IDT 540: Digital Media and the Internet in Schools
Note: The official version of the IDT540 syllabus is kept online.
Instructor Information:
E-mail: mark_grabe@und.edu
Phone: 701-777-3920 (office) 218-779-4644 (cell)
General Comment about this syllabus
This web page and related links will serve as the official syllabus for IDT 540. You may print what you want from this site anytime you want. However, the on-line version will continue to evolve and will serve as the source for all course policies and assignments. Review the on-line source frequently. We (you as student and me as instructor) are involved in the exploration of ways in which technology can be applied to teaching and learning. Part of this exploration will involve our personal attempts to use technology in teaching and learning.
General Description of Course
IDT 540 is a graduate-level course examining instructional applications of multimedia (combinations of text, audio, images and video) in academic settings. The course will both examine the benefits of presenting information in a multimedia format, offer introductory experiences in creating multiple forms of multimedia, and explore possible benefits of engaging learners in multimedia authoring. The course will emphasize both the consumption and generation of multimedia and is focused mainly on how K-12 students might benefit from these processes. Thus, the focus is more on facilitating student use than on the production of instructional resources.
Another trend that seems wise to prioritize is the move toward web based services. In general, these services are free or inexpensive and template based so that scripting/coding skill or expensive software is not required.
Course resources will include (a) two books, (b) links to other on-line resources appropriate to the topics of study.
Expectations for Participation
I make some assumptions about your background and situation that should be made clear.
- I assume you have ready access to the Internet. You will be expected to make heavy use of Internet tools to complete course assignments and access course content.
- This course will include a "hands-on" component and you may be required to demonstrate your ability to use the applications we spend time on during “lab practical” examinations. Most frequently you will be required to create something by a designated date that your classmates and I can view online. You may need to spend time on your own developing the skills necessary to make full use of tools or techniques that are presented in class. I do not necessarily expect you to purchase software I will demonstrate. For example, I believe that Garageband is the most effective way for students to prepare multimedia podcasts. However, if you are required to demonstrate your proficiency of a certain type (e.g., podcasts), you will be free to generate your demonstration using sofware of your choice.
- In addition, this is a course focused on the application of technology in support of learning. The emphasis is as much on learning theory, curriculum issues and instructional strategies as on the "how to do its" of technology. It is my expection you will be able to explain when and why multimedia would be beneficial.
- There are certain topics that are not conducive to performance assessment. Examples might include your ability to offer learning theory based explanations for a particular application, knowledge of copyright and fair use, guidelines proposed examples of classroom application, and proposals for improving online safety. This knowledge base will be evaluated using proctored essay examinations.
The "Standard" Resources
Computer with Internet connection as required for enrollment in IDT program
Required Information Resources
Web site: Integrating the participatory web for meaningful learning site (registration is required)
Optional reading (not required):
Bauerlein, M. (2008). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future. New York: Penguin.
Tapscott, D. (2009). Grown up digital: How the net generation is changing our world. New York: McGraw Hill.
I am taking a little different approach with this course. You can kind of anticipate my position from the titles of these two books. These are scholarly works, but not textbooks. Before educators get to the "how-to's", I think it is important to consider "should we". One way to seriously consider important issues is by reviewing different perspectives. One of the valid complaints regarding self-guided learning is that we tend to focus on sources promoting positions that support present beliefs. Making certain a variety of positions are considered is important. What arguments do those with different perspectives make? What data do they have to offer? If you are a supporter, what concerns should you be prepared to address?
The exact reading assignments within these books will be identified - some of the material will not be covered.
The other assigned material is included to either familiarize you with specific issues in greater depth or to acquaint you with "primary sources" appropriate to the field. I will likely add a couple more primary source documents in the first or second week of the course.
The library will make course materials available through http://sfx6.exlibrisgroup.com/und_cflmain/a-z/default - you may need to authenticate using your UND email address.
Required Reading - Working plan for order of topics
Grabe online - Preface, Introduction
Grabe online - Theoretical and empirical justification
Social bookmarking from Tools and Tactics - (I will describe delicious, but the service you will eventually use to demonstrate your competence is up to you).
Read about RSS and aggregation - bloglines
Short Bauerlein article
Photo Sharing Tools and Tactics
Grabe online - Tools and tactics
Grabe online - Assessment
Grabe online - Safety and responsibility
Grabe online - Issue of reasonable access
Required project:
Contribute to the class wiki. Select a topic from the list for the semester and follow the guidelines.
Nonrequired suggestions:
There are some other books I have found to be very useful and I would suggest you purchase as your finances allow.
Books with an applied orientation based on a similar perspective.
Richardson, W. (2006). Blogs, wikis & podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin.
Theodosakis, N. (2001). The director in the classroom: How filmmaking inspires learning. Tech4Learning, Inc.
Order in which students will be expected to demonstrate proficiencies:
1) Generation of a social bookmarking system; Sharing access to your social bookmarking system
- for June 3 - create a social bookmark site, store and tag at least 15 bookmarks, share a subset of your tags with me by sending a link
2) Podcasting - create a podcast; become familiar with RSS readers
- for June 10 - submit a 3 minute Audacity audio recording on a topic of your choice
- for June 10 - submit two screen captures demonstrating that you have (Use RSS to follow the content offered by others):
-- set a blog "feedreader" - my two blogs (http://learningaloud.com/blog and http://learningaloud.com/chyrp) must be included
-- set up iTunes to follow several podcasts of your choice
3) Geration of a personal blog
-- for June 17 - create a blog account, add at least two posts, and submit the address for your blog (Blogger would work, but the tool is up to you)
4) Contribute to a class wiki
5) Using "cloud" opportunities to create a web site
6) Create an image sharing site
7) Methods for controlling access to participatory resources (any of the above)
Important Online Resources
Course Wiki - http://studytools.psych.und.nodak.edu/wiki
Important Policy Statement
This course requires that student work be publicly available (this is essentially what posted material openly available on the Internet implies). Content available in this fashion is equivalent to "publication" (see chapter 10) and it is important to understand that copyright issues in this context are more strict than you may be used to under "fair use" guidelines. All work published to meet class assignments or developed "for practice" are expected to meet copyright guidelines.
Materials made available through servers associated with this course should be generated in response to course assignments. UND offers students server space for the purpose of meeting personal goals. I reserve the right to remove any content I feel is not appropriate to this course.