CUIN 7330: Project-Based Digital Media for Education

CUIN 7376: Design of Online Educational Resources II - summer 2008

Class 1
June 2
Blogs

Class 2
June 9
Social
Bookmarking

Class 3
June 16
Wikis

Class 4
June 23-27
Web 2.0

Class 5
June 30-Jul 3
Web 2.0

Class 6
July 7
Podcasts

Class 7
July 14
Social
Networks

Class 8
July 21
Virtual
Worlds

Class 9
July 28- Aug 1
Web 2.0

Class 10
Aug 4
Final Projects

Course Description

CUIN 7376: Design of Online Educational Resources II
Section #: 26839
4:00-8:00PM Mondays, Room 326, Farish Hall
University of Houston, College of Education

CUIN 7376 is a graduate level course in the Instructional Technology Program at the University of Houston. The major focus of the course is on the use of advanced principles of information design to create educationally useful digital media projects. The course is designed as a theoretical and applications-based experience for students who have completed the introductory instructional technology courses; understand basic Internet concepts such as web protocols and HTML; and have some experience with digital media tools and resources; and want to learn more about designing, developing and evaluating educational projects, including how to successfully deliver multimedia-rich educational content in print, digital media and over the web.

The course will build upon existing foundations of web design and HTML, publishing a website, multimedia and the web, cross-browser/platform coding issues with attention to user interface design, and the specific considerations that need to be examined when designing for multiple audiences.

Some of the topics that will be covered in this course include:

Intermediate and advanced techniques of web design
Cross-platform web browser issues
Creating and maintaining a blog
Creating and distributing podcasts
Creating and maintaining a social network
Preparing audio and video for delivery over the web
An exploration of Web 2.0 applications that may be useful to educators and their students
Determining ways that digital media can be delivered through educational websites
Creating and managing an online journal
Evaluating the effectiveness, usability and accessibility of web resources created during the course

Course Format

Course activities will take place both in class, where students will participate in face-to-face discussions and conduct topic-related activities, as well as online, where students will participate in virtual discussions via an online discussion forum. Some students may work in small, collaborative groups while others will work individually to complete reading, posting, and hands-on assignments throughout the semester. Each face-to-face class session during the semester will include a web page that presents the information covered in that week's class, a description of a hands-on lab activity, and the assignments for the next class.

Prerequisites for this Course

It is assumed that students entering this graduate-level course have some computer skills and are familiar with the process of designing instructional materials. Students who enroll in this course should have some basic familiarity with the web and web editing software. Experience designing and developing simple web pages is helpful, however advanced technical skills are not required for this course. Introductory or advanced skills in HTML are not the focus of this course. The focus instead will be on many of the associated skills that are needed to construct comprehensive, educationally-relevant online resources, such as organization of information, navigation, writing for the web, graphic design and page layout, accessibility and usability issues, and evaluating the educational value of web resources. Other courses in the Instructional Technology program are offered for students who wish to gain beginning and/or advanced web design skills. Please contact the instructor for more information or to discuss which additional courses may be best suited for you.

Goals and Objectives of this Course

This course, like all courses in the Instructional Technology program in the College of Education, prepares instructional technology professionals for diverse leadership responsibilities in Pre-K-12 settings, school district technology administration, higher education, training in industry settings, and all levels of instructional design and development. The IT program at the University of Houston is distinguished from IT programs at other institutions through our strong commitment to the broad representations of our community, individual learning, and the collaboration that strengthens both.

The primary goal of the course is to introduce students to the collaborative process of designing and developing a community-based, educationally relevant web site. Students in this course will gain an understanding of many of the critical issues involved in working with local organizations to design and develop a comprehensive method for disseminating online content that will be of interest to students, teachers, administrators, and researchers, as well as members of the general community. Students in this course will explore a wide range of topics related to the design, production and evaluation of large scale, educational web projects including:

Designing and creating online materials
Choosing the best technological tools to create educational web resources
Information architecture and design
How multimedia content can best be delivered online
Managing project deadlines
Testing for web site usability
Understanding and planning for web site accessibility issues
Evaluating web sites as educational resources

Course Philosophy

Relationship to the College of Education Conceptual Framework

Collaboration is cooperative activity, characterized by dialogue and shared effort. Participants will collaborate with peers in classroom activities, projects, and presentations.

Learning implies knowledge, skills, and dispositions gained through systematic study, and the modification of behavior as a result of training and experience. Learning in this course is emphasized through the meaningful use of instructional technologies and authentic assessment techniques. Participants will prepare a portfolio demonstrating their learning in this course.

Leading involves initiating and promoting positive change. Leading is highlighted in this course as participants prepare and make presentations demonstrating how technologies can be used to support learning.

The design, curriculum, and instructional flow of CUIN 7376 is aligned with the learner-centered proficiencies and principles of the Conceptual Framework of the College of Education, “Collaboration for Learning and Leading.” In CUIN 7376, as with other courses in the IT program, this framework allows students to collaborate with each other, with faculty members and with members of the community to discover and investigate a variety of challenging educational objectives that take advantage of innovative and meaningful ways to use of technology in education.

Required Course Materials

Web browsers you will use during this course should be configured so that you can access multimedia content online. Below are links to some of the more popular browser plug-ins and helper applications that may be downloaded for free.

	Adobe Acrobat Reader (to view PDF files)
	RealPlayer (to hear RealAudio and view RealVideo files) Be sure to look for the link to the Free Real Player, not the free trial version of the version of RealPlayer you must purchase.
	QuickTime Player (to view QuickTime movie clips)
	Macromedia Flash Player (to view Flash movies)
	Windows Media Player 10 or Higher (to view Windows Media movie clips and hear Windows Media audio files)

Attendance

Regular class attendance and participation in class discussions is expected. Because of the collaborative nature of this course, some students will work within a team environment where each participant contributes to the development process based on their individual areas of expertise. Students are expected to actively participate "virtually" in online discussions both with members of their own team and with other students and the instructor in the course.

Grading Policy

CLASS TOPIC ASSIGNMENTS: -worth a maximum of 45 points
-5 points for each of nine hands-on assignments

Assignment 1- creating and/or participating in a blog
Assignment 2- creating a set of social bookmarks
Assignment 3- creating and/or reporting on an educational wiki
Assignment 4- creating and/or reporting on an additional educational Web 2.0 resource
Assignment 5- creating and/or reporting on an additional educational Web 2.0 resource
Assignment 6- creating and/or reporting on an educational podcast
Assignment 7- creating and participating in a social network
Assignment 8- creating and/or reporting on a virtual world resource
Assignment 9- creating and/or reporting on an additional educational Web 2.0 resource

DEVELOPMENT OF A FINAL SEMESTER PROJECT PLAN: -worth a maximum of 10 points
Each student will be graded on a written plan that outlines the various elements that will be included in the final semester project.

COMPLETION OF THE FINAL SEMESTER PROJECT: -worth a maximum of 35 points
Each student will be graded on the final semester project that is completed by the end of the course. Grades will be based on the degree to which the work meets the guidelines set out in the proposed plan, or an explanation of changes that were made to the final project as well as the quality and potential usefulness of the work.

The Final Semester Project is worth a maximum of 35 points and will be graded as follows:

FINAL
PROJECT

Excellent

Proficient

Average

Poor

No Credit

1. The Goals and Objectives of the Project Are Met in the Final Version	Establishes a purpose early on and maintains a clear focus throughout.	Establishes a purpose early on and maintains focus for most of the project.	There are a few lapses in focus, but the purpose is fairly clear.	It is difficult to understand the full purpose of the project.	No purpose is included or the project was not submitted.
	6-7 points	4-5 points	2-3 points	1 point	0 points

2. The Choice of Content is Appropriate and Well-Presented	The choice of content is completely appropriate and well-presented.	The choice of content is mostly appropriate and well-presented.	The choice of content is somewhat appropriate and well-presented.	The choice of content is not very appropriate or well-presented.	The choice of content is not appropriate or the project was not submitted.
	6-7 points	4-5 points	2-3 points	1 point	0 points

3. All Images, Audio and other Digital Elements of the Project are of High Quality	All images, audio and other digital elements of the project are of high quality.	All images, audio and other digital elements of the project are of at least good quality.	Most images, audio and other digital elements of the project are of at least good quality.	Most images, audio and other digital elements of the project are not of at least good quality.	Most images, audio and other digital elements of the project are of at poor quality, or the project was not submitted.
	6-7 points	4-5 points	2-3 points	1 point	0 points

4. The Project Includes a Connection to Web 2.0 Topics or other Technology-Related Concepts Covered in this Course	The project demonstrates a very strong connection to topics covered in the course.	The project demonstrates a good connection to topics covered in the course.	The project demonstrates a fair connection to topics covered in the course.	The project demonstrates a poor connection to topics covered in the course.	The project demonstrates a no connection to topics covered in the course, or the project was not submitted.
	6-7 points	4-5 points	2-3 points	1 point	0 points

5. The Project is Suitable for Use as a Teaching and/or Learning Resource in an Educational Setting	The project demonstrates that it could be used as an excellent teaching and/or learning tool in an educational setting.	The project demonstrates that it could be used as a good teaching and/or learning tool in an educational setting.	The project demonstrates that it could be used as a fair teaching and/or learning tool in an educational setting.	The project could only be used as a teaching and/or learning tool in an educational setting with substantial revisions and a much clearer focus.	The project could only be used as a teaching and/or learning tool in an educational setting with major revisions, or the project was not submitted.
	6-7 points	4-5 points	2-3 points	1 point	0 points

FINAL SEMESTER PROJECT PRESENTATION AND REPORT: -worth a maximum of 10 points
Each student will be graded on the degree to which their final project report and presentation are completed and presented in a thorough and professional manner.

The Final Project Report should be submitted as a word processed document and should address the following:

Briefly describe the topic of your final project and discuss the major objectives of the project.
Why did you select this topic?
Who is the intended audience for the project?
How do you think the project could be used in an educational setting?
What software programs did you use in creating this project?
What hardware did you use in creating this project?
Describe any challenges you faced in creating this project.
Do you feel that the project is complete, needs more work, or should a new topic be chosen and re-done? If you feel it needs more work, please list some of the major areas you feel should be addressed first.
What were the most significant things you learned from from completing the final project?
Please add any other information you feel would help describe your work on this project.

The final grade for this course will be based on a 100-point system as shown below:

9 Class Topic Assignments	45
Final Project Plan	10
Final Project	35
Final Project Report	10
Total Points for the Course	100

Academic Dishonesty

The University of Houston defines academic dishonesty as employing a method or technique or engaging in conduct in an academic endeavor that the student knows or should know is not permitted by the university or a course instructor to fulfill academic requirements. Students are expected to do original work, including class assignments, etc. Penalties include failure of the entire assignment and referral to the department chair for consideration of additional action.

Special Accommodations

When possible, and in accordance with 504/ADA guidelines, we will attempt to provide reasonable academic accommodations to students who request and require them. Please call 713 743-5400 for more assistance.

About the Instructor

Bernard R. Robin, Ph.D.
office phone: 713 743-4952
email: brobin@uh.edu

Summer Office Hours:
Mondays - 1:30 p.m. to 4:00 p.m. at UH Main Campus
Other times and telephone calls may be scheduled by appointment.