EDD 7005 Instructional Media
Winter 2011
Anymir Orellana, Ed.D.
Activity 1: Still Photography
Select a subject (a person) and make two portraits: an environmental portrait (wide- to medium shot) and a more formal head-and-shoulders portrait. Place the two photos and a credit line (your name) on a single PowerPoint slide. On one or two additional (linked) slides, describe, in no more than two or three paragraphs, the portraits and the person who is the subject. Explain your choice of subject, choice of location(s), and choice of poses.
Select a subject (a person) and make two portraits: an environmental portrait (wide- to medium shot) and a more formal head-and-shoulders portrait. Place the two photos and a credit line (your name) on a single PowerPoint slide. On one or two additional (linked) slides, describe, in no more than two or three paragraphs, the portraits and the person who is the subject. Explain your choice of subject, choice of location(s), and choice of poses.
Activity 2: Audio
Record a brief (between one and two minutes) interview with a subject of your choice. Digitally edit the interview recording, save it as an mp3 or wav file.
Click on the play button below to listen to the interview. This interview was edited using Audacity a free sound editing software. The interview was recorded in two different locations. My questions were recorded in Florida and my sister's answers were recorded in Connecticut. I edited the various recordings together to produce this two minute audio segment.
Record a brief (between one and two minutes) interview with a subject of your choice. Digitally edit the interview recording, save it as an mp3 or wav file.
Click on the play button below to listen to the interview. This interview was edited using Audacity a free sound editing software. The interview was recorded in two different locations. My questions were recorded in Florida and my sister's answers were recorded in Connecticut. I edited the various recordings together to produce this two minute audio segment.
Activity 3: Video
Create a brief (less than 2 minutes) video on a subject of your choice. Include appropriate titles, shots, cuts, transitions, and audio. Grading will be based on the degree to which your video successfully incorporates the above elements. Save the video as an MPEG file, and compress it to a suitable file size.
Create a brief (less than 2 minutes) video on a subject of your choice. Include appropriate titles, shots, cuts, transitions, and audio. Grading will be based on the degree to which your video successfully incorporates the above elements. Save the video as an MPEG file, and compress it to a suitable file size.
Final Project:
The Ten Guiding Principles of Instructional Technology and Distance Education
PART A: Script/Storyboard
The final course project, a multimedia product on the theme “The 10 Guiding Principles of Instructional Technology and Distance Education,” offers students the opportunity to integrate course content and showcase their grasp of educational media design and production. This assignment will be completed in two stages: script/storyboard and lesson. The script/storyboard will include sketches of visuals, production notes, and script. The format of the storyboard is up to you.
Above is the original storyboard for the final project. The final product that was produced deviated from the original storyboard because of the design of the website that was being used at the time the project was created.
PART B: Multimedia Project
The culminating project for the Instructional Media course is a multimedia product (of no more than five minutes in length) that employs three or more media, such as video, photographs, and audio, PLUS a printed handout. The subject of the product is “the ten guiding principles of instructional technology and distance education.” The ten guiding principles are the ten most important principles guiding decisions in the field. Each principle must be clearly articulated and supported by references to the literature of instructional technology and distance education. Please note that this is not just any set of ten principles, but the ten worthy of being “carved in stone.” An example of one potential guiding principle: “Thou shalt not compare media.” Its source: well, you know the source. Bear in mind that there is no “definitive” list in the literature. It is up to you to determine what the ten guiding principles are. Your list may be similar to the lists created by your classmates, but it is unlikely that any two lists will be identical. How your multimedia product communicates your ten guiding principles is entirely up to you.
The culminating project for the Instructional Media course is a multimedia product (of no more than five minutes in length) that employs three or more media, such as video, photographs, and audio, PLUS a printed handout. The subject of the product is “the ten guiding principles of instructional technology and distance education.” The ten guiding principles are the ten most important principles guiding decisions in the field. Each principle must be clearly articulated and supported by references to the literature of instructional technology and distance education. Please note that this is not just any set of ten principles, but the ten worthy of being “carved in stone.” An example of one potential guiding principle: “Thou shalt not compare media.” Its source: well, you know the source. Bear in mind that there is no “definitive” list in the literature. It is up to you to determine what the ten guiding principles are. Your list may be similar to the lists created by your classmates, but it is unlikely that any two lists will be identical. How your multimedia product communicates your ten guiding principles is entirely up to you.
| finalprojecthandout-murtaugh.pdf |
Ten Guiding Principles
of
Instructional Technology & Distance Education
Principle 1
The method not the media makes a significant difference in the acquisition of knowledge (Clark, 2001).
Principle 2
Students should not learn from technology but should learn with technology (Jonassen, Carr, & Yueh, 1998).
Principle 3
Technology might not be the best “tool” for the concept you want to teach (Monke, 2005).
Principle 4
Use of effective visuals is key to decoding and encoding in the learning process (Smaldino, Lowther, & Russell, 2008).
Principle 5
Develop a sense of community in distance education courses (Desai, Hart, & Richards, 2008).
Principle 6
When it comes to distance education keep it simple and easy to access (Dukes, Koorland, & Scott, 2009).
Principle 7
Multimedia allows for customization of learning (Kozma, 2001).
Principle 8
Computers cannot solve 21st Century education problems (Kay, n. d.).
Principle 9
Educators need to plan for instruction (Smaldino, Lowther, & Russell, 2008).
Principle 10
Educators need training to use technology effectively (Carlson, 2002).
© Megan C. Murtaugh 2012
