Course+Syllabus

**ECOMP 6016 Teaching and Learning** **With Digital Media Lesley University**

(Hybrid Model – Laurinburg, NC) Lesley University Cambridge, Massachusetts

**Professors** Lynne McKnight Herr, Ph.D.  Melda Yildiz, Ph.D.

**Course Information** Primary Instructor: Dr. Lynne McKnight Herr Lesley University, National Adjunct Faculty 1100 N. 78th St, Lincoln, NE (402) 488-2565 – home lherr@lesley.edu

**Course Web Site:** http://lesley6016.wikispaces.com and mylesley Blackboard discussion board

<span style="font-family: Georgia,serif;">**Course Goal:** <span style="font-family: Georgia,serif;">Students will create rich learning environments in which students use digital media for the acquisition, analysis, construction, and presentation of knowledge.

<span style="font-family: Georgia,serif;">**Course Description:** <span style="font-family: Georgia,serif;">This course will help educators to harness the power of digital media for teaching and learning. They will learn to use that power to transform traditional teacher-centered classrooms into student-focused learning environments where students use digital media tools for the acquisition, analysis, construction, and presentation of knowledge. Hands-on experiences will help teachers broaden their use of digital media tools and techniques, and they will learn rationales and strategies for developing 21st Century Literacies.

<span style="font-family: Georgia,serif;">**Course Objectives:** <span style="font-family: Georgia,serif;">• to develop proficiency using multimedia tools and techniques <span style="font-family: Georgia,serif;">• to create a plan for the integration and management of multimedia technology in the classroom <span style="font-family: Georgia,serif;">• to create multimedia rich learning environments in which students will demonstrate understanding through the construction of knowledge <span style="font-family: Georgia,serif;">• to individually, collaboratively, and cooperatively problem solve in the construction and implementation of multimedia projects <span style="font-family: Georgia,serif;">• to incorporate learning theory and research into instructional design <span style="font-family: Georgia,serif;">• to evaluate alternative assessment strategies and tools.

<span style="font-family: Georgia,serif;">**Advanced Students** <span style="color: #000000; font-family: Georgia,serif;">We recognize that there might be a wide range of experience and knowledge among members of the class. Students who feel they fall in the "ADVANCED" category should speak with the instructor as soon as possible so that alternative assignments or alterations to assignments can be discussed. Please note: **It is the student's responsibility to discuss this with the instructor in order to make other arrangements.**

<span style="font-family: Georgia,serif;">**Course Expectations and Assignments**

<span style="font-family: Georgia,serif;">//1. In-class Digital Media Tasks (50 points of final grade)// <span style="font-family: Georgia,serif;">Instructional Content and Technical Quality of media product materials:
 * <span style="font-family: Georgia,serif;">Online Web 2.0 Publish It Tools (10 points)
 * <span style="font-family: Georgia,serif;">Online Still Comic Creators (10 pts)
 * <span style="font-family: Georgia,serif;">Online Motion/Animation Tools (10 pts)
 * <span style="font-family: Georgia,serif;">Online Video Editing/Creation Tools (10 pts)
 * <span style="font-family: Georgia,serif;">Screen Capture Tools and Skill Building **OR** QR Codes(10 points)

<span style="font-family: Georgia,serif;">Participation is considered to include active, constructive contributions to all tasks and discussion activities. It also includes the completion of all course assignments, and the willingness to support the efforts of others. All work is to be completed in the timeframe described by the syllabus.

<span style="font-family: Georgia,serif;">//2. Online Reading and Discussion (30 points of final grade)// <span style="font-family: Georgia,serif;">//Online reading and discussion work will be divided over 5 weeks.// <span style="font-family: Georgia,serif;">//Week 1 posting due date: Monday, 9/12 Response due date: Thursday, 9/15// <span style="font-family: Georgia,serif;">//Week 2 posting due date: Monday, 9/19 Response due date: Thursday, 9/22// <span style="font-family: Georgia,serif;">//Week 3 posting due date: Monday, 9/26 Response due date: Thursday, 9/29// <span style="font-family: Georgia,serif;">//Week 4 posting due date: Monday, 10/3 Response due date: Thursday, 10/6// <span style="font-family: Georgia,serif;">//Week 5 posting due date: Monday, 10/10 Response due date: Thursday,10/13//

<span style="font-family: Georgia,serif;">On-line discussion tasks will be evaluated according to class-developed project rubrics.

<span style="font-family: Georgia,serif;">//3. Final Digital Media Projects (20 points of final grade): Due: October 21//
 * <span style="font-family: Georgia,serif;">Create an assignment and product based on the “Publish It” template featured on the Innovative Educator blog and email the link to Dr. Herr.

<span style="font-family: Georgia,serif;">Final projects will be evaluated according to the criteria listed on the course wiki.

<span style="font-family: Georgia,serif;">**Expectation: Participation** <span style="font-family: Georgia,serif;">Your participation is a vital element in the success of this course. <span style="font-family: Georgia,serif;">Participation is considered to include active, constructive contributions to all tasks and discussion activities. It also includes the completion of all course assignments, and the willingness to support the efforts of others. All work is to be completed in the timeframe described by the syllabus.

<span style="font-family: Georgia,serif;">The instructor will work with novice and experienced students, alike, to adapt each task to an appropriate level of challenge.

<span style="font-family: Georgia,serif;">Quality participation involves taking on an appropriate level of challenge with the attendant risk of failure. Patience and mutual support are essential elements in a Learning Studio environment, and represent quality participation in a risk-taking setting. Perseverance, perspective, sense of humor, and active problem solving - for oneself and others - in cases of unexpected technical problems or set-backs is a sign of mature learning and quality participation.

Lesley University and School of Education Policy Statements Revised August 26, 2011

Academic honesty and integrity are essential to the existence and growth of an academic community. Each member of the Lesley community is charged with honoring and upholding the University's policy. Students are full members of the academic community and, as such, are obligated to uphold the University's standards for academic integrity. Students should take an active role in encouraging others to respect these standards, and should become familiar with Lesley's policy. The policy details students' roles and responsibilities, and provides examples of violations (including information about failing to document sources, plagiarism, cheating, fabrication or falsification of data, multiple submissions of work, abuse of academic materials, complicity/unauthorized assistance, lying/tampering/theft, etc.). The complete policy can be found on the [|Lesley University Web page].
 * Academic Integrity Policy **

School of Education Master’s degree and licensure candidates* are required to develop a program portfolio, comprised of the key assignment from each course in their programs. Through these identified key assignments, students will demonstrate acquisition of both knowledge and skills and will demonstrate professional growth over time. The portfolios will be used for institutional and teacher self-evaluation as well as for review by accrediting agencies. They will also provide evidence that students are meeting required state and professional standards, and will confirm that Lesley’s programs are meeting their stated outcomes.
 * Portfolio Development **

Students will build their portfolios in one of two ways, depending on their program start dates.


 * If you began your off-campus or online program after October 25, 2010, or your on-campus program after January 1, 2011: **


 * You will be required to use MAP (My Assessment Portfolio) and must register for a mandatory, online MAP orientation course that features a tutorial for how to set up a MAP portfolio. Issues related to registration for the orientation course and technical issues related to the use of MAP can be directed to map@lesley.edu


 * You must upload the key assignment for each of your courses into your MAP program portfolio as part of the course requirements. Your faculty member will use the rubric that is posted in MAP to assess how effectively you completed the key assignment.


 * If you began your off-campus or online program __before__ October 25, 2010 or your on-campus program __before__ January 1, 2011: **


 * You, too, must complete a key assignment for each course, but you will submit your assessment electronically directly to the faculty member teaching the course, and __not__ via the MAP system. Your faculty member will give you directions regarding the electronic submission. Like students using MAP, your submitted work will be assessed using the rubric for the key assignment.

// *Students enrolled in the Science Online Master’s or the Out Of School Time Master’s Programs are exempt from the portfolio requirement at this time. //

Lesley University is committed to ensuring that all qualified students with disabilities are afforded an equal opportunity to participate in and benefit from its programs and services. To receive accommodations, a student must have a documented disability as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), and provide documentation of the disability. Eligibility for reasonable accommodations will be based on the documentation provided. If you are a student with a documented disability, or feel that you may have a disability, please contact:
 * Disability Services for Students **

For **on-campus students** with learning disabilities or attention disorders: Maureen Riley, Director of Academic LD/ADD Services 23 Mellen St., 5th floor, Office 504 617.349.8464 (voice) 617.349.8558 (fax) mriley@lesley.edu

For **on-campus students** with physical, sensory, or psychiatric disabilities, and **off-campus students** with learning disabilities, attention disorders, or physical, sensory, or psychiatric disabilities: Laura J. Patey, Coordinator of Disability Services for Students 23 Mellen St., 3rd floor, Office 313 617.349.8194 (voice) 617.349.8544 (TTY) 617.349.8558 (fax) lpatey@lesley.edu

The academic integrity of our programs depends on students attending all scheduled class meetings. Students should discuss with faculty, in advance, any portion of a class meeting they cannot attend. Absence from class may be reflected in the student’s grade. The complete attendance policy may be found [|here].
 * Attendance Policy **

All School of Education students must use APA format for student papers, citations and bibliographies. The [|complete SOE policy] may be found on the School of Education web page.
 * Official Format for Student Work **