FIT3033 Principles of educational multimedia - Semester 1 , 2008

Unit leader :

Dr Michael Morgan

Lecturer(s) :

Berwick

  • Michael Morgan

Tutors(s) :

Berwick

  • Cheryl Anne Errol Howard

Introduction

Welcome to FIT3033 Principles of Educational Multimedia for semester 1, 2008. This 6 point unit is a component of the Bachelor of Information Technology and Systems degree Multimedia Applications major. The unit has been designed to provide you with an understanding of educational multimedia applications. It explores many aspects of learning, teaching and interactive multimedia.

Unit synopsis

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.

Learning outcomes

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

Workload

For on campus students, workload commitments are:

  • two-hour lecture and
  • two-hour tutorial
  • a minimum of 8 hours of personal study in order to satisfy the reading and assignment expectations.

Unit relationships

Prerequisites

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

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.

Continuous improvement

Monash is committed to ‘Excellence in education' and strives for the highest possible quality in teaching and learning. To monitor how successful we are in providing quality teaching and learning Monash regularly seeks feedback from students, employers and staff. Two of the formal ways that you are invited to provide feedback are through Unit Evaluations and through Monquest Teaching Evaluations.

One of the key formal ways students have to provide feedback is through Unit Evaluation Surveys. It is Monash policy for every unit offered to be evaluated each year. Students are strongly encouraged to complete the surveys as they are an important avenue for students to "have their say". The feedback is anonymous and provides the Faculty with evidence of aspects that students are satisfied and areas for improvement.

Student Evaluations

The Faculty of IT administers the Unit Evaluation surveys online through the my.monash portal, although for some smaller classes there may be alternative evaluations conducted in class.

If you wish to view how previous students rated this unit, please go to http://www.monash.edu.au/unit-evaluation-reports/

Over the past few years the Faculty of Information Technology has made a number of improvements to its courses as a result of unit evaluation feedback. Some of these include systematic analysis and planning of unit improvements, and consistent assignment return guidelines.

Monquest Teaching Evaluation surveys may be used by some of your academic staff this semester. They are administered by the Centre for Higher Education Quality (CHEQ) and may be completed in class with a facilitator or on-line through the my.monash portal. The data provided to lecturers is completely anonymous. Monquest surveys provide academic staff with evidence of the effectiveness of their teaching and identify areas for improvement. Individual Monquest reports are confidential, however, you can see the summary results of Monquest evaluations for 2006 at http://www.adm.monash.edu.au/cheq/evaluations/monquest/profiles/index.html

Improvements to this unit

Student Seminars have been used to ensure student engagement with the content and to point out the relevance of the content to student learning.

The concept mapping exercise has been used to reduce the reliance on essay writing.

The practical assignments, documentation and multimedia project, are intended to allow students to work on a real educational multimedia package and to practice their multimedia authoring and media creation skills. 

Unit staff - contact details

Unit leader

Dr Michael Morgan
Senior Lecturer
Phone +61 3 990 47155
Fax +61 3 8622 8999

Lecturer(s) :

Dr Michael Morgan
Senior Lecturer
Phone +61 3 990 47155
Fax +61 3 8622 8999

Tutor(s) :

Ms Cheryl Howard
Lecturer
Phone +61 3 990 47158

Teaching and learning method

Weeks 1 to 5 and 13 will involve lecturer delivered content.

 Weeks 6 to 12 will involve student delivered seminars.

Tutorial allocation

On-campus students should register for tutorials/laboratories using Allocate+.

Communication, participation and feedback

Monash aims to provide a learning environment in which students receive a range of ongoing feedback throughout their studies. You will receive feedback on your work and progress in this unit. This may take the form of group feedback, individual feedback, peer feedback, self-comparison, verbal and written feedback, discussions (on line and in class) as well as more formal feedback related to assignment marks and grades. You are encouraged to draw on a variety of feedback to enhance your learning.

It is essential that you take action immediately if you realise that you have a problem that is affecting your study. Semesters are 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 Schedule

Week Topic Key dates
1 Educational Multimedia, Introduction, Assessment abd Seminar Topics Seminar Topic Selection
2 Knowledge, Learning and Pedagogy  
3 Cognitive Architecture, Schema Theory and Cognitive Development  
4 Learning Theories - Behaviourism and Instructivism  
Mid semester break
5 Example Seminars 5a Other Theories of Learning - Constructivism 5b Education vs Training and Types of Learning Environments  
6 Seminar 6a Motivating Students to Learn - ARCs 6b Metacognition Assignment 1: Group Seminar and Sides(30%) Due Friday 3 pm week 6
7 Seminar 7a Reflective Learning Practices - Journals and Process Diaries 7b Articulation - Portfolio and Project Work Assignment 2: Concept Map 10%) Due Friday 3 pm week 7
8 Seminar 8a Differences Between Adult and Child Learners 8b Gifted and/or Special Needs Learners Assignment 3: Design Document 20%) Due Friday 3 pm week 8
9 Seminar 9a Instructional Objectives/ Learning Domains/ Lesson Structures 9b Learning Using Simulations  
10 Seminar 10a Assessment and Grading Systems 10b Feedback to Learners / Workplace Learning  
11 Seminar 11a Multiple Intelligences 11b Learning Styles/ The Right and Left Brain  
12 Seminar 12a Games for Learning 12b Online Learning Environments Assignment 4: (40%) Due Friday 3 pm week 12.
13 Review  

Unit Resources

Prescribed text(s) and readings

No Set Text

Recommended text(s) and readings

Recommended Reading (*indicates Highly Recommended for this unit)

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

  • *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
  • Required software and/or hardware

    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

    Equipment and consumables required or provided

    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.

    Study resources

    Study resources we will provide for your study 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.

    Library access

    The Monash University Library site contains details about borrowing rights and catalogue searching. To learn more about the library and the various resources available, please go to http://www.lib.monash.edu.au.  Be sure to obtain a copy of the Library Guide, and if necessary, the instructions for remote access from the library website.

    Monash University Studies Online (MUSO)

    All unit and lecture materials are available through MUSO (Monash University Studies Online). Blackboard is the primary application used to deliver your unit resources. Some units will be piloted in Moodle.

    You can access MUSO and Blackboard via the portal (http://my.monash.edu.au).

    Click on the Study and enrolment tab, then Blackboard under the MUSO learning systems.

    In order for your Blackboard unit(s) to function correctly, your computer needs to be correctly configured.

    For example :

    • Blackboard supported browser
    • Supported Java runtime environment

    For more information, please visit

    http://www.monash.edu.au/muso/support/students/downloadables-student.html

    You can contact the MUSO Support by: Phone: (+61 3) 9903 1268

    For further contact information including operational hours, please visit

    http://www.monash.edu.au/muso/support/students/contact.html

    Further information can be obtained from the MUSO support site:

    http://www.monash.edu.au/muso/support/index.html

    If your unit is piloted in Moodle, you will see a link from your Blackboard unit to Moodle at http://moodle.med.monash.edu.au.
    From the Faculty of Information Technology category, click on the link for your unit.

    Assessment

    Unit assessment policy

    Practical assessment: 100%

    To pass this unit you must:

    • Attempt all assessment tasks
    • Achieve no less than 50% of possible marks 

    Assignment tasks

    • Assignment Task

      Title : Assignment 1: Group Seminar and Seminar Slides

      Description :

      A Group Seminar presentation of 30 minutes and 10 minutes questions. Groups to be of three students and presentations to be delivered to class in lectures in weeks 6 to 12. With presentation slides to be submitted for uploaded to the FIT3033 MUSO site by Friday 3 pm week 6. 

      Seminar topics selected from the list provided.

      Weighting : 30%

      Criteria for assessment :

      Presentation Delivery and Slides Formatting (10)

      Content and Research (10)

      Discuss examples of educational multimedia packages (5)

      Relating the topic to educational multimedia (5)

      Due date : Friday 3 pm week 6

    • Assignment Task

      Title : Assignment 2: Group Concept Map

      Description :

      Create a Group Concept Map based on the seminar topic to be submitted for uploaded to the FIT3033 MUSO site by Friday 3 pm week 7. Equivalent to 1500 words. Based on the content covered in your seminar, readings and your own research construct a detailed concept map on the subject of educational multimedia seminar topic that shows the relationships between learning theories, educational issues, instructional techniques and development issues.

      Weighting : 10%

      Criteria for assessment :

      Detailed Concepts and Annotation 4 

      Detailed Links and Annotation Showing Important Relationships 3 

      Appropriate Formatting 3 

      Due date : Friday 3 pm week 7

    • Assignment Task

      Title : Assignment 3: Design Document

      Description :

      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.

      Weighting : 20%

      Criteria for assessment :

      Professional Presentation of Documentation (5) 

      Completion of Documentation Components (10) 

      An Interesting and Orginal Concept (5) 

      Due date : Friday 3 pm week 8

    • Assignment Task

      Title : Assignment 4: Interactive Educational Multimedia Application for Young

      Description :

      Production of a multimedia learning environment for child learners, 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.

      Weighting : 40%

      Criteria for assessment :

      Clear Instructional Objectives 5 

      Effective Instructional Strategy 5 

      Major Interactivity 5 

      Appropriate Assessment Strategy and Feedback 5 

      Appropriate Formatting, Use of Media and Media Quality 10 

      Technical Excellence and Reliability 5 

      Creativity in Design 5 

      Due date : Friday 3 pm week 12

    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.

    Assignment coversheets

    Electronic assignment coversheets can be found via "Student assignment coversheets" ( http://infotech.monash.edu.au/resources/student/assignments/ ) page on the faculty website. They are also available from the front office at Berwick School of IT.

    University and Faculty policy on assessment

    Due dates and extensions

    The due dates for the submission of assignments are given in the previous section. Please make every effort to submit work by the due dates. 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 are advised to NOT assume that granting of an extension is a matter of course.

    Late assignment

    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.

    Return dates

    Students can expect assignments to be returned within two weeks of the submission date or after receipt, whichever is later.

    Assessment for the unit as a whole is in accordance with the provisions of the Monash University Education Policy at http://www.policy.monash.edu/policy-bank/academic/education/assessment/

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

    Plagiarism, cheating and collusion

    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 (http://www.infotech.monash.edu.au/about/committees-groups/facboard/policies/studrights.html) 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.

    Register of counselling about plagiarism

    The university requires faculties to keep a simple and confidential register to record counselling to students about plagiarism (e.g. warnings). The register is accessible to Associate Deans Teaching (or nominees) and, where requested, students concerned have access to their own details in the register. The register is to serve as a record of counselling about the nature of plagiarism, not as a record of allegations; and no provision of appeals in relation to the register is necessary or applicable.

    Non-discriminatory language

    The Faculty of Information Technology is committed to the use of non-discriminatory language in all forms of communication. Discriminatory language is that which refers in abusive terms to gender, race, age, sexual orientation, citizenship or nationality, ethnic or language background, physical or mental ability, or political or religious views, or which stereotypes groups in an adverse manner. This is not meant to preclude or inhibit legitimate academic debate on any issue; however, the language used in such debate should be non-discriminatory and sensitive to these matters. It is important to avoid the use of discriminatory language in your communications and written work. The most common form of discriminatory language in academic work tends to be in the area of gender inclusiveness. You are, therefore, requested to check for this and to ensure your work and communications are non-discriminatory in all respects.

    Students with disabilities

    Students with disabilities that may disadvantage them in assessment should seek advice from one of the following before completing assessment tasks and examinations:

    Deferred assessment and special consideration

    Deferred assessment (not to be confused with an extension for submission of an assignment) may be granted in cases of extenuating personal circumstances such as serious personal illness or bereavement. Information and forms for Special Consideration and deferred assessment applications are available at http://www.monash.edu.au/exams/special-consideration.html. Contact the Faculty's Student Services staff at your campus for further information and advice.