... part of George North's and Teacher Explorer Center's Web site at UNO
Design and Development of MultiMedia Curricula EDCI 4993-603, Spring 2000
4:30 to 7:15, Wednesdays
Syllabus, Part II Why do you want to print this document? It is linked to many other important documents -- your printed copy is linked to the death of trees.
Links to Explore -- Search the Web -- more than visits.

Texts & Resources | Top | Important Dates | Course Description | Objectives |
| Evaluation | Grading | Who is George North | Class Web Pages |

Required reading for this class will be selected World Wide Web sites as indicated each week in the syllabus. These will be found using the link at the top of this pages titled "Links to Explore." From time to time we will mention and discuss some of the available texts covering this topic. You are encouraged to bring to class any books you find interesting and share these with the rest of us. Bringing books and other recourses to class is one way to satisfy the class participation requirement.



Course Description | Top | Important Dates | Texts & Resources | Objectives |
| Evaluation | Grading | Who is George North | Class Web Pages |

Prerequisites:
  • Knowledgeable in the use of computers
  • An eMail address
  • Good work ethic
  • Willingness to help others
    • The Louisiana Department of Education, the Technology Consortium for Technology in Education (TCTE) is currently developing curricula standards for Colleges of Eduction throughout Louisiana. This course is designed to conform with the current certification requirements as submitted to the Deans Advisory Council.

    The Louisiana's Center for Education Technology (LCET) is developing content standards for PreK-12 teachers and assessment standards for students. Standards are available for Arts, English Language Arts, Foreign Language, Math, Science, Social Studies, and Foundation Skills. For detailed information visit content standards web pages.

    Students will develop MultiMedia Documents focusing on research, planning, design, implementation and evaluation. Students will develop unit lesson plans using MultiMedia documents in their own content areas with an emphasis on:
  • hands-on activities
  • across-the curriculum development
  • applying technology in solving problems relevant to learning, communicating, living and working in the real world
  • collaborative teaching and learning
  • integrating teaching and learning into instruction
  • in-class activities that allow practice of the above

    • We will accomplish all this by using and building Information Networks that:
  • provide educators with access to abundant resources;
  • provide students with new ways to participate in knowledge creation;
  • provide simultaneous access to information and publishing;
  • bringing us closer to the goal of Universal Education;
  • empower students, decreasing the role of teachers as purveyors of knowledge;
  • make teachers and students partners in learning;
  • join together teachers, students, parents, and community members;
  • build Communities of Learners in a single location (the classroom);
  • join learning scenarios with abundant resources;
    • The goal is learning -- taking place in a social context where knowledge is created from information with action guided by pedagogy.



    Objectives | Top | Important Dates | Texts & Resources | Course Description |
    | Evaluation | Grading | Who is George North | Class Web Pages |

    In Design and Development of MultiMedia Instruction, students will plan, design, implement, and evaluate multi-sensory instruction. Hands-on class activities will be developed that result in an integrated instructional approach to teaching and learning.

    Students will be given the opportunity to:
    1. explore, evaluate, and use computer/technology resources including applications, tools, educational software and associated documentation.
    2. describe current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources in the curriculum.
    3. design, deliver, and assess student learning activities that integrate computers/technology for a variety of student grouping strategies and for diverse student populations.
    4. design and practice student learning activities that foster equitable, ethical, and legal use of technology by students.
    5. identify basic principles of instructional design associated with the development of multimedia and hypermedia learning materials.
    6. develop simple hypermedia and multimedia products that apply basic instructional design principles.
    7. select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.
    8. participate in collaborative projects and team activities.
    9. identify examples of emerging programming, authoring, or problem solving environments.
    10. collaborate in on-line workgroups to build bodies of knowledge around specific topics.
    11. use a computer projection device to support and deliver oral presentations.
    12. design and publish simple online documents that present information and include links to critical resources.
    13. develop instructional units that involve compiling, organizing, analyzing, and synthesizing of information and use technology to support these processes.
    14. conduct research and evaluate online sources of information that support and enhance the curriculum.
    15. design and practice methods and strategies for teaching concepts and skills related to computers and related technologies including keyboarding.
    16. design and practice methods and strategies for teaching concepts and skills for applying productivity tools.
    17. design and practice methods/strategies for teaching concepts and skills for applying information access and delivery tools.
    18. practice methods and strategies for teaching problem-solving principles and skills using technology resources.
    19. observe in a KŠ12 setting where KŠ12 computer technology concepts and skills are being taught.
    20. practice methods and strategies for teaching technology concepts and skills in a lab and classroom setting.
    21. identify and support implementation and revision of computer or other technology literacy curriculum to reflect on-going changes in technology.
    22. design and implement integrated technology classroom activities that involve teaming or small group collaboration.
    23. identify activities and resources to support regular professional growth related to technology.
    24. describe student guidance resources, career awareness resources, and student support activities related to computing and technology.
    25. compare national KŠ12 computer or other technology standards with benchmarks set by local school districts and critique each.
    26. identify professional organizations and groups that support the field of educational computing and technology.
    27. design a set of evaluation strategies and methods that will assess the effectiveness of instructional units that integrate computers/technology.
    28. develop plans to configure computer or other technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
    29. identify and describe strategies to support development of school and laboratory policies, procedures, and practices related to use of computers or other technology.
    30. research, evaluate, and develop recommendations for purchasing instructional software to support and enhance the school curriculum.
    31. research, evaluate, and develop recommendations for purchasing technology systems.
    32. design and recommend procedures for the organization, management, and security of hardware and software.
    33. identify strategies for troubleshooting and maintaining various hardware and software configurations.
    34. identify and describe network software packages used to operate a computer network system.
    35. configure a computer system and one or more software packages.




    Evaluation & Assessment | Top | Important Dates | Texts & Resources | Course Description |
    | Objectives | Grading | Who is George North | Class Web Pages |

    Please note that it is possible to earn more than 100 points. Read carefully each of the six evaluation areas below. Hint ... follow the links to details of each area.

    Information below is tentative and will change in the next two weeks based on what we as a class decide is important to do in our time together this semester.

  • 10 points - Individual Semester Project -- by mutual agreement, for example, a portfolio of your work this semester (very useful in gaining a job in education technology!)
  • 20 points - Mid-semester exam -- Unit Lesson Plan -- group project
  • 40 points - Final Exam -- Two (2) Unit Lesson Plans -- group project
  • 30 points - Participation -- attendance and contributions to in-class activities. This includes redCap -- written assignments posted to our list server.
  • 10 points - Documented delivery of one lesson from above Unit Lesson Plans at a school of your choice. If you do not have access to a school we can find one for you.

    • Final grade will be based in large part on student's self-evaluation. Remember, evaluations are due at the beginning of our last class -- see important dates above for exact date.



    Grading | Top | Important Dates | Texts & Resources | Course Description |
    | Objectives | Evaluation | Who is George North | Class Web Pages |

  • A = 90 - 100 points
  • B = 80 - 89
  • C = 70 - 79
  • D = Three (3) unexcused absences
  • F = More than (3) unexcused absences




    • Who is
    George North         		| Top | Important Dates | Texts & Resources | Course Description |
    | Objectives | Evaluation | Grading | Class Web Pages |

    Today, I am Ph.D. candidate in the College of Education, Curriculum & Instruction. In my past life, for 30 years, I was a systems analyst, programmer, Information Systems manager, and computer consultant. I earned a B.S. in Liberal Arts from the University of the State of New York, and a M.S. in Computer Science from the University of New Orleans.

    George North
    Office: ED 342w
    Phone: 280-5557
    Home: 834-1891
    Cell: 957-5186
    eMail: gnorth@mac.com
    Web Site: http://georgenorth.net/~george/georgeHome.php
    Office Hours:
    Tuesday & Wednesday: 3:30 - 4:30
    Tuesday & Wednesday: 7:15 - 8:15 PM
    Also by appointment

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