University of CalgaryWerklund School of Education

Office of Graduate Programs in Education

EDER 679.25Inquiry into Digital Content

Fall, 2014

Instructor: Patti Dyjur, PhDOffice: BI 539APhone: 403.220.2440Email: pdyjur@ucalgary.ca

Office Hours: by appointment

Term Dates:Sept. 8th to Dec. 5th, 2014

Online Synchronous Sessions:There will be four synchronous sessions in Adobe Connect throughout the term. Please note these dates and times are TENTATIVE and will be confirmed early in the course:

Sept. 10th, 2014 (7:00 p.m. Calgary time)Oct. 1st, 2014 (7:00 p.m. Calgary time)Oct. 29th, 2014 (7:00 p.m. Calgary time)Nov. 26th, 2014 (7:00 p.m. Calgary time)

It is your responsibility to figure out time zone differences and attend the session at the proper time. Use a chart such as this one to figure out what time the session will be at in your time zone: http://www.nrc-cnrc.gc.ca/eng/services/time/time_zones.html If you cannot attend the synchronous session, I strongly recommend that you listen to the recording later on.

COURSE DESCRIPTION: Inquiry into Digital Content is an online course that combines theory with authentic learning. It was designed to provide both individual and group participatory inquiry. There will be a combination of presentation, discussion, and application of concepts regarding digital content. It does NOT assume prior knowledge or experience with the creation of digital content. By the end of the course, each student will create digital artifacts designed for a specific audience (group of learners) in an educational context.

LEARNER OUTCOMES:By the end of the course, students should be able to:

Explore and practice effective use of digital content (images, video, audio, text) Examine social and pedagogical issues surrounding the development of digital content Analyze the use of digital content as a medium for education and training Demonstrate reflective and critical thought about the use of digital content as a medium for education

and training Demonstrate reflective and critical thought about ethical issues and the ramifications of participating in

a culture that is connected digitally

Course Outline Template 2013-2014, Approved at GPEC 02-04-2014

Apply instructional design principles in the creation of digital media projects Create digital artifacts designed for a specific audience (group of learners) in an educational context

COURSE DESIGN AND DELIVERY:

This online course will use Desire2Learn (d2l) as a content management system, with Adobe Connect as a synchronous communication tool. Diigo will be used to list required readings, and ucalgaryblogs.ca will be used as the blogging tool for the certificate. A headset with a microphone is recommended for the synchronous sessions.

The learning tasks have been designed to support your inquiry into the creation of digital content, both independently and collaboratively with peers. Your learning in the course depends on your participation and shared commitment to fostering a collaborative knowledge building environment. The role of the instructor is to facilitate the course work and to support students with the instructional design process as they engage in the learning tasks, and to provide students with ongoing, timely and constructive feedback to further their learning and growth in creating, manipulating, and presenting digital content. It is requested that students access online tutorials for support required with the functionality of any new tools and media selected for the learning tasks, and ask each other for assistance, before asking the instructor for assistance.

Technology Requirements: Access to digital image capture tools such as a digital camera, smart phone, and/or iPad, scanner Mandatory: A one-year subscription to Piktochart (piktochart.com), $40 per year for the educational

license. Please note that it could take two days to get an educational license for the software, so plan accordingly.

Access to digital editing tools for creating and manipulating visual and non-visual representations; some suggestions are listed below.

o Windows Movie Maker: http://explore.live.com/windows-live-movie-maker?os=othero Photostory 3: http://download.cnet.com/Photo-Story-3-for-Windows/3000-12511_4-

10339154.htmlo iLife (Mac)o Photoshop Express: http://download.cnet.com/Adobe-Photoshop-Express/3000-13455_4-

10826051.html You will be using free open-source software in the creation of some of your digital media projects. You

may also have some tools available to you through your work. With the exception of Piktochart, you are not required to have the specific software listed here, as long

as you have the tools you need to edit your digital content as required for the course.

REQUIRED READINGS:

There is no required text for the course. Required readings are listed below, in Diigo and on the d2l course site.

Week 1 (Sept 8 – 14): Formats of instruction, infographics Smith, P. L., & Ragan, T. J. (n.d.). Designing delivery and management strategies. Retrieved August 23, 2011

from http://higheredbcs.wiley.com/legacy/college/smith/0471393533/web_chaps/wch01.pdfNote: You are only required to read pages 1-19.

Read ‘Infographics’, a document posted in the course site.

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View the following infographics: What infographics are. http://www.pinterest.com/pin/195414071302480983/ Could Samsung take down Apple? http://www.pinterest.com/pin/53409945553185991/ Is it a cold or the flu? http://www.pinterest.com/pin/393783561138901821/Which infographic should you choose? http://www.pinterest.com/pin/76772368620578617/I want to make a short film: http://www.pinterest.com/pin/129478558006382058/ Data visualization: http://www.pinterest.com/pin/459226493222951256/ Don`t feed the trolls: A guide to dealing with negativity in social media:

http://www.pinterest.com/pin/107734616059423406/Social networking through the ages: http://www.pinterest.com/pin/204350901816900014/10 years of technology trends in online learning: http://www.pinterest.com/pin/233131718185588514/History of classroom technology: http://www.pinterest.com/pin/171840542006192663/8 steps for using infographics in learning: http://www.pinterest.com/pin/272045633715551118/Three steps to content chunking: http://www.pinterest.com/pin/272045633715041050/ Photosynthesis: http://www.pinterest.com/pin/57843176437932001/ The science behind infographics: http://www.pinterest.com/pin/54184001738188123/4 revealing facts on how learners read on screen: http://www.pinterest.com/pin/331999803752064155/Your brain by the numbers: http://www.pinterest.com/pin/120189883780469550/10 elearning statistics for 2014: http://www.pinterest.com/pin/313140980312401458/How not to look ugly on a webcam: http://www.pinterest.com/pin/120189883779478904/10 ways to repurpose content: http://www.pinterest.com/pin/416301559276725129/ Surviving the e-learning revision apocalypse: http://www.pinterest.com/pin/272045633716309494/Tactics vs. Strategy: http://www.pinterest.com/pin/172192385725222467/

Optional readings:Adams, D. (2014). 8 Types of infographics and which one to use when. Retrieved from

http://www.bitrebels.com/design/8-types-of-infographics-use-when/

Balliett, A. (2011). The do’s and don’ts of infographic design. Retrieved from http://www.smashingmagazine.com/2011/10/14/the-dos-and-donts-of-infographic-design/

Week 2 (Sept 15 – 21): Digital storytelling, Images: Rule of thirds

Levine, A. & Alexander, B. (2008). Web 2.0 storytelling: Emergence of a new genre. EDUCAUSE Review, 43(6), 40-56. Retrieved July 25, 2011 from http://net.educause.edu/ir/library/pdf/ERM0865.pdf

Sags, C.-S. (2011). Rule of thirds. Retrieved July 27, 2012 from http://prezi.com/k8lubdaidwkp/rule-of-thirds-photography/

Week 3 (Sept 22 – 28): Writing learning outcomes, participatory culture

Read ‘Writing Learning Outcomes’ posted in the course site.

TEDxNYED. (2010). Henry Jenkins- 03/06/10 [Video file]. Retrieved from http://www.youtube.com/watch?v=AFCLKa0XRlw

Week 4 (Sept. 29 – Oct. 5): Graphics, copyright, Creative Commons

Create a colourbox account free through the U of C library. See details in the course site. 3

Course Outline Template 2013-2014, Approved at GPEC 02-04-2014

Lynch, P. J., & Horton, S. (2011). Graphics. Web Style Guide, 3rd. Ed. Retrieved August 23, 2011 from http://webstyleguide.com/wsg3/11-graphics/index.html

Government of Canada. (2012). About copyright. Retrieved from http://publications.gc.ca/site/eng/ccl/aboutCopyright.html

Okanagan College. (2010). APA citation style. Retrieved from http://www.okanagan.bc.ca/Assets/Departments+%28Administration%29/Library/PDFs/apa.pdf

Creative Commons. (n.d.) About creative commons. Retrieved from http://creativecommons.org/about

Week 5 (Oct. 6 – 12): Digital citizenship, storyboarding

Ohler, J. (2011). Digital citizenship means character education for the digital age. Educational Leadership, 68(5). Retrieved July 25, 2012 from http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Character-Education-for-the-Digital-Age.aspx

Stevens, J. (2011). Multimedia storytelling: Storyboarding. The Regents of the University of California. Retrieved August 23, 2011 from http://multimedia.journalism.berkeley.edu/tutorials/starttofinish/storyboarding/

Week 6 (Oct. 13 – 19): Media literacy, front end analysis

Center for Media Literacy. (2011). Five key questions form foundation for media inquiry. Center for Media Literacy. Retrieved August 23, 2011 from http://www.medialit.org/reading-room/five-key-questions-form-foundation-media-inquiry

Read ‘Front-end Analysis’ posted in Blackboard

Week 7 (Oct. 20 – 26): Information architectureLynch, P. J., & Horton, S. (2011). Information architecture. Web Style Guide, 3rd Ed. Retrieved August 23, 2011

from http://webstyleguide.com/wsg3/3-information-architecture/2-organizing-information.html

Note: Make sure you read the entire chapter, including the sections on site structure.

Week 8 (Oct. 27 – Nov. 2): Color, font and design

Cannon, T. (2012). An introduction to color theory for web designers. Retrieved from http://webdesign.tutsplus.com/articles/an-introduction-to-color-theory-for-web-designers--webdesign-1437

Cronin, M. (2009). 10 principles for readable web typography. Retrieved from http://www.smashingmagazine.com/2009/03/18/10-principles-for-readable-web-typography/

Week 9 (Nov. 3 – 9): Personal learning networksAttwell, G. (2007). Personal learning environments – the future of eLearning? eLearning Papers, 2(1). Retrieved

August 23, 2011 from http://scholar.googleusercontent.com/scholar?q=cache:ptS3B7qa2z4J:scholar.google.com/+personal+learning+networks&hl=en&as_sdt=0,5&as_vis=1

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willrich45. (2007). Personal learning networks [Video file]. Retrieved from http://www.youtube.com/watch?v=mghGV37TeK8

Do independent readings as needed to complete the last assignment.

Week 10 (Nov. 10 – 16): Digital literacy, independent readings

Jones-Kavalier, B. R., & Flannigan, S. L. (2006). Connecting the digital dots: Literacy of the 21 st century. EDUCAUSE Quarterly, 2(2006), 8-10. Retrieved August 23, 2011 from http://net.educause.edu/ir/library/pdf/eqm0621.pdf

Do independent readings as needed to complete the last assignment.

Week 11 (Nov. 17 – 23): Emerging trends in Ed Tech

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 K-12 edition. Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 higher education edition. Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf

Note: You are only required to read the Executive Summary of ONE of the reports.

Do independent readings as needed to complete the last assignment.

Week 12 (Nov. 24 – Nov. 30): Creating digital content

No new readings: Work on final project

Week 13 (Dec. 1 – 5): Creating digital content

No new readings: Work on final blog post and response

ADDITIONAL READINGS:

Additional readings may be assigned throughout the term as topics of interest arise.

WEEKLY COURSE SCHEDULE:

This schedule may change to meet the emerging needs and dynamics of the participants in the course. It is possible you may need to do readings or access resources in advance of the scheduled week to complete a project if the concepts are entirely new to you.

Date Topic Readings and Resources Due Dates

Sept 8 – Formats of instruction Read ‘Designing Delivery and Management Synchronous session 5

Course Outline Template 2013-2014, Approved at GPEC 02-04-2014

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Week 1

Infographics Strategies’, p. 1 – 19 Read ‘Infographics’, a document posted in the course site. Examine all infographics on the reading list

#1 Sept. 10Introductions due Sept. 12 (not graded)

Sept. 15 – 21

Week 2

Digital storytellingImages: Rule of Thirds

Read ‘Web 2.0 Storytelling: Emergence of a New Genre’View ‘Rule of Thirds’

LT #2: Proposal due Sept. 18

Sept. 22 – 28

Week 3

Writing learning outcomesParticipatory culture

Read ‘Writing Learning Outcomes’ posted in BlackboardView TED Talk, Henry Jenkins on Participatory Culture

LT #1: Blog post #1 due Sept. 24LT#1: Blog post #1 responses due Sept. 27

Sept. 29 – Oct. 5

Week 4

GraphicsCopyright Creative Commons

Create a colourbox account, free through the U of C library. See details in the course site.Read Chapter 3, ‘Web Style Guide’Read ‘About Copyright’Access and reference ‘APA Citation Style’ as needed Read ‘About Creative Commons’

Synchronous session #2 Oct. 10LT #2: Project and documentation due Oct. 5

Oct. 6 – 12

Week 5

Digital citizenshipStoryboarding

Read ‘Digital Citizenship Means Character Education for the Digital Age’Read ‘Multimedia storytelling: Storyboarding’

LT #3: Proposal due Oct. 8

Oct. 13 – 19

Week 6

Media literacyFront end analysis

Read ‘Five Key Questions Form Foundation for Media Inquiry’Read ‘Front-end Analysis’ posted in Blackboard

LT #1: Blog post #2 due Oct.15LT #1: Blog post #2 response due Oct. 18

Oct. 20 – 26

Week 7

Information Architecture

Read ‘Web Style Guide: Information Architecture’

LT #3: Paper prototype and first iteration due Oct. 22LT #3: Critiques due Oct. 26

Oct. 27 – Nov. 2

Week 8

Color and design An Introduction to Color Theory for Web Designers10 Principles for Readable Web Typography

Synchronous session #3 Oct. 29LT #3: Final product and documentation due Nov. 2

Nov. 3 – 9

Week 9

Personal learning networks

Watch Will Richardson on PLNsRead ‘Personal learning environments: The future of elearning?’Do independent readings as needed to complete the last assignment

LT #4: Proposal due Nov. 6

Nov. 10 – 16

Week 10

Digital literacy,Independent study

Read ‘Connecting the Digital Dots: Literacy of the 21st Century’Do independent readings as needed to complete the last assignment

LT #1: Blog post #3 due Nov. 11LT #1: Blog post #3 response due Nov. 14

Nov. 17 – 23

Emerging trends in Ed Tech

Read the Executive Summary of either the 2013 NMC Horizon Report, K-12 Edition OR 2014

LT #4: Paper prototype and first

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Week 11NME Horizon Report, Higher Education Edition iteration due Nov. 19

LT #4: Critiques due Nov. 23

Nov. 24 – 30

Week 12

Creating digital content

No new readings: Work on final project Synchronous session #4 Nov. 26LT #4: Final product and documentation due Nov. 30

Dec. 1 – 5

Week 13

Creating digital content

No new readings: Work on final blog post and response

LT #1: Blog post #4 due Dec. 3;Response due Dec. 5

CHANGES TO SCHEDULE:Please note that changes to the schedule may occur in response to student questions and conversations.

LEARNING TASKS AND ASSESSMENT

There are four required Learning Tasks for this course. Each learning task has been broken into stages to help you keep on track with assignments and receive feedback at various stages, rather than only at the culmination of a project. You are required to complete all tasks to receive a passing grade in the course.

Learning Task Number

Description of Learning Task Percent of Final Grade

Due Dates Grouping for Task

Learning Task #1 Online discussions (4 blog posts and responses to others)

20% 1: Sept. 24 and 27

2: Oct. 15 and 183: Nov. 11 and

144: Dec. 3 and 5

Individual

Learning Task #2 Infographic 15% Individual

Proposal - Sept. 18, 2014 Individual

Documentation and final product 15% Oct. 5, 2014 Individual

Learning Task #3 Presentation, ebook or digital video 30% total Individual

Proposal - Oct. 8, 2014 Individual

Paper prototype and first iteration 5% Oct. 22, 2014 Individual

Critique 5% Oct. 26, 2014 Group

Documentation and final product 20% Nov. 2, 2014 Individual

Learning Task #4 Website 35% total Individual

Proposal - Nov. 6, 2014 Individual

Paper prototype and first iteration 5% Nov. 19, 2014 Individual

Critique 5% Nov. 23, 2014 Group

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Documentation and final product 25% Nov. 30, 2014 Individual

FILE NAMING CONVENTIONS AND SUBMITTING ASSIGNMENTS

When submitting documentation and other Word documents, please use the following file naming convention: last name, learning task number, description. As an example, my proposal for the infographic assignment would look like this:

Dyjur_LT2_proposal

Please submit files of written work in Word format. If it’s in PDF format it’s a bit harder for me to make comments in text.

All assignments will be submitted through D2L unless otherwise noted. We will only use email submission if there is an issue with D2L at the time when assignments are submitted.

1. LEARNING TASK 1: Blog Posts - DUE: Various Due Dates

Learning Task #1: Blog posts

Weighting: 20% of final gradeDue dates:

Blog post #1: Sept. 24th for initial post and Sept. 27th for response Blog post #2: Oct. 15th for initial post and Oct. 18th for response Blog post #3: Nov. 11th for initial post and Nov. 14th for response Blog post #4: Dec.3rd for initial post and Dec. 5th for response

Blog Post #1: Photo Editing

Editing your photos is an essential skill in creating digital media. I’ve found, however, that I tend to use the same basic photo editing tools over and over again. In fact, I get a lot of value out of knowing how to do just a few things in Photoshop.

For this assignment you will edit a photo in a few basic ways. First of all, you need to download or get access to photo editing software. There are several free programs available now that can do basic things, so there is no need to purchase anything. Possibilities include Adobe Photoshop Express, GIMP, and Paint, but please note you are not required to use one of these. If you have software that you prefer to use, feel free to use it.

Next you will need to either take a digital photo or find one that you can edit. Flickr has millions of photos you can download, but if you use one, make sure you find a Creative Commons licensed photo and give the proper citation in APA format.

Once you’ve found your photo, manipulate it in the following ways. Post the original photo, plus the following 4 photos, so you should post 5 photos in all:

1. Original photo2. Flipped image (left to right)3. Crop the photo so that it follows the Rule of Thirds

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4. Replace something on the image. Do not simply erase it – you must fill the white space with something else that looks natural in the photo.

5. Experiment with one more photo editing tool of your choice and post the result. Make sure you tell us what you did (for example, changed the color or saturation of something, removed red eye, added text to the photo and so on).

6. Save your photo optimized for the web.

Some of you will already know how to do all of these things – that’s great! For those of you who are just learning, you will be surprised at how much you can do with a few simple clicks. Some of the free software includes tutorials that will walk you through the basics.

Software and Tutorials:

GIMP: http://www.gimp.org/downloads/ Tutorials: http://www.gimp.org/tutorials/

Paint: http://www.getpaint.net/download.htmlTutorials: http://forums.getpaint.net/index.php?/forum/18-tutorials-publishing-only/

There are a lot of alternatives listed on this site; some have more tutorials than others:http://www.hongkiat.com/blog/11-free-alternatives-softwares-to-adobe-photoshop/

If you would like to check out what previous students have done for this assignment, look at the following:http://nicmoon.ucalgaryblogs.ca/ (scroll down to blog post #1)http://kpunit.wordpress.com/2013/09/22/photo-editing/ http://wesley677blog.ucalgaryblogs.ca/ (scroll down most of the page to Blog Post #1: Photo editing, Sept. 23, 2013)

Initial posts are due on Sept. 24th. This blog post does not have word limit guidelines as I expect most of your post will be visual. However, please describe what you have done in the photo, especially the ones where you replace something on the image and experiment with a tool. Please look at other people’s posts and respond to at least one other blog post by Sept. 27th. I am not looking for a substantive response this time around, but rather a few words of encouragement and support for your peers.

Blog Post #2: Software Review

In this blog post you will explore a piece of software you are unfamiliar with and report your findings about the tool. You will report on things such as what features it has, ease of use, support and help forums, and so on. A template for your review can be found in the Blackboard course site.

Before you start your review, sign up for a specific piece of software in the appropriate discussion forum. There will be a maximum of two people to review specific software. I suggest that you review software that you are not familiar with already because it could help you to narrow down your choice and define your needs in future assignments. It is much more challenging to select software when you are not familiar with any of it or what it can do. Please contact me if you are overwhelmed with this task and would like a recommendation for your review.

Potential software for your review include: glogster, voicethread, prezi, camtasia, slidego, vuvox, photopeach, storybird, storyjumper, bookbuilder, weebly, webs, google sites, wix, visual.ly, and easelly. Please contact me if you are interested in reviewing a different piece of software.

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Initial posts are due on Oct. 15th. Please read and respond to at least one other blog post by Oct. 18th.

Blog Post #3: Response to reading, Five Key Questions Form Foundation for Media Inquiry

Read the main page, as well as the five linked pages in the chart. Select ONE of the five key concepts (authorship, format, audience, content, or purpose) to address in your blog post. First of all, summarize the concept. Then discuss how the concept is important in terms of digital content. Finally, describe how you will be mindful of the concept when creating your own digital materials.

Initial posts are due on Nov. 11th. The suggested word limit is 250 – 350 words. Read other students’ entries and respond to at least one other post by Nov. 14th.

Blog post #4: Creating digital contentAt this point in the course you’ve finished creating three digital media projects. With this in mind, discuss the following:

List the tools you used in the course that you had never used before. What are the pedagogical benefits of creating digital media? How might you apply your learning in your

teaching practice? What were some of the pedagogical challenges you had creating digital media? What are your ‘lessons

learned’? Do you have any suggestions or good practices for others who are working on such projects? What has been the biggest surprise for you when creating digital content?

Your discussion should not focus on technical concerns; rather, you should reflect on and address things such as benefits to learning, innovative uses in education, challenges and barriers to using digital media effectively with your group of learners, and so on. Blog posts that look at the technical benefits and barriers will receive a failing grade on this assignment. Initial posts are due on Dec. 3rd. The suggested word limit is 250 – 350 words. Please read and respond to at least one other blog post by Dec. 5th.

CRITERIA FOR ASSESSMENT OF LEARNING TASK 1

Initial blog posts will be graded on the following criteria: Subject matter knowledge and richness of content Critical analysis Reflection Make connections Writing and APA citations

Responses to other people’s posts will be graded on the following criteria: Substantive response - adds to content or approaches issue in a different way Makes connections Offers a new perspective Finds value in others’ posts (does not dismiss other people’s ideas as wrong) Writing and APA citations

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2. LEARNING TASK 2: Infographic – DUE: Oct. 5th, 2014

Learning Task #2: InfographicWeighting: 15% of final grade; Infographic 10% and documentation 5%Proposal due Sept. 18th Due date: Oct. 5th, 2012

For this assignment, you will create an infographic for a specific group of learners (your audience).

There are three deliverables for this assignment:1. Proposal due Sept. 18th 2. Infographic due Oct. 5th 3. Documentation to accompany your infographic, due Oct. 5th

Please read the document in the course site called ‘Infographics’, as it has a great deal of information that will be of use when completing this assignment.

Proposal:

Please submit your proposal, and all other written work, as a Word document and not a PDF file as I sometimes make notes directly in the document.

Include the following information in your proposal:

State your target audience (group of learners) for the project. For example, your target audience might be grade seven students, adults who are looking for a job, or employees of a certain company who are doing safety training.

State your topic for the infographic. State your intended learning outcome for the project. Please see the document in the course site called

‘Writing Learning Outcomes’ for more information. What type of infographic will you create (comparison, flow chart, timeline, etc.)? How is this topic relevant to learners? State how it relates to curriculum, professional development,

training goals, or other learning context for your intended audience. Please note that you are creating educational materials in this and all your assignments for the course.

Your finished proposal should be one page or less in length.

Project:

You will be using Piktochart to build your infographic (piktochart.com). Although there is a free version, for this course I am asking you to purchase a subscription to the tool.

Please see the d2l course site for more information on this assignment.

Documentation:

Prepare the following documentation to submit with your presentation:

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1. Identify your audience. Who are your learners? Grade four students? First-year nursing students? Company executives who are taking professional development? Be as specific as you can.

2. What is the learning objective(s) of the presentation? Make sure you have written your objectives using the format outlined in the document ‘Writing Learning Objectives’.

3. What type of infographic did you create? If your infographic falls into more than one category, please list them.

4. What content did you decide to include in the presentation (point form or outline is fine)?5. What design decisions did you make in terms of:

a. Text – font, colors, white space, and so onb. Text reduction – how did you translate text into an graphic form? c. Colord. Pictures/graphics

You will submit two files for this assignment: 1. Documentation, submitted as a Word document. Please do not submit a PDF file as I sometimes make

notes directly in the document. 2. Infographic, downloaded from Piktochart as either a JPEG or PDF file.

Criteria for assessment of Learning Task 2:

Your project will be assessed on the following:1. Documentation:

Learning outcome Audience Articulation of content Design decisions

2. Project: Focus and Concept Content Graphics Color and white space Text Attention to detail APA citations

3. LEARNING TASK 3: Presentation, ebook or Digital Video – DUE: Various Due Dates

Learning Task #3: Presentation, ebook or Digital Video

Weighting: 30% of final gradeProposal due Oct. 9th Paper prototype and first iteration due Oct. 23rd Critique due Oct. 27th Documentation and final product due Nov. 3rd

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In this assignment you will create ONE of the following: a presentation, ebook or digital video. Your project will be created for educational purposes, based on instructional design principles and designed with a specific audience of learners in mind. This is a cumulative assignment, with several due dates and deliverables.

Your finished product MUST BE SHARABLE with others. It is not realistic to expect others to download a huge piece of software in order to view your project; nor can you require them to pay to see your work or ask them to learn a new LMS (learning management software) for one project. Consider this at the proposal stage and check with the instructor if you aren’t sure about the software you’ve chosen.

Please see the course site for complete instructions on this project.

Proposal:

Include the following information in your proposal: State your target audience (group of learners) for the project. State your general topic and intended learning outcomes for the project. Keep your project narrowly

focused so the scope is reasonable How is this topic relevant to learners? State how this relates to curriculum, professional development,

training goals, or other learning context for your intended audience. Identify your proposed software or tool that you will use to build your project. Note that you can

change your selected tool later if you find that a different piece of software is more appropriate for your project.

Presentation:

In this assignment, you will create a digital presentation on a topic of your choice, for educational purposes. Your presentation will be created with a specific audience in mind. PowerPoint is not a suitable platform for this assignment. You will be creating something that is web hosted and easily sharable. Your presentation should be about 15 – 20 slides in length, if you select a tool that uses slides.

Ebook:

Create an ebook, maximum 20 pages in length. The ebook must be appropriate for educational use. There are lots of software options for ebooks now. Please refer to the course site for more information on this assignment.

Video:

Create a short video, maximum two minutes in length (after it has been edited). The video must be appropriate for educational use. You may use whatever method you’d like to capture the video, including mobiles, and whichever video editing software you have available. You will also have to decide how you’d like your video hosted.

Documentation:

Prepare the following documentation (in Word format) to submit with your project:

1. Identify your audience. Who are your learners? Grade four students? First-year nursing students? Company executives who are taking professional development? Be as specific as you can.

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Course Outline Template 2013-2014, Approved at GPEC 02-04-2014

2. What are the learning objectives of the presentation? 3. What content did you decide to include (point form or outline is fine)?4. What design decisions did you make in terms of:

a. Textb. Colorc. Pictures/graphicsd. Audio/video

CRITERIA FOR ASSESSMENT OF LEARNING TASK 3

Please see the course site for assignment rubrics.

Paper prototype: Learning outcome(s) are clear, concise, and realistic Visual/ screen information is identified Audio information is identified Text information is identified Attention to detail Organization

First iteration: Product structure is complete All text, graphics, sound and video elements are included Product is in working order and accessible to classmates

Critique: Feedback is offered in a professional and respectful way Both areas of strength and considerations for improvement are identified Feedback is not unnecessarily harsh

Documentation: Completeness of report Learning outcomes Analysis and articulation of design decisions Responses to critiques Comments on software and process APA and organization

Final product: Consideration of audience needs Learning outcomes Significant learning Text and media usage Attention to detail APA citations

4. LEARNING TASK 4: Website – DUE: Various Due Dates

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Course Outline Template 2013-2014, Approved at GPEC 02-04-2014

Learning Task #4: Website

Weighting: 35% of final gradeProposal due Nov. 7th Paper prototype and first iteration due Nov. 20th Critique due Nov. 24th Documentation and final product due Dec. 1st

In this assignment you will create a website for educational purposes, based on sound instructional design principles and designed with a specific audience of learners in mind. This is a cumulative assignment, with several due dates and deliverables.

Your website should include the number of pages needed to address your learning outcomes. In addition to text, it should include a variety of media as appropriate. Possibilities include audio, graphics, infographics, and video clips. You might also include quizzes or self-tests, inquiry questions, and other activities as appropriate for your learners. You will use what you have learned in previous assignments to build your website, including technical skills such as cropping photos and creating infographics, as well as knowledge of instructional design processes, sequencing, navigation structure, readability on the web, and so on.

You can use whatever website creation software you are comfortable with or want to learn for this course. I have a couple of suggestions for you but don’t feel you have to use them; if you’d rather use another tool, please do so.

Please see the course site for complete information on this assignment.

CRITERIA FOR ASSESSMENT OF LEARNING TASK 4

Please see the course site for assignment rubrics.

Paper prototype: Visual/ screen information is identified Audio information is identified Text information is identified Attention to detail Organization

First iteration: Product structure is complete All text, graphics, sound and video elements are included Product is in working order and accessible to classmates

Critique: Feedback is offered in a professional and respectful way Both areas of strength and considerations for improvement are identified Feedback is not unnecessarily harsh

Documentation: Completeness of report Analysis and articulation of design decisions Responses to critiques

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Course Outline Template 2013-2014, Approved at GPEC 02-04-2014

Comments on software and process APA and organization

Final product: Consideration of audience needs Learning outcomes Significant learning Text and media usage Navigation and architecture Attention to detail APA citations

GRADUATE PROGRAMS IN EDUCATION: GRADING SCALE

Distribution of Grades*

Grade GP Value Percent Graduate Description

A+ 4.0 95 - 100 Outstanding

A 4.0 90 - 94 Excellent - superior performance showing comprehensive understanding of the subject matter

A- 3.7 85 - 89 Very good performance

B+ 3.3 80 - 84 Good performance

B 3.0 75 - 79 Satisfactory performance. Note: The grade point value (3.0) associated with this grade is the minimum acceptable average that a graduate student must maintain throughout the program as computed at the end of each year of the program.

B- 2.7 70 - 74 Minimum pass for students in the Faculty of Graduate Studies

C+ 2.3 65 - 69

All grades below B- are indicative of failure at the graduate level and cannot be counted toward Faculty of Graduate Studies course requirements.

C 2.0 60 - 64

C- 1.7 55 - 59

D+ 1.3 50 - 54

D 1.0 45 - 49

F 0.0 < 45

*Based upon Faculty of Graduate Studies 2013/2014 Calendar, “Distribution of Grades”16

Course Outline Template 2013-2014, Approved at GPEC 02-04-2014

It is at the instructor's discretion to round off either upward or downward to determine a final grade when the average of term work and final examinations is between two letter grades.

Note to instructor: University of Calgary Policy (remove from final version of course outline)

The official grading system must be used to report final grades to Enrolment Services but need not be used for individual assignments, quizzes, etc. An instructor electing not to use the official system for a particular component(s) of a course must provide the class, in the same format that was used for the course outline, with an interpretation of the system being used which would enable students to determine their standing within the official system. Such feedback will be provided on the course outline or the first time feedback is given to students. Departmental/Faculty approval is required in the same manner as for the course outline. This interpretation can subsequently be changed only if the grades of registered students in the section of the course will not be lowered. Departmental/Faculty approval is required in the same manner as for the course outline. Any concerns about changes to the interpretation are first to be addressed to the Department Head or equivalent in non-departmentalized faculties (Associate Dean, Graduate Programs in Education). Students not satisfied should contact the Graduate Programs in Education office to follow normal appeal procedures.

----------------------------Werklund School of Education Appeals Policy and Process

http://werklund.ucalgary.ca/gpe/werklund-school-education-appeals-policy-amp-process

Students are advised to become familiar with the Faculty of Graduate Studies policies and the University of Calgary support services in these areas: intellectual property, academic integrity, plagiarism, research ethics, effective writing, and English language proficiency. Information about these topics is available through the following web addresses:

http://www.ucalgary.ca/pubs/calendar/grad/current/gs-o.html http://www.ucalgary.ca/pubs/calendar/grad/current/gs-m.html http://www.ucalgary.ca/pubs/calendar/grad/current/gs-r.html http://www.ucalgary.ca/research/ethics http://grad.ucalgary.ca/mygradskills http://grad.ucalgary.ca/current/managing-my-program/academic-integrity/intellectual-property http://www.ucalgary.ca/ssc/

Graduate Studies Calendar, Excerpts on Plagiarism:

O.1.a) Definitions1. Plagiarism - Plagiarism involves submitting or presenting work as if it were the student’s own work when it is not. Any ideas or materials taken from another source written, electronic, or oral must be fully and formally acknowledged. (b) Parts of the work are taken from another source without reference to the original author. (c) The whole work (e.g., an essay) is copied from another source, and/or, (d) A student submits or presents work in one course which has also been submitted in another course (although it may be completely original with that student) without the knowledge of or prior agreement of the instructor involved.

O.1.b) Penalties, can include and are not limited to: 1. Failing Grade - A student may be given a failing grade in either an exercise or course in which that student is found guilty of plagiarism, cheating or other academic misconduct. A student may not avoid a failing grade by withdrawing from the course.2. Disciplinary probation.3. Suspension.4. Expulsion.

Copyright: All material used in the course is for the sole use of the individual and should not be recopied in either print or digital format.   For copyright guidelines, including those relating to photocopying and electronic copies, please refer to the Association of Universities and Colleges of Canada (AUCC) fair dealing guidelines:  http://library.ucalgary.ca/copyright

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Course Outline Template 2013-2014, Approved at GPEC 02-04-2014

Academic Accommodations – It is the students’ responsibility to request academic accommodations. If you are a student with a documented disability who may require academic accommodations and have not registered with Student Accessibility Services, please contact them at 403-220-6019. Students who have not registered with Student Accessibility Services are not eligible for formal academic accommodations. More information about academic accommodations can be found at www.ucalgary.ca/access .

Campus Security provides a range of services intended to promote and facilitate a safe and secure learning and living environment, e.g. the SafeWalk program for students attending classes on campus. For more information please visit http://www.ucalgary.ca/security/ or telephone 403-220-5333.

The Freedom of Information Protection of Privacy Act (FOIPP) prevents instructors from placing assignments or examinations in a public place for pickup and prevents students from access to exams or assignments other than their own. Therefore, students and instructors may use one of the following options: return/collect assignments during class time or during instructors' office hours, students provide instructors with a self-addressed stamped envelope, or submit assignments, or submit/return assignments as electronic files attached to private e-mail message.

The US Patriot Act - In order that you can make informed decisions about what technologies, services and tools you will use for the completion of course assignments, and any other learning tasks (i.e., online discussions) please note that under the United States Patriot Act course work published using services or tools subject to the US Patriot Act can be seized with disclosure, and you may not be permitted to inform anyone but your legal counsel. If seizure under the US Patriot Act was to occur, and you lost coursework / assignments that were stored on a US server, it may compromise your successful completion of learning tasks and the course. Please familiarise yourself with the University of Calgary’s website on "Privacy and the Online Academic Environment" http://lcr.ucalgary.ca/privacy and familiarise yourself with the US-Patriot Act.

Emergency Evacuation Assembly Points - For both the Education Tower and Education Block, use the Scurfield Hall Atrium (Primary) or Professional Faculties Foodcourt. See: http://www.ucalgary.ca/emergencyplan/assemblypoints

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