Department of Special Services and Leadership Studies
College of Education
Design and Production of Instructional Materials
Course #:SSLS805
Credit Hrs.:3
Instructor:Mrs. Michelle Hudiburg
Semester:Fall 2009
Phone Number:620-235-4507 (W)620-215-2554 (Cell)
E-mail:
Office Hours:I will be on campus M-Fri (9-12) with extended hours on M (1-4) and Tu/Th/F until 2PM. I leave campus every Wednesday at noon.
Virtual hours: M (9 PM – 11 PM email or live office hours);
By appointment
Course Description:
Emphasizes the basic techniques of producing mediated instruction appropriate for both educational and business settings. Experience with developing materials appropriate for both individual and whole-class instruction will be gained.
Purpose (My conception of the course):
In this course you will learn how to create good instructional material using systematic design principles. Technologies will be explored and used to create a final instructional unit. We will read and discuss research in the field of instructional design and technology, as well as cognitive and behavioral psychology to better understand the production of effective classroom instruction.
Course Objectives:
Students will:
- Demonstrate proficient operation of selected multimedia components
- Utilize emerging technologies in various teaching/learning settings
- Design and produce appropriate teaching materials for various teaching strategies
- State the benefits of current technologies in teaching and learning
- Evaluate instructional materials based on applicable standards
Evaluation, Grading Scale & Classroom Policy
Class Policies:The PSU policy on academic dishonesty is printed in the University Catalog. Students are expected to submit their own work. Disrespect will not be tolerated. Class attendance is not an issue with online courses; however, you will need to pace yourself each week and stay on schedule. Online courses require much self-discipline.
Ethical Behavior:
*RESPECT FOR THE INTEGRITY OF THE ACADEMIC PROCESS in both Professional Behavior and Social and Emotional Well-being for Faculty & Students is of utmost importance. Instructors reserve the right to call for a face-to-face conference any student who does not display proper ethical behavior.
The rights and responsibilities that accompany academic freedom are at the heart of the intellectual purposes of the University. Our conduct as community members should protect and promote the University's pursuit of its academic mission. We are all, therefore, expected to conduct ourselves with integrity in our learning, teaching and research, and in the ways in which we support those endeavors.
Examples are as follows:
*Professional Behavior*
--Demonstrates effective interpersonal skills
--Functions effectively in a variety of group roles
--Is respectful of alternative views
--Collaborates with others on professional level
--Demonstrates honesty and integrity to self and others
--Demonstrates moral excellence and trustworthiness
--Is reflective when making decisions
--Demonstrates the flexibility to accept and change
*Social and Emotional Well-being*
--Analyzes and takes responsibility for own behavior
--Accepts constructive criticism positively
--Exhibits respect for others
--Demonstrates ability to learn from both success and failure
--Demonstrates a professional emotional state
Assignments and Incomplete Policy: Assignments must be received by the due date and time. If assignments are not submitted through the Digital Drop Box by the specified time, they will be considered late. Ten percent of the total possible points for each assignment will be deducted from the points earned on an assignment for each day, including weekends, if it is past due. After one week, late assignments will not be accepted. The assignment schedule is subject to change depending on circumstances.
Check ANGEL daily for updates and announcements.
Incompletes will not be processed as late assignments, but as a cumulative late assignment, which means that points will be deducted. Assignments submitted after taking an incomplete will not be awarded a grade higher than 93%. If an incomplete is not finalized by the end of a one-year period, the "I" will automatically change to a grade of "F" as per PSU's existing policy.
Class Attendance and Absence
Class Attendance
“Students at Pittsburg State University are expected to attend class regularly and participate fully in the activities of that class under the guidance of a university instructor. The instructor is responsible for setting and communicating to the students the attendance requirements for each class.”
As this class is part of an online environment and is of an asynchronous nature, attendance will not usually play a factor. However, sometimes life situations may interfere with your ability to “attend” class on any given week and in this case we will work on a case-by-case basis. If you know in advance that you will have to miss a week of course work it is your responsibility to talk with me about completion of assignments, etc.
Class Absence
“Students are responsible for clearing their absences with each instructor. The Office of Campus Life and Auxiliary Services will notify instructors of unusual circumstances of health or family problems if absences are in excess of three days.
If, in the judgment of the instructor, a student has been excessively absent from class, the instructor may report this to the Office of the Registrar, who shall withdraw the student from class and shall notify the student. An instructor may withdraw a student from a class at any time during the semester. If a student is withdrawn beginning with the 12th week of class, the student shall receive a grade of F.”
Written Communication Skills: All text submitted should represent the writer’s best writing skills. Spelling, punctuation, grammar, and sentence structure will be evaluated in each assignment and graded accordingly.
Resources:
Internet access (high speed if possible), Data storage device, CD/DVD writer and access to: Microsoft Word, Excel, PowerPoint, Adobe Acrobat Reader, digital camera, photo editing software, scanner, digital video camera, and video editing software, various Web 2.0 applications.
Textbooks:
There are no texts required for this course. Readings will be assigned by the instructor and can be found as a pdf or a link through the internet or Axe library.
Teaching Strategies:
This course will utilize hands-on, practical experience using computers and related technology. Some lecture, discussion and cooperative groups will be called upon when suitable.
Assessment Strategies:
Activities will be assessed using rubrics, checklists, and participation in online discussions.
Grading Scale:
A------90-100%
B------80-89%
C------70-79%
D------60-69%
F------below 60%
Application of Course Grades to Graduate Degrees:
Only grades of A, B, and C are acceptable on a degree program. A cumulative grade point average of (3.0000) is required for grades earned in:
1. All graduate coursework at the 700, 800 or 900 level;
2. Senior-graduate coursework (500 or 600 level) applied to a graduate degree.
A maximum of six hours of C or pass work may be applied to a student's degree program. If the student receives any grade of C, status in the Graduate School will be reviewed by the advisor and the dean. An extension of no more than six hours credit may be made to the approved degree program in order to achieve the minimum 3.0000 and offset C grade credit.
Course Format
The course will be divided into three sections. The first will deal with the theory behind instructional design and technology. Our second topic will focus on proper use of technology in instructional settings. During the final part of the class we will work to put the theory and practice together.
Instructional Design and Technology Theory
- Readings: Students will read provided articles citing research into the design of effective instruction, including both technology-rich and non-technological media. Some focus will also be given to learning theories and cognition.
- Discussions: Participation in weekly discussion posts will be a mandatory part of the entire course. As this course is presented in a strictly online format, the discussion boards are where we develop conversations, build relevance and strengthen relationships. You will be expected to participate with substantial postings throughout the week. Visiting the discussion forum once or twice a week is inadequate. A minimum of five postings and/or replies per week is considered average effort.
Points possible = 10 points for each discussion board
- Article Reaction 1: Throughout the course, you will review and react to three articles pertaining to the development and/or the utilization of instructional materials/technology. During this part of the course your article will deal with the theory of instructional design and technology. Article reactions will be 2-3 pages, single spaced and will not only give a synopsis of the article read, but will also show that you synthesized the material in the reading.
Points possible = 10 each (30 total)
Using Technology to Enhance Instruction
- Using technology effectively: Part of creating instruction lies in knowing how to use the technology. Practice with digital still and video cameras, scanners, PDF documents, and presentation skills (PowerPoint) will be the focus of this part of the class.
- Article Reaction 2: Throughout the course, you will review and react to three articles pertaining to the development and/or the utilization of instructional materials/technology. During this part of the course your article will deal with the use of technology in the classroom. Article reactions will be 2-3 pages, single spaced and will not only give a synopsis of the article read, but will also show that you synthesized the material in the reading.
Points possible = 10 each (30 total)
- Project 1 (Desktop Publishing):Design a newsletter using Microsoft Word or Publisher. In this project, the student will focus on the importance of a technology facilitator/library media specialist’s understanding and demonstration of good communication, consultation and problem solving skills. The newsletter will be used to establish rapport with students, staff, parents and community.
Points possible = 50
- Project 2 (Digital Video Project): Use of video in instruction can be hugely dynamic. In this project, students will use iMovie (Mac) or MovieMaker (PC) to create a short video that would be used in a classroom environment.
Points possible = 50
- Project 3 (PowerPoint Presentation):Presentation on a topic of your interest using PowerPoint. Library media specialists and technology facilitators will demonstrate expertise with the technologies for information creation, storage, retrieval, organization, communication and use. Ethical and responsible behavior with regard to use of information will be modeled.
Points possible = 50
Putting Theory and Practice Together to create Effective Instruction
- Article Reaction 3: Throughout the course, you will review and react to three articles pertaining to the development and/or the utilization of instructional materials/technology. During this part of the course your article will deal with evaluation of instruction and what makes it effective. Article reactions will be 2-3 pages, single spaced and will not only give a synopsis of the article read, but will also show that you synthesized the material in the reading.
Points possible = 10 each (30 total)
- Emerging Technologies: Technology is an ever-changing area of study. What is a trend today can be obsolete next week. Thus it is good to spend time looking at some newer technologies that could add more robustness to classroom instruction. We will spend time investigating social networking in education along with some newer visual models (animoto, voice threads, YouTube, etc) that are carving in-roads to our classrooms.
Points possible = 10
- Project 4 (Lesson Incorporating Technology into the Classroom): Using all the theory and practice studied during the semester, students will be expected to create a full lesson that would be used in a classroom setting. This lesson will be technology-rich, but students will be reminded that the technology is simply a tool to help enrich the lesson, and it is not the lesson itself.
Points possible = 100
Portfolio in Progress: Students will add digital assignments to the portfolio in progress, which will model ethical and responsible behavior with regard to use of information.
Time Expectations:
This is a 3 credit hour course. This means that if we would meet on campus, once a week, we would be here for 3 hours at a time. Along with that class time, you would be expected to do work outside of the classroom for at least 2-5 hours each week. If we put those numbers together, you should expect to spend between 5-8 hours per week on work for this class. (Of course some weeks will take less time and some may take more.) Taking the course at a distance means you as a student are going to have to exercise discipline when working on lessons for this course. Waiting until Saturday or Sunday to access the course and work on lessons will result in less than exemplary work on your part. Your success in this course rests in your willingness to put in the time needed to be an active participant in the class.
Works Cited
Gordon, David T. ed. The Digital Classroom. Massachusetts: Harvard Education Letter, 2003.
Roblyer, M.D. and J. Edwards. Integrating Educational Technology into Teaching.
New Jersey: Merill, 2006.
Smaldino, Sharon E., Deborah L. Lowther and James D. Russell. Instructional Technology and Media for Learning. New Jersey: Merrill, 2008.
Wiske, Martha Stone, Kristi Rennebohm Franz and Lisa Breit. Teaching for Understanding with Technology. San Francisco: Jossey-Bass, 2005.
SSLS 805 Design and Production
Course Schedule
DATE / ASSIGNMENT / POINTSAugust 24 / Go over syllabus
Class introduction exercise
What is Educational/Instructional Technology?
August 31 / Learning Theory and Cognition
September 7 / Systemic Design and Instructional Technology / 10
Article reaction #1 due
September 14 / Practical applications – PDF / 10
September 21 / Practical applications – scanners
September 28 / Practical applications – cameras (still and video) / 50
Project 1 (Desktop Publishing) due 10/2 (Friday)
October 5 / Practical applications –video in the classroom
October 12 / Practical applications – video production / 10
Article reaction #2 due
October 19 / Practical applications – presentation methods (PPT)
October 26 / Practical applications – presentation methods (PPT) / 50
Project 2 (Digital Video) due
November 2 / What makes Instruction effective?
November 9 / Can technology be a bad thing? / 10
Article reaction #3 due
November 16 / Emerging Technologies
November 23 / Project 4 (Final Project) guidelines presented / 50
Project 3 (PowerPoint Presentation) due
November 30 / Emerging Technologies
December 7 / Evaluation of instructional materials
December 14 / Finals Week – Project 4 due December 16 / 100
*** IMPORTANT INSTRUCTIONS for SUBMITTING ASSIGNMENTS
Before submitting, save and submit each document as specified and include your last name at the beginning of the name of the document. Ex: Hudiburg Word Exercise.doc (I will not indicate this on future assignment instructions)
FALL SEMESTER 2009 – Important Dates
August 24, Monday Classwork begins
August 31, Monday Last day to enroll or add classes without instructor permission
Tuition and Fees must be paid by 3:30 p.m.
Last day for full tuition and fee refund
September 1, Tuesday On-line enrollment is no longer available
Go to Registrar's Office, 103 Russ Hall, to change enrollment
September 7, Monday (Labor Day) Holiday
September 8, Tuesday Final day for dropping course without transcript notation
September 9, Wednesday The grade of W will be recorded for dropped courses
September 21, Monday Last day for one-half tuition and fee refund
October 15 & 16, Thursday & Friday Fall Break
October 19, Monday Midsemester D and F grades due from faculty
October 30, Friday Final day to apply for degrees/December graduation
November 6, Friday Final day for dropping course unless student withdraws from entire term
November 24, Tuesday after last class Thanksgiving Holiday begins
December 10, Thursday Last day to withdraw from entire term
December 14, Monday Final examinations begin
December 18, Friday Final examinations end
Commencement 7:30 p.m.
Kansas and National (ALA) Standards
Knowledge Based:
K1.2 The library media specialist knows basic ethical and legal tenets of intellectual freedom, confidentiality, intellectual property, fair use and copyright regulations, and knows whom to contact for additional information.
K1.5 The library media specialist/technology facilitator knows the processes and skills related to collection development.
K2.2 The library media specialist/technology facilitator understands good communication, consultation and problem solving skills.
K6.1 The library media specialist/technology facilitator understands ethical issues and their importance to the learning community.
Performance Based:
P1.4 The library media specialist/technology facilitator advises learners on ethical and effective strategies for identifying, retrieving, evaluating, using and synthesizing information.
P2.1 The library media specialist/technology facilitator collaborates with teachers to plan and develop units that integrate multimedia, research, and information literacy skills into instruction
P2.2 The library media specialist/technology facilitator collaborates in teaching essential skills, effective communication skills, information literacy and complex thinking skills.
P2.4 The library media specialist/technology facilitator teaches evaluation strategies that assess both product and process.
P4.4 The library media specialist/technology facilitator demonstrates expertise with the technologies for information creation, storage, retrieval, organization, communication and use.
P6.1 The library media specialist/technology facilitator models ethical and responsible behavior with regard to use of information.
P7.3 The library media specialist/technology facilitator establishes rapport with students, staff, parents and community.