FIT3033 Principles of educational multimedia - Semester 1 , 2007 unit guide

Semester 1, 2007

Chief Examiner

Dr Michael Morgan

Lecturers

Berwick : Michael Morgan

Outline

This unit examines the diversity of theoretical and conceptual frameworks which influence current research and production of educational multimedia applications. Topics will include: educational theory and practice, cognition and cognitive development, the differentiation between child and adult learners, catering to differences in the capacity to learn, for example, gifted and disabled learners, creating immersive and interactive learning environments, current debates surrounding e-Learning, and enabling equitable access to learning technologies. Students will be given an overview of issues and techniques for applying information technology to support instruction in educational and training contexts and gain practical experiences in managing a design process involving competing aspects of learning theories, content characteristics, audience needs and software development practices.

Objectives

At the completion of this unit students will have a theoretical and conceptual understanding of:

  • the diversity of theoretical and conceptual frameworks which contribute to the current research and application of educational multimedia;
  • the uniquely immersive, engaging and interactive nature of educational multimedia learning environments;
  • the correlation of the individual needs of a learner with an appropriate digital environment for the delivery of educational material and learning experiences.

Students will have developed attitudes that enable them to:

  • be acquainted with and value the diversity of learning styles and requirements within the community;
  • appreciate the need for an adaptive approach in the modification of technology to the requirements of both the learner and the educational content.

Students will have the skills to:

  • design and produce documents relating to the conceptual development of educational learning environments;
  • develop applications of learning environments for specific learning needs;
  • utilise appropriate techniques and be able to select tools to meet the requirements of specific learning environments.

Students will have developed the teamwork skills needed to:

  • recognise the potential of multimedia in enabling educational access and equity
  • further develop communication and group work skills
  • understand the importance of the functional and structural role of multimedia in contemporary educational practice
  • recognise the significance and ubiquity of educational products in the multimedia industry and the need for quality assurance in production processes

Prerequisites

Before attempting this unit you must have satisfactorily completed FIT2012, FIT2016 , or equivalent.

Unit relationships

FIT3033 is a core unit in the Multimedia major of the Bachelor of Information Technology and Systems. You may not study this unit and MMS2701 in your degree.

Texts and software

Required text(s)

Alessi, S. and Trollip, S. (2001). Multimedia for Learning: Methods and Development. 3nd ed. Allyn and Bacon. Sydney.

Textbook availability

Berwick Campus Bookshop

Software requirements

The software required for this unit is available in the multimedia labs at the Berwick campus and includes:

Macromedia Director

Macromedia Flash

 Macromedia Dreamweaver

Adobe Photoshop

Adobe Illustrator

CMap Concept Mapping software (http://cmap.ihmc.us/download/).

Software may be:

  • purchased at academic price at good software retailers

Hardware requirements

On-campus students may use the facilities available in the computing labs. Information about computer use for students is available from the ITS Student Resource Guide in the Monash University Handbook. You will need to allocate up to 10 hours per week for use of a computer, including time for newsgroups/discussion groups.

Recommended reading

Recommended Reading (*indicates Highly Recommended for this unit)
  • *Berg, G. A. (2003) The Knowledge Medium: Designing Effective Computer Based Learning Environments. Information Science Publishing. Hershey.
  • *Boyle, T. (1997). Design for Multimedia Learning. Prentice Hall. London.
  • Castells, M. Flecha, R . Freire, P. Giroux, H. Macedo, D. and Willis, P. (1999) Critical Education in the New Information Age. Rowman and Littlefield. Lanham, MD.
  • Fenrich, P. (1997) Practical Guidelines for Creating Instructional Multimedia Applications. International Thomson Publishing.
  • Gardner, H. (1999) Disciplined Mind: What All Students Should Understand. Simon and Schuster. NY.
  • Hricko, M. (2003) Design and Implementation of Web-Enabled Teaching Tools. Information Science Publishing.
  • *Mayer, R.E. (2001). Multimedia Learning. Cambridge University Press.
  • Scherer, M. (2004) Connecting to Learn: Educational and Assistive Technology for People with Disabilities. American Psychological Association.
  • *Snelbecker, G. E. (1985) Learning Theory, Instructional Theory, and Psychoeducational Design. University Press of America.
  • Snyder, I. (2002) Silicon Literacies: Communication, Innovation and Education in the Electronic Age. Routledge.
  • Sprenger, M. (1999) Learning and Memory: The Brain in Action. Association for Supervision
  • Library access

    You may need to access the Monash library either personally to be able to satisfactorily complete the subject.  Be sure to obtain a copy of the Library Guide, and if necessary, the instructions for remote access from the library website.

    Study resources

    Study resources for FIT3033 are:

    • the FIT3033 web site on MUSO
    • weekly lecture slides
    • weekly tutorial requirements
    • assignment specifications, sample solutions and
    • supplementary material

    These resources will be made available through the MUSO website.

    Unit website

    http://muso.monash.edu.au/

    Structure and organisation

    Week Topics References/Readings Key Dates
    1 Introduction - Knowledge and Learning Study Guide Chapter 1 Alessi & Trollip
    2 Knowledge and Learning - Pedagogy
    3 Cognitive Architecture Chapter 2 Alessi & Trollip p 16 p 24
    4 Cognitive Development Chapter 3 Alessi & Trollip
    5 Instructional Design Theories Chapter 2 Alessi & Trollip Assignment 1:(30%) Due Friday 3 pm week 5
    6 Instructional Design Theories Chapter 2 Alessi & Trollip
    Non teaching week
    7 Instructional Design Theories Chapter 2 Alessi & Trollip Assignment 2: 1500 words 15%) Due Friday 3 pm week 7
    8 Aspects of Learning Chapter 2 Alessi & Trollip p 24 p 30
    9 Aspects of Learning Chapters 4, 5, 6, 7 Alessi & Trollip
    10 Types of Learning Environments Chapters 9, 10, 11 Alessi & Trollip Assignment 3: 1500 words 15%) Due Friday 3 pm week 10
    11 Instructional Design Systems Chapters 12, 13, 14, 15Alessi & Trollip
    12 Instructional Technologies and Societal Issues Chapter 8 Alessi & Trollip Assignment 4: (40%) Due Friday 3 pm week 12.
    13 Review

    Timetable

    The timetable for on-campus classes for this unit can be viewed in Allocate+

    Assessment

    Assessment weighting

    Assessment for the unit consists of 4 assignments with a weighting of 100%. Read this section VERY carefully.

    Assignment 1: Design Documentation

    Presentation by the group of a detailed project plan for an interactive multimedia learning environment appropriate for child learners and to be targeted at a given instructional methodology.

    (30%) Due Friday 3 pm week 5.

    Assignment 2: Product Analysis

    Conduct a detailed analysis of an educational multimedia product (it may be CD/DVD-based or online) and discuss the following aspects of the package in relation to learning theory:

    • Give a brief description of the package and the nature of the subject matter.
    • Which major learning theory best relates to this product? The main learning theories include Behaviourism, Instructivism, and Constructivism. Give a brief overview of the learning theory selected, state how it relates to this product and comment on how well or badly the theory has been applied.
    • What are the instructional objectives of the package? Are these made clear to the learner?
    • Describe how the content is structured, chunked, formatted and presented. Does this support the instructional objectives? Does the presentation adequately motive the learners? Is the learner given adequate feedback on their progress through the package?
    • How does the learner interact with or experience the content? Does this provide the learner with sufficient opportunity to absorb and/or practice the content?
    • How is the learner assessed? Is this assessment appropriate? Does it relate directly to the instructional objectives of the package? What feedback is the learner given on their performance?

    Compile your response into an essay. Use screen shots to illustrate your points if possible. As a minimum include screen shots of the overview/introduction, a content screen, an interaction/activity screen, an assessment screen and a feedback screen. Include references for the learning theory section at least.

    Final submission 1500 words (15%) Due Friday 3 pm week 7.

    Assignment 3: Concept Map

    Based on the content covered in the lectures, readings and your own research construct a detailed concept map on the subject of educational multimedia that shows the relationships between learning theories, educational issues, instructional techniques and development issues.

    Your concept map will be developed using the software CMap, which is available free from http://cmap.ihmc.us/ and in the labs. In your concept map you can create and label nodes and links. You can also add annotations to elaborate on concepts, add background images, or even add links to other resources. The software does not restrict the size of the concept map that you can generate. You will be given a session in tutorials that shows you how to use the CMap software.

    Final submission equivalent to 1500 words (15%) Due Friday 3 pm week 10.

    Assignment 4: Educational Multimedia Product

    Production of a multimedia learning environment for child learners, with documentation (500 words), that demonstrates;

    1) clear instructional objects,

    2) the appropriate formatting and use of media for the presentation of content,

    3) an effective instructional strategy that includes interactive elements, and

    4) an appropriate assessment strategy.

    (40%) Due Friday 3 pm week 12.

    A full description of the assessment tasks and the marking criteria can be found on the FIT3033 web site on MUSO.

    Assessment Policy

    To pass this unit you must:

    • Attempt all assessment tasks.
    • Obtain a total score from all assessment tasks of 50% or more.
    • Attend a minimum of 80% of both lectures and tutorials, unless medical certificates are provided.

    Assessment Procedures for a Non-performing Team Member or Members.

    If the unit assessor, or one or more team members, becomes concerned regarding the contribution of one or more members of a group then the unit assessor will determine, using the project documentation, and discussions with the students concerned, whether the student or students are making an equitable contribution to the work of the group. If it is determined that the student or students are not making an equitable contribution they may be deemed to be a Non-performing team member. In the event of this determination being made the Group component of their assessment will be multiplied by up to a factor of 0.5 in order to arrive at a Raw Score.

    Your score for the unit will be calculated by:

    adding group and individual scores for all component assessment items which may be scaled.

    Assessment Feedback – Raw Scores.

    In assessment feedback you will be allocated a raw score that will indicate your general level of performance aginst the criteria supplied and will be used to determine the rank order of students. You will also be given a short comment that may assist you in the completion of future assignments by discussing the aspects of the assessment response that were completed to a high standard and areas that may be improved.

    Scaling of Raw Scores.

    When raw scores for all assessment tasks are combined the total raw score may be scaled. The scaling of raw scores will not effect your rank order in relation to other students. Scaling of raw scores is intended to provide consistency of assessment outcomes across units within the degree and across courses within the university.

    Assessment Requirements

    Assessment Due Date Weighting
    Assignment 1: Project design documentation Friday 3 pm week 5 30%
    Assignment 2: Product Analysis 1500 words Friday 3 pm week 7 15 %
    Assignment 3: Concept Map equiv. 1500 words Friday 3 pm week 10 15 %
    Assignment 3: Multimedia Learning Environment Friday 3 pm week 12 40 %

    Assignment specifications will be made available on the FIT3033 web site on MUSO.

    Assignment Submission

    Submit the assignment to the labelled Assignment Boxes in the foyer of the Berwick School of Information Technology at the Berwick Campus by 3 pm on the due date, with the appropriate cover sheet correctly filled out and attached.

    Extensions and late submissions

    Late submission of assignments

    Assignments received after the due date will be subject to a penalty of a 5 % reduction in marks for each day (including weekends) the assignment is late. Assignments will not normally be accepted if handed in more than 2 weeks after the due date.

    This policy is strict because comments or guidance will be given on assignments as they are returned, and sample solutions may also be published and distributed, after assignment marking or with the returned assignment. 

    Extensions

    It is your responsibility to structure your study program around assignment deadlines, family, work and other commitments. Factors such as normal work pressures, vacations, etc. are seldom regarded as appropriate reasons for granting extensions. 

    Students requesting an extension must apply, using the standard 'Extension Request', to their unit adviser at least two days prior to the due date. You should also confirm your extension request via e-mail. Extensions may be granted for medical or personal reasons supported by appropriate documentary evidence. You will be asked to forward original medical certificates in cases of illness, and may be asked to provide other forms of documentation where necessary. Students will be provided with a reply slip documenting the extension, a copy of which should be submitted with the assignment.

    Grading of assessment

    Assignments, and the unit, will be marked and allocated a grade according to the following scale:

    Grade Percentage/description
    HD High Distinction - very high levels of achievement, demonstrated knowledge and understanding, skills in application and high standards of work encompassing all aspects of the tasks.
    In the 80+% range of marks for the assignment.
    D Distinction - high levels of achievement, but not of the same standards. May have a weakness in one particular aspect, or overall standards may not be quite as high.
    In the 70-79% range.
    C Credit - sound pass displaying good knowledge or application skills, but some weaknesses in the quality, range or demonstration of understanding.
    In the 60-69% range.
    P Pass acceptable standard, showing an adequate basic knowledge, understanding or skills, but with definite limitations on the extent of such understanding or application. Some parts may be incomplete.
    In the 50-59% range.
    N Not satisfactory failure to meet the basic requirements of the assessment.
    Below 50%.

    Assignment return

    We will aim to have assignment results made available to you within two weeks after assignment receipt.

    Feedback

    Feedback to you

    You will receive feedback on your work and progress in this unit. This feedback may be provided through your participation in tutorials and class discussions, as well as through your assignment submissions. It may come in the form of individual advice, marks and comments, or it may be provided as comment or reflection targeted at the group. It may be provided through personal interactions, such as interviews and on-line forums, or through other mechanisms such as on-line self-tests and publication of grade distributions.

    Feedback from you

    You will be asked to provide feedback to the Faculty through a Unit Evaluation survey at the end of the semester. You may also be asked to complete surveys to help teaching staff improve the unit and unit delivery. Your input to such surveys is very important to the faculty and the teaching staff in maintaining relevant and high quality learning experiences for our students.

    And if you are having problems

    It is essential that you take action immediately if you realise that you have a problem with your study. The semester is short, so we can help you best if you let us know as soon as problems arise. Regardless of whether the problem is related directly to your progress in the unit, if it is likely to interfere with your progress you should discuss it with your lecturer or a Community Service counsellor as soon as possible.

    Unit improvements

    The assessment tasks for this unit have been revised.

    All process diaries have been removed from the assessment and student contributions to the group will be recorded in the Team Roles and Bio ssection of the main documentation.

    The written task which was originally 3000 words has been broken down into 2 smaller 1500 word tasks.

    One of the written tasks is a concept mapping exercise which may be more interesting for students to complete than an extended essay format.

    Lecture content has been revised and more examples of student work are included.

    Plagiarism and cheating

    Plagiarism and cheating are regarded as very serious offences. In cases where cheating  has been confirmed, students have been severely penalised, from losing all marks for an assignment, to facing disciplinary action at the Faculty level. While we would wish that all our students adhere to sound ethical conduct and honesty, I will ask you to acquaint yourself with Student Rights and Responsibilities and the Faculty regulations that apply to students detected cheating as these will be applied in all detected cases.

    In this University, cheating means seeking to obtain an unfair advantage in any examination or any other written or practical work to be submitted or completed by a student for assessment. It includes the use, or attempted use, of any means to gain an unfair advantage for any assessable work in the unit, where the means is contrary to the instructions for such work. 

    When you submit an individual assessment item, such as a program, a report, an essay, assignment or other piece of work, under your name you are understood to be stating that this is your own work. If a submission is identical with, or similar to, someone else's work, an assumption of cheating may arise. If you are planning on working with another student, it is acceptable to undertake research together, and discuss problems, but it is not acceptable to jointly develop or share solutions unless this is specified by your lecturer. 

    Intentionally providing students with your solutions to assignments is classified as "assisting to cheat" and students who do this may be subject to disciplinary action. You should take reasonable care that your solution is not accidentally or deliberately obtained by other students. For example, do not leave copies of your work in progress on the hard drives of shared computers, and do not show your work to other students. If you believe this may have happened, please be sure to contact your lecturer as soon as possible.

    Cheating also includes taking into an examination any material contrary to the regulations, including any bilingual dictionary, whether or not with the intention of using it to obtain an advantage.

    Plagiarism involves the false representation of another person's ideas, or findings, as your own by either copying material or paraphrasing without citing sources. It is both professional and ethical to reference clearly the ideas and information that you have used from another writer. If the source is not identified, then you have plagiarised work of the other author. Plagiarism is a form of dishonesty that is insulting to the reader and grossly unfair to your student colleagues.

    Communication

    Communication methods

    Dr Michael Morgan can be contacted at:

    Room Number:

    1118 Berwick Campus

    Email

    michael.morgan@infotech.monash.edu.au

    Phone:

    03 99047155

    Phone Messages

    03 99047155

    Fax

    03 99047125

    Postal address

    Dr Michael Morgan,
    Monash University,
    Berwick School of Information Technology,
    Clyde Road,
    Berwick,
    Victoria, Australia, 3806

    Notices

    Notices related to the unit during the semester will be placed on the Notices Newsgroup in the Unit Website. Check this regularly. Failure to read the Notices newsgroup is not regarded as grounds for special consideration.

    Consultation Times

    Wednesday: 10.00 to 12.00

    If direct communication with your unit adviser/lecturer or tutor outside of consultation periods is needed you may contact the lecturer and/or tutors at:

    Dr Michael Morgan
    Senior Lecturer, and Associate Professor
    Phone +61 3 990 47155 +61 3 990 53645
    Fax +61 3 8622 8999

    All email communication to you from your lecturer will occur through your Monash student email address. Please ensure that you read it regularly, or forward your email to your main address. Also check that your contact information registered with the University is up to date in My.Monash.

    Last updated: Feb 6, 2007