of pre-specified content.
5.3 Formative and Summative Evaluation
Formative evaluation involves gathering information on
adequacy and using this information as a basis for further
development. Summative evaluation involves gathering
information on adequacy and using this information to make
decisions about utilization.
5.4 Long-Range Planning
Long-range planning that focuses on the organization as a
whole is strategic planning....Long-range is usually defined as a
future period of about three to five years or longer. During
strategic planning, managers are trying to decide in the present
what must be done to ensure organizational success in the
future.