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Craig A. Cunningham, Ph.D.

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Computer Applications of Hypermedia
(TIE 544; 3 semester hours)

and

Digital Images and Video as Classroom Resources
(TIE 553; 1 semester hour)

Summer 2007

Instructor

Craig A. Cunningham. Ph.D.
Associate Professor, Technology in Education Program
office: 312-261-3605; cell: 773-505-1133
craig.cunningham@nl.edu
Web site: http://craigcunningham.com
Office Hours: Mondays/Wednesdays by appointment only

Program Mission

The mission of the Technology in Education Program is to prepare technology specialists who can effectively integrate technology across the curriculum as well as facilitate the effective use of technology by other educators.

Course Description

In TIE 544, students use authoring tools to develop hypermedia learning activities, applying instructional design principles. Students review trends, research, and copyright issues in use of hypermedia/multimedia in educational settings. Students apply concepts and knowledge to assist P-12 students and teacher colleagues in using authoring tools and instructional strategies.

In TIE 553, students will select and create digital images and video to represent information and communicate ideas that will be used in a curricular application to meet diverse P-12 student needs. Students will use color scanners, digital cameras, photo CD's, image and video editing software, and download photos and movies from online services.

The classes will be taught as one unit; generally, with the first third of the quarter devoted to TIE 553 and the second two thirds devoted to TIE 544. In most circumstances, you will get the same grade for both classes.

Required Resources

Illinois Learning Standards. Available from: http://www.isbe.state.il.us/ils/
Flash drive (256 MB or more) for storing and transporting project files
Web site (CUIP account) for displaying final project
Home copy of Flash 8 so you can work on Hypermedia Project from home computer.
Course listserv: TIE_ATLARGECH007GTECH-L@listserv.nl.edu

Recommended Resources

Macromedia Flash Professional 8 Hands-On Training (Paperback)
by James Gonzalez (Author); Peachpit Press; Pap/Cdr edition (December 22, 2005)
International Society for Technology in Education. (1998). National educational technology standards for students. Eugene , OR : Author. (1-800-336-5191 or http://cnets.iste.org/ )
ATOMIC LEARNING at http://www.atomiclearning.com includes tutorials on Flash and other software and is free to NLU students: login is ****** (email to find out) and the password is ****** (email to find out).

Course Goals and Outcomes

Upon completion of this course, the students will be able to:

For TIE 544:

Describe the characteristics and recognize the unique features of a hypermedia learning environment and evaluate their impact and appropriateness for classroom application. (TF-II.A)

Apply instructional design principles to develop a substantive, interactive, computer-based hypermedia project relevant to the school curriculum and student needs. (TS-4C, TS-4G, TF-II.A, TF-III.A.7)

Import and legally use graphics, audio, and video, applying instructional design principles to the design of screens and use of multimedia for effective instruction. (TS-10, TS-4E)

Use buttons and write and edit scripts to interact with users, create animation, play movies, and access audio and video segments. (TS-5D, TF-III.A.5)

Assist P-12 students and teachers in reviewing copyright laws related to use of digital resources and in using recommended instructional design principles in the development of hypermedia projects in a problem-solving context. (TS-1F, TS-4B, TF-II.F.1, TF-VI.A.2)

Identify resources for a professional library that will support technology facilitators and specialists in their own professional growth as well as in the work to support others. (This is part of an ongoing portfolio requirement across courses.) (TF-VII.C)

For TIE 553:

Capture images using a variety of hardware and software. (TF-III.A.5)

Access and use images from different sources including online services. (TF-III.A.5)

Digitize video from camcorder or videotape. (TF-III.A.5)

Use photo and video editing software, including converting images among different graphic formats. (TF-III.A.5)

Demonstrate and apply understanding of legal issues related to copyrighted materials. (TS-1O, TF-VI.A.2)

Discuss issues related to the role of visual information in communicating ideas and visual literacy. (TS1-K, TF-II-A)

Plan instructional activities using images and video in the K-12 curriculum to meet diverse student needs. (TS-1K, TF-II.A, TF-III.A.5)

Assist students and teachers in reviewing copyright laws related to use of digital resources and in locating, selecting, capturing, and integrating digital images and video for use in presentations, publications, and/or other products. (TF-V.C.2, TF-VI.A.2)

Identify resources for a professional library that will support technology facilitators and specialists in their own professional growth as well as in the work to support others. (This is part of an ongoing portfolio requirement across courses.) (TF-VII.C)

Note . ISBE: Technology Specialist (TS) ISTE: Technology Facilitator Standards (TF)

NLU Accessibility Policy

Please Note: National-Louis University is committed to ensuring that all of its facilities and programs are accessible to all persons. If you believe you may qualify for course adaptations or accommodations in accordance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act, it is your responsibility to immediately, but no later than the second class session to contact the Office of Diversity, Access and Equity (DAE Office) or the instructor. You may contact the Director of Diversity and Equal Employment at (847) 947-5491 or via e-mail at Erin.Haulotte@nl.edu. If you have coordinated services with the DAE Office, please provide your letter of accommodation to the instructor.

Academic Honesty

With respect to the academic honesty of students, it is expected that all material submitted as part of any class exercise, in or out of class, is the actual work of the student whose name appears on the material or is properly documented otherwise. The concept of academic honesty includes plagiarism as well as receiving and/or giving improper assistance and other forms of cheating on coursework. Students found to have engaged in academic dishonesty are subject to disciplinary action and may be dismissed from the University.

Faculty has the right to analyze and evaluate students’ course work. Students may be asked to submit their papers electronically to a third party plagiarism detection service. Students who are asked to submit their papers and refuse must provide proof for every cited work comprising the cover page and first cited page for each source listed in the bibliography. When evidence of academic dishonesty is discovered, an established procedure of resolution will be activated to bring the matter to closure. See Policy on Academic Honesty in the University Catalog and Student Guidebook (hard copy and online).

For resources on how to cite properly and avoid plagiarism, go to NLU’s Center for Academic Development (http://www.nl.edu/centers/cad/) and the NLU Library (http://www.nl.edu/library/).

TIE Portfolio Requirement

Students are required to complete a portfolio as part of the requirements for the Master's degree and Certificate of Advanced Studies (CAS). During each course, students should add items (meaningful evidence) to their artifact collection. Students should attach notes to each artifact to help them later reflect on why these items were important. Be sure to consider how these items and related experiences have had an impact on your learning, teaching, students, colleagues, and/or philosophy of use of technology.

Class requirements

Late assignments will lose 10% per week that they are late.

Attendance at all sessions and participation in all in-class activities and assignments. Students missing more than 2 class sessions will lose 5 points for each session (over 2) missed. (15 points)
Reading assignments as posted for each class session. Please complete reading assignments BEFORE the due date.
Cool Sites. You are responsible for submitting the URL and a brief (50 word) description of 4 "cool sites" on the web that contain multimedia or hypermedia content. These do NOT have to be educational, but must be "cool" by consensus of the class. The first should be submitted on the course listserv by July 2; the second by July 9; the third by July 16; and the fourth by July 23. (15 points)
Here is an example of a "cool site" submission: http://www.ferryhalim.com/orisinal/ is the web site of Ferry Halim, a Flash designer. The site includes about 30 online games and 10 additional examples of Halim's design work. It demonstrates many of the interactive possibilities of Flash development.
Extra reading/discussion. You will select and disseminate an additional reading (from the web) related to the use of digital multimedia (including Web 2.0) in classrooms; reading must go beyond class required reading material. Distribute to students (on paper or electronically) one week before reading is due; lead a 15-20 minute discussion on the reading. (15 points)
- July 9: Brian
- July 11: Luci
- July 16: Sandy
- July 18: Sarah
- July 23: Kumari
- July 25: Briana
- July 30: Mary
Multimedia portfolio, published to your web account, containing images and video helpful for meeting an Illinois Learning Standard or Benchmark and one or more related NET-S standard.. Must include cover page describing the learning standard (subject area, grade level, goal, benchmark or performance descriptor); reference at least one NETS-S standard (including grade level); contain at least 4 still images and at least 3 videos (animation or liveaction video). At least one still image must come from a scanner; at least one still images much be a photo you took with a digital camera; at least one video must be taken by you using a digital video camera. You must include a bibliography in proper format with citation for each image and for referenced standards. (Due July 16; 15 points)
Storyboard for hypermedia project. Use PowerPoint or another suitable tool to develop an outline of your Hypermedia project. (Due July 23; 10 points)
Hypermedia project, completed using Flash, demonstrating use of hypermedia to help students reach one or more Illinois Learning Standards. Includes a "Design and Development Journal" describing use of design and copyright/fair use princples, and indicating the standard or standards that your project is designed to meet. See here for more details. (Draft due July 30; final due August 6 at midnight; 30 points)

Tentative Schedule of Assignments and Topics

Assignments are listed on the day they are DUE. All assignments should be emailed to the professor before the start of class. You are responsible for all reading.

June 27. Definition of hypermedia. Introduction to Flash.

July 2. Flash 8 Intro module at http://atomiclearning.com. (Username is nlchicago. Email Craig for password if you need it.) First "cool site" due to listserve by start of class.

July 4. No class (holiday)

July 9. Second "cool site" due to listserv by start of class.

July 11.

July 16. URL of multimedia portfolio due to listserv by start of class. Third "cool site" due to listserv by start of class.

July 18.

July 23. Hypermedia project storyboard due to listserv by start of class. Fourth "cool site" due to listserv by start of class.

July 25.

July 30. Draft of hypermedia project due by start of class.

August 1.

August 6 by midnight: URL of final project due to listserv.

IGNORE THIS TABLE!!!!
Date	Topic/In-class	Assignment/Reading due
September 13	Introduction to course hypermedia in education multimedia file formats and tools	N/A
September 20	Announcement re: room change Copyright and fair use	Yeung Chs. 1 & 2
September 27	Planning a hypermedia project storyboarding Visual literacy (Jeanne's page)	Yeung Chs. 3 & 4 Reading group A distributes first extra reading First "cool site" due to listserv
October 4	Using Flash to sketch out Reversal of the Chicago River projects (Craig's sample; some images; some info ) Presentations of visual autobiographies Summary of Visual Literacy main ideas (Jeanne) Discussion about image selection, presentation, interpretation Discussion of "Multimedia in the Classroom" led by Pat and Sara	Yeung Chs. 5 & 6 Extra reading A: Multimedia in the Classroom Reading group B distributes second extra reading Rene Magritte, Key of Dreams:
October 11	Flash hands-on session Video capturing and editng use of Media Blender Camtasia Discussion of "Life on the Screen" by Shadia and Angela	Yeung Chs. 7 & 8 Email instructor with suggested topic, subject matter, grade level, Illinois Learning Standard(s) and NETS-S(s) for your hypermedia project Extra reading B: Life on the Screen Reading group C distributes third extra reading Second "cool site" due to listserv OPTIONAL:Interesting scholarly chapter on visual literacy
October 18	Embedding a video in Flash (here's the video and the poster image) Work on Flash structure for hypermedia project Discussion of Digital Storytelling Finds Its Place in the Classroom Using Dreamweaver for Multimedia Portfolio	Yeung Chs. 9 & 10 Extra reading C, Digital Storytelling Finds Its Place in the Classroom
October 25	Flash minilesson: buttons Embedding Quicktime in DW Development of Assessment Rubric for Hypermedia Projects Reminder: purchase Livetext subscription by November 8	Yeung Chs. 11 & 12 Multimedia portfolio due (deadline extended 10/24!) Reading group D distributes fourth extra reading Third "cool site" due to listserv
November 1	Work time on Flash (making a fire; here's my attempt) Lecture by Kieran Egan	Yeung Chs. 13 & 14 Storyboard for Hypermedia project due Extra reading D Reading group E distributes fifth extra reading;
November 8	How to replace a movie clip with a swf file here's what you need: poster and video_small.swf Work time on Flash Portfolio seminar (Introduction to LiveText; use of LiveText for collecting portfolio materials) Discussion of "Three Important Research Agendas for Educational Multimedia: Learning, Children, and Gender"	Yeung Chs. 15 & 16 Extra reading D Fourth "cool site" due to listserv Bring "benchmark assignments" from courses completed so far to put into LiveText
November 15	Work on Hypermedia projects Alternatives for developing hypermedia (eZedia, Create Together, PowerPoint) Discussion of Reading E	Yeung Chs. 17 & 18 Extra Reading E draft Hypermedia Project due
November 22	OPTIONAL work session.	Hypermedia Project due Web page with links to projects due. Click for details.

Supplemental References

Abrams, A. (2000). The PDQ guide to digital photography. Eugene , OR : Visions Technology in Education.

Adbulezer, S., Bias, G., & Carey, C. (2001). QuickTime Pro for QuickTime teachers. Bloomington , IL : FTC Publishing Group.

Adobe Photoshop 6.0 classroom in a book (2000). San Jose , CA : Adobe Systems, Inc.

Alessi, S., & Trollip, S. (2001). Multimedia for learning: Methods and development. Boston : Allyn and Bacon.

Artner, A.G. (2001, September 14). How images capture, define our decisive moments.

Ballweg, J.K. (2000). Kid Pix digital gallery: Cameras, scanners, and computers. Eugene , OR : International Society for Technology in Education.

Buchanan, L. (1999). A web graphic primer. MultiMedia Schools, 6(2), 46-48.

Bull, G., et. al. (2000, March). Incorporating imagery into instruction. Learning and Leading with

Burke, B.P. (2002). Keeping it legal in today's schools. ICECUBE: Illinois Computing Educators Computer Update Bulletin for Educators, 2002 (4), 1.

Burmark, L. (2002). Visual literacy: Learn to see, see to learn. Alexandria , VA : Association for Supervision and Curriculum Development.

Carlson, J. (2002). iMovie for Macintosh 2. Berkley , CA : Peachpit Press. ISBN 0-201-78788-1

Chicago Tribune.

Doucette, M. (2001). Digital video for dummies (2 nd ed.). Foster City , CA :IDG Books.

Fries, B. (2000). The MP3 and Internet audio handbook: Your guide to the digital music revolution. Burtonsville , MD : TeamCom Books.

Glaser, C.W., Rieth, H.J., & Kinzer, C.K. (1999). A description of the impact of multimedia anchored instruction on classroom interactions. Journal of Special Education Technology, 14, 27 – 43.

Gookin, D. (2000). Digital scanning and photography. Redmond , WA : Microsoft Press.

Grabe, M., & Grabe, C. (1998). Integrating technology for meaningful learning (2 nd ed.) Boston : Houghton Mifflin. (See Chapter 9 “Learning to Work with Images and Sound.”)

Greenberg, A.D., & Greenberg, S. (2001). Photoshop 6: The complete reference. Berkeley , CA : Osborne/McGraw-Hill. ISBN 0-07-213167-5

Handler, M.G., & Dana, A.S. (1998). Hypermedia as a student tool: A guide for teachers (2 nd ed.). Littleton , CO : Libraries Unlimited.

Harreld, K. (2001). iMovie 2: Fast and easy. Roseville , CA : Prima.

Harrell, A., & Fowler, J.P. (1998). Camcorder in the classroom: Using the videocamera to enlive curriculum. Upper Saddle River , NJ : Prentice Hall.

Haughney, P. (2002). Do I really need to worry about copyright? Or . . . what's the worst that could happen? ICECUBE: Illinois Computing Educators Computer Update Bulletin for Educators, 2002 (4), 3-4.

Hoffenberg, H. & Handler, M. (2001, October). Digital Video Goes to School. Learning and Leading With Technology, 10 - 15.

Hougton, R.S. (2003). Rationale for multimedia use and instruction in education. Retrieved January 9, 2003 , from Western Carolina University Web site: http://www.ceap.wcu.edu/houghton/MM/RationaleMMframes.html

Ivers, K.S., & Barron, A.E. (1998). Multimedia projects in education: Designing, producing, and assessing. Littleton , CO : Libraries Unlimited.

Johns, M. (1998). Human-computer interaction: A design guide. Englewood Cliffs, NJ: Educational Technology Publications.

Johnson, D. (2001). How to do everything with your digital camera. New York : Osborne/McGraw-Hill.

Jones, F.H. (2002). How to do everything with digital video. NEW York : McGraw-Hill/Osborne. ISBN 0-007-219463-4

Kampman, M. (1998). Fat crayon multimedia using Kid Pix. Eugene , OR : International Society for Technology in Education.

King, J.A. (2000). Digital photography for dummies (3rd ed.). Foster City , CA : IDG Books.

Kitto, R., & Scott, R. (1998). Student projects with HyperStudio. London , Ontario , KS Publications.

Lee, W.W., & Owens, D.L. (2000). Multimedia-based instructional design: Computer-based training, web-based training, distance broadcast training. San Francisco : Jossey-Bass.

Lohr, L.L. (2003). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River , NJ : Merrill Prentice Hall.

Male, Mary. (2003). Technology for inclusion: Meeting the special needs for all students (3 rd ed.). Boston , MA : Allyn & Bacon.

Marmel, E. (2001). Teach yourself visually: Digital photography. Ontario , Canada : Hungry Minds.

McCain, T. (1993). Teaching graphic design in all subjects. The Computing Teacher 21(3), 21-23.

McLester, S., & Milano, D. (2003, Summer). [Special issue]. Digital Video in the Classroom [supplement to Technology & Learning and DV].

Ozer, J. (1997). Publishing digital video: A step-by-step guide to filming, capturing, editing, and publishing digital video on CD-ROM and the Internet (2 nd ed.). Boston , MA : Academic Press Unlimited. ISBN 0-12-531942-8

Pogue, D. (2001). iMovie 2: The missing manual. Sebastopol , CA : Pogue Press.

Rathbone, A. (1999). MP3 for dummies. Foster City , CA : IDG Books.

Riding, R.J., & Grimley, M. (1999). Cognitive style, gender and learning from multimedia materials in 11 year old children. British Journal of Educational Technology, 30, 43 - 56.

Robyler, M.D., & Bennett, E.K. (2001). The fifth literacy: Research to support a mandate for technology-based visual literacy in preservice teacher education. Journal of Computing in Teacher Education, 17(2), pp. 8-15.

Royer, R. and Royer, J. (2002, April). Developing understanding with multimedia: Putting the tools of multimedia development into the hands of students can deepen the educational experience. Learning and Leading with Technology, 40 - 45.

Sadun, E. (2000). Digital photography: I didn’t know you could do that…. San Francisco , CA : Sybex.

Sherman , M. (1991). Videographing the pictoral sequence. Washington , DC : Association for Educational Data Systems.

Smith, I. , & Yoder, S. (1998). Inside HyperStudio: Scripting with HyperLogo. Eugene , OR : International Society for Technology in Education.

Steed, M. (2002). The power of peer review in multimedia production. Journal of Educational Multimedia and Hypermedia, 11, 237-250.

Technology, 26 (6)

Theodosakis, N. The director in the classroom: How filmmaking inspires learning. San Diego : Tech4Learning.

Tufte, E.R. (1990). Envisioning information. Cheshire , CN: Graphic Press.

Veenema, S., & Gardner, H. (1996). Multimedia and multiple intelligences. The American Prospect 29 (69-75). Retrieved May 1, 2002 , from http://www.prospect.org/print-friendly/print/V7/29/veenema-s.html

Wang, W. (2001). Web cams for dummies. Foster City , CA : IDG Books.

Wileman, R.E. (1993). Visual Communicating. Englewood Cliffs, NJ: Educational Technology Publications.

Williams, R., & Tollett, J. (2001). Robin Williams design workshop. Berkeley , CA : Peachpit Press.

URLs

Get your free trial of Flash MX 2004 here (or here if the first one doesn't work). (I suggest you do not download the free trial version--which only lasts 30 days--until October 22 so that you can use the free version to work on your project during the last 4 weeks of the quarter.)

The Educator's Guide to Copyright and Fair Use

Effective Evaluation Measures of Multimedia Projects
www4.ncsu.edu/~jdsteelm/necc2002

HyperSIG, Special Interest Group of the International Society for Technology in Education; http://www.iste.org/hypersig/index.cfm

Powerbullet Presenter (freeware Flash program); http://powerbullet.com/

Wink (create Flash tutorial presentations): http://www.snapfiles.com/get/Wink.html

SWF2AVI (convert Flash movies to AVI format); http://www.snapfiles.com/get/swf2avi.html

Koolmoves creates Flash presentations; http://www.snapfiles.com/get/koolmoves.html

Flash Decompiler enables you to easily extract sounds, images, videos, shapes, frames, morphs, fonts, texts, buttons, sprites and ActionScripts from any Flash (SWF); http://www.snapfiles.com/get/flashdecompiler.html.

Some Flash and other tutorials: http://it.coe.uga.edu/studio/new_site_content/workshops/