Welcome to your Fontbonne University hybrid course, CED 530 --Hypermedia. This course is a required course in the Computers in Education Master’s Degree Program at Fontbonne University. An introduction to hypermedia tools used in education is presented. The emphasis is placed on integrating these tools into the school's curriculum, analysis of available resources for educational technology and examination and development of hypermedia stacks and presentations for educational purposes. This course is a hybrid with half of the coursework completed online and half completed in a face-to-face computer lab setting.

Instructor and Course Designer: Diana Dell, Ed.S.

E-Mail Address: diana@dianadell.com

Acknowledgements:

My experience as an online learner in the Educational Specialist Program from the School of Information Science and Learning Technologies at the University of Missouri- Columbia and the Ph.D. Program specialization area of Teaching and Training Online in the School of Education at Capella University provided the knowledge framework to develop this course. In addition the following texts were used as a reference:

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Brookfield, S., & Preskill, S. (1999). Discussion as a Way of Teaching. San Francisco: Jossey-Bass.

Palloff, R., & Pratt, K. (1999). Building learning communities in cyberspace: Effective Strategies for the Online Classroom. San Francisco: Jossey-Bass.

Palloff, R., & Pratt, K. (2001). Lessons from the Cyberspace Classroom: the Realities of Online Teaching. San Francisco: Jossey-Bass.

Palloff, R., & Pratt, K. (2003). The Virtual Student: A Profile and Guide to Working with Online Learners. San Francisco: Jossey-Bass.

Standards in Education:

Educators and students use hypermedia as a tool for teaching and learning. This course addresses the International Society for Technology in Education (ISTE) Standards for Teachers. Performance Indicators for each multimedia-related standard are listed below:

Teachers will:

• 1.1.1operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages.

• 1.2.2 apply productivity tools for creating multimedia presentations.

• 1.2.4 use computers to support problem solving, data collection, information management, communications, presentations, and decision-making.

• 1.3.1 explore, evaluate, and use computer/technology resources including applications, tools, educational software, and associated documentation.

• 2.2.1 use advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.

• 2.2.5 identify, select, and integrate video and digital images in varying formats for use in presentations, publications, and/or other products.

• 2.2.7 use features of applications that integrate word processing, database, spreadsheet, communication, and other tools.

• 2.3.1 access and use telecommunications tools and resources for information sharing, remote information access and retrieval, and multimedia/hypermedia publishing.

• 2.4.1 identify basic principles of instructional design associated with the development of multimedia and hypermedia learning materials.

• 2.4.2 develop simple hypermedia and multimedia products that apply basic instructional design principles.

• 2.4.3 select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.

• 3.1.2 design and practice methods and strategies for teaching concepts and skills for applying productivity tools.

• 3.1.3 design and practice methods/strategies for teaching concepts and skills for applying information access and delivery tools.

Course Objectives:

The student will:

1. demonstrate skills needed to develop presentations using hypermedia tools.

2. plan, design, present, and evaluate hypermedia presentations.

3. integrate hypermedia tools into content-area instruction.

4. use hypermedia tools to support a constructivist approach to learning.

Requirements:

1. Participate in the online discussions as indicated in each unit. Post your initial response by Friday of each week and respond to at least two other learners by Sunday.

2. Complete all lab assignments as indicated in each lab session.

3. Complete these major projects:

• Develop a lesson plan in which students use hypermedia tools as a means to construct knowledge.

• Construct a project and presentation on a topic of interest to you to. You will plan, design, develop, and present a hypermedia presentation using either Hyperstudio or PowerPoint. Include with your project at least 4 planning worksheets available in McBride and DeBoer on pages 83 –116. The Final Project will contain a minimum of 15 slides/cards.

• Write a two-page reflection paper that summarizes your learning in this course.

Required Texts:
Caughlin, J. (2002). PowerPoint Workshop for Teachers. Watertown , MA: Tom Synder Productions. ISBN 1-59009-260-0

McBride, K., & DeBoer, E. (2001). Help! I Have HyperStudio... Now What Do I Do?. Eugene, OR: Visions Technology in Education. ISBN 1-57369-754-0

Course Calendar:
Jan 20 – (LAB) Unit 1 – Introduction to Hypermedia
Jan 27 – (ONLINE) Unit 2 – Exploring Presentations Online – Identifying PowerPointlessness
Feb 3 - (ONLINE) Unit 3 – Lesson Plans that Integrate Hypermedia

Feb 10 - (LAB) Unit 4 – PowerPoint: Basics
Feb 17 - (ONLINE) Unit 5 - Why Take the Hypermedia Plunge?
Feb 24 – (LAB) Unit 6- PowerPoint: Diagrams, AutoShapes, and Movies
March 2 – (ONLINE) Unit 7 – Planning Hypermedia Presentations
March 9 – (LAB) Unit 8 – PowerPoint: Templates and Linking
March 16 – SPRING BREAK
March 23 – (ONLINE) Unit 9 – Designing Hypermedia Presentations
April 6 – (LAB) Unit 10– HyperStudio Tutorial 1
April 13 – (ONLINE) Unit 11- Presenting Hypermedia Presentations

April 20 – (LAB) Unit 12- HyperStudio Tutorial 2
April 27 – (ONLINE) Unit 13- Evaluation of Hypermedia Presentations
May 4 – (LAB) Learner Presentations
May 11 – (LAB) Learner Presentations

Instructional Methods:

Instructional methods for this course will include lectures, online discussions, online lessons, hands-on activities in a lab setting, group work, and peer feedback and collaboration.

Other Information:

This syllabus is subject to change in order to meet the needs of learners. It is the learner’s responsibility to keep abreast of these changes.

All assignments are due on the assigned date. Please communicate with the instructor if you need to turn in assignments at a different time. The instructor will understand with appropriate communication and circumstances.

A late assignment may earn no more that ½ the points allocated for that assignment and must be turned in within a week of the due date. All late assignments must have prior instructor approval.

The last assignment MUST be turned in on time.

Academic Honesty:

Individual work to be completed in this class must be original and must represent and address the student’s own philosophy and objectives. According to Fontbonne policy, any student who copies all or a portion of another student’s work will be considered cheating and will receive an F on that assignment. This policy also includes plagiarism. Plagiarism is defined in the Fontbonne Student Handbook, so please obtain a copy so you are familiar with the definition and consequences.

Grading Policy:

Assignment	Points Possible	% of Total
Lab assignments	100	20%
Online discussions	100	20%
Lesson Plan	100	20%
Final Project	150	30%
Reflection Statement	50	10%

Grading Scale

A	95-100%
A-	92-94.9%
B+	88-92.9%
B	85-87.9%
B-	82-84.9%
C	72-81.9%
F	below 72%

Discussion Etiquette:

All learners must be respectful of other learners. Should inappropriate comments occur, faculty will intervene as they monitor the dialogue in the courses. Faculty will request that inappropriate content be removed from the discussion board and will recommend disciplinary action be taken by the University. Learners as well as faculty should be guided by common sense and basic etiquette. The following are good guidelines to follow:

• Never post, transmit, promote, or distribute content that is known to be illegal.

• Never post harassing, threatening, or embarrassing comments.

• If you disagree with someone, respond to the subject, not the person.

• Never post content that is harmful, abusive; racially, ethnically, or religiously offensive, vulgar; sexually explicit; or otherwise potentially offensive.

Internet Resources:

This course utilizes the power of the Internet. One of the benefits of taking an online course is the opportunity to experience the multitude of varied materials found on the Internet. Please note that URLs change frequently. Some of the addresses included may have changed or be out of date. If you have questions about a specific Internet resource, contact your instructor and she will locate an alternative URL, or design an alternative assignment.

Hypermedia Presentation of Course Overview

This presentation can be viewed online at:
http://dianadell.com/welcome.pps

Course content and weekly assignments:

Unit 1 – Introduction to Hypermedia

Unit Summary:

Hypermedia technological tools that allow for the integration of images, sound, and text have been attributed a high potential for fostering learning. This week we will explore what is possible with these tools as we become acquainted with our learning community.

Unit Goals:

1. Become acquainted with the learning community.

2. Read the syllabus and understand the course expectations.

3. Explore hypermedia as an instructional tool.

4. Explore hypermedia tools for student use.

Assignments:

1. Read the entire syllabus and indicate that you understand the course expectations by responding to the forum on the discussion board.

2. Explore the Hyperstudio CD- Why Take the Plunge (part of the Book Tour)

3. Complete your personal home page so that others can get to know you.

Unit 2: Exploring Presentations Online- Identifying “PowerPointlessness”

Unit Summary:

Many teacher and student-made presentations can be downloaded from web. Caughlin has also shared many presentations on pages 117- 172. Exploring and evaluating these presentations will assist learners in identifying effective strategies and ideas for creating hypermedia presentations. It will also allow you to identify features that detract from the presentation’s content or message.

We will also establish small groups for the purpose of in-depth discussion and peer evaluation and feedback. Hypermedia projects are often created with inadequate thought for how they will be perceived by others. The small groups will focus on a set of learning activities involving peer evaluations that address this problem. The goal of these formative evaluations is to provide suggestions for improvement. The groups will remain intact for the remainder of the course.

Goals:

1. Understand the term “PowerPointlessness” as presented by Jamie MacKenzie.

2. Explore hypermedia presentations created by other educators and students.

3. Evaluate the presentations for effectiveness and “PowerPointlessness.”

Assignments:

1. Read Jamie MacKenzie’s article about “PowerPointlessness.”
   http://www.fno.org/sept00/powerpoints.html

2. Read Joanna Glaser article “Of PowerPoint and Pointlessness”
   http://www.wired.com/news/school/0%2C1383%2C54675%2C00.html

3. Visit the sites listed below and skim pages 117-172 to explore and evaluate student and teacher-made presentations. You may also explore the presentation on the PowerPoint CD or use a search engine to search for .ppt and .pps files.
   
   PowerPoints from Catawba County Schools
   http://www.catawba.k12.nc.us/pages/its/towery/PowerPoint.htm
   
   Jefferson County Schools PowerPoint Collection
   http://208.183.128.3/ce/ppt.htm
   
   Jefferson County Writing PowerPoints:
   http://jc-schools.net/write/ppt.html
   
   

Nebo School District PowerPoint Shows
http://www.nebo.edu/nebo/ppt/

PowerPoint Games Created by Teachers
http://www.elainefitzgerald.com/jeopardy.htm

HyperStudio Projects
http://www.lee.k12.fl.us/han/projects.htm

Discussion Questions:

1. Identify and classify three presentations from the Internet. Post a link to one under each of the forums labeled “The Good,” “The Bad,” and “The Ugly”. Justify your classification of the presentation.

2. Join a group by responding to the discussion thread of your choice.

Unit 3: Lesson Plans that Integrate Hypermedia

Unit Summary:

The power of hypermedia cannot be realized until it is placed in the hands of students. This week we will examine the examples of lessons that involve student production of hypermedia. You will develop a lesson plan in which students use hypermedia tools as a means to construct knowledge

Goals:

1. Understand hypermedia as a learning tool.

2. Explore the relationship between knowledge construction and technology

3. Examine lesson plans that integrate hypermedia tools.

4. Develop a lesson plan in which students use hypermedia tools as a means to construct knowledge.

Assignments:

1. Read “Constructing Knowledge with Technology.”
   http://www.sedl.org/pubs/tec27/10.html

2. Revisit “How Students Use PowerPoint” in Caughlin pages 141 – 172

3. Explore sample lessons:
   http://mypage.direct.ca/g/grewal/
   http://www.users.ties.k12.mn.us/~motylin/hstudio.html

Discussion Question:

1. Develop a lesson plan in which students use hypermedia tools as a means to construct knowledge. Post your lesson plan to the discussion board. Include a summary statement, objectives (both subject area and technology objectives), materials needed, and a lesson outline (see examples of this format in Caughlin pages 143- 171). Provide feedback to other learners regarding the quality of their lesson plans.

2. In your group area, reach consensus as to the guidelines by which the group will function. Post your group’s guideline on the main discussion board. (See “Developing a Group Charter” in the Appendix.)

Unit 4: PowerPoint Basics

Unit Summary:

PowerPoint is an effective hypermedia tool. A strong understanding of the basics is important for maximizing its worth. This week our lab time will focus on mastering the basics of PowerPoint.

Goals:

1. Learn to launch, create, save, open, edit, print, and run PowerPoint files.

2. Learn to insert new slides, word art, text boxes, clip art, pictures, tables, charts, animations, and time slide transitions.

3. Learn to format text, check spelling, apply slide designs, duplicate slides, change slide order, and print handouts.

4. Learn to save presentations as a web page or use pack and go feature to make presentations portable.

Assignments:

Complete the following lessons in Caughlin:

• Creating a Self-Running Word Art Presentation -35

• Create a Presentation with Text Boxes and Clip Art – 41

• Create a Basic Slide Presentation with a Summary Slide- 45

• Open and Edit a Presentation- 55

• Create a Review Presentation- 57

• Make Lesson Portable-59

• Create a Slide Show with a Table and Chart-62

Unit 5: Why Take the Hypermedia Plunge?

Unit Summary:

Hypermedia is a powerful teaching and learning tool. It not only makes teaching and learning fun and exciting, but its use can be easily justified by sound educational principles. Success in our communication-based society requires skills in problem solving, critical thinking, collaboration, and communication of ideas through multiple formats. When hypermedia tools are integrated with constructivist teaching and learning methodologies, students are prepared to thrive in a communications-based society.

Goals:

1. Develop a rationale for using hypermedia in educational settings.

2. Understand how hypermedia relates to constructivist teaching and learning.

3. Explore the importance of visual literacy in our communications-based society.

Assignments:

Readings:

a) McBride and DeBoer: Preface, Introduction and Why Take the Multimedia Plunge- pages 4-18

b) Caughlin: What is PowerPoint and Why Should a Teacher Want to Use It? - Page 1

c) Read the white paper: Visual Literacy in Teaching and Learning: A Literature Perspective:
http://ejite.isu.edu/Volume1No1/pdfs/stokes.pdf

d) Read “What is Constructivism?”

http://hagar.up.ac.za/catts/learner/lindavr/lindapg1.htm

Discussion Questions:

1. Describe your experience with hypermedia and/or constructivism.

2. Write a justification statement for the use of hypermedia in educational settings as a teaching and learning tool based on educational goals, concepts, theories, and research. Support your statement with information presented in the readings.

Unit 6: Diagrams, AutoShapes, and Movies

Unit Summary:

Now that you have mastered the basics, you will focus on features that can enhance your presentation. Diagrams help illustrate ideas. You will create and animate organization, cycle, radial, pyramid, Venn, and target diagrams. You will also work with speaker notes, autoshapes, and formatting the background and slide show timing. You will be introduced to the slide master that will allow you to set the layout for the entire presentation. You will create a movie to make a ball bounce and learn to insert pictures from the Internet and video clips in your presentation.

Goals:

1. Learn to create and animate diagrams and movies.

2. Learn to add speaker notes, autoshapes, Internet pictures, and video clips.

3. Learn to format the background, timings, and the master slide.

Assignments:

Caughlin:

• Diagrams and Multiple Designs-67

• Create Speaker Notes in a Slide Show- 73

• Change the Background and Time in a Slide Show- 75

• Edit the Master Slide and Insert AutoShapes-78

• Create AutoShapes and Manipulate Them- 83

• Create a Short Animated Movie- 87

• Insert an Internet Picture and Movie into a Presentation- 89

• Insert Organization Charts and Files into a Presentation- 91

Unit 7: Planning Hypermedia Presentations

Unit Summary:

Successful hypermedia presentations don’t just happen. They are the result of effective planning. Content must be researched before appropriate multimedia components can be chosen. It is important to remember the purpose of the hypermedia presentation is the communication of the content. Mistakes and excessive production time can be minimized by first planning each component of the presentation on paper. Storyboarding is a valuable planning tool for hypermedia production.

Goals:

1. Understand the importance of planning both content and multimedia components of hypermedia presentations.

2. Explore a variety of planning worksheets.

3. Begin planning the final project.

Assignments:

1. Read McBride and DeBoer: Why Plan? – pages 19-24

2. Read McBride and DeBoer: Planning Worksheets- pages 83 –116

3. Read “How Not to Use PowerPoint”
http://www.presentersuniversity.com/courses_Not_to_use.php

4. Read “Presentation Storyboarding - Retrieve Your Inspiration”
http://www.indezine.com/ideas/storybrd.html (You may skip the information about the storyboarding software as this is beyond the scope of this course.)

Discussion Questions:

1. The emphasis of hypermedia presentations must be to communicate the content and not emphasize the multimedia features. Describe how planning can avoid presentations that have too much “fluff” and too little content.

2. In your group area, present your initial ideas for the final project. It is suggested that your final project be something that you can actually put to use in your classroom. Keep in mind that it is likely that your idea may evolve as you learn more about hypermedia. Provide feedback to other group members about their ideas.

Unit 8: Templates and Linking

Unit Summary:

Templates are useful for students who are just beginning to use PowerPoint. A template can serve as a scaffold to help students organize their thoughts. Knowledge of template construction will be gained. In addition, you will learn to link to slides, other presentations, Internet sites, and other files to create nonlinear, interactive presentations that can be used as self-paced tutorials or interactive games. Furthermore, you will learn to incorporate sounds from other sources and scanned images.

Goals:

1. Learn to create a template.

2. Learn to create nonlinear presentations by inserting action buttons and hyperlinks.

3. Learn to incorporate sounds from other sources and scanned images.

Assignments:

Explore these examples of nonlinear hypermedia:
Please note the embedded videos will only play if you are using PointPoint XP.

Understanding Biomes, Ecosystems, Adaptations and Feeding Relationships

http://www.vp.k12.mo.us/eschool/ES/DDell/Biomes/biomes.ppt

Understanding Solid Figures

http://www.vp.k12.mo.us/eschool/es/ddell/solid figures/solidfigures.pps

Caughlin:

• Create a Template-94

• Create a More Complex Template-97

• Linking Presentations and Add Sounds from Another Source-101

• Link Slides within a Presentation –103

• Insert Scanned Pictures into a Presentation-108

Unit 9: Designing Hypermedia Presentations

Unit Summary:

The good news is that anyone can create a hypermedia presentation. The bad news is that anyone can create a hypermedia presentation. Effective communication has as its foundation good design (McBride and DeBoer, 2001). Good design often has a simple, straightforward format. The four key areas to consider when designing hypermedia presentations are content, consistency, creativity, and composition. We will explore each of these areas.

Goals:

1. Understand how design can enhance or detract from the content.

2. Understand the four C’s of good presentation design.

3. Understand the KISS principle.

4. Construct a set of guidelines for presentation design.

Assignments:

1. Read McBride and DeBoer: Why Design? 25- 34

2. Read “Choose the Right Colors for Your PowerPoint Presentation
   http://office.microsoft.com/assistance/preview.aspx?AssetID=HA010120721033&CTT=98

3. Download and read this presentation on “Design Tips” from the Center for Teaching Excellence
   http://www.uncw.edu/cte/programs/WORKSHOP/POWERPT/Ppintro.ppt

4. Read PowerPoint Design: The Good, The Pretty, and the Really, Really Ugly
   http://ed.uwyo.edu/Tech/tutorials/powerpoint_design.htm

Discussion Questions:

1. Describe how design can enhance or detract from the presentations content.

2. In your group area, discuss the “dos and don’ts” of effective design based on your experience and this week readings. As a group, develop a “Top 10 Dos and Don’ts” list of design tips. Post the group’s list to the main discussion board.

Unit 10: Hyperstudio Tutorial 1

Unit Summary:

This unit provides an overview of Hyperstudio basics. You will learn to add new cards, backgrounds, action buttons, text and graphic objects, and animations. Additional, use will use the Paint tool to create and edit graphics.

Goals:

1. Understand the vocabulary associated with stacks, card elements, and projects structures.

2. Learn to add new cards, backgrounds, action buttons, text and graphic objects, and animations

3. Work with graphics using the Paint tool.

Assignments:

1. View the “HyperStudio Basics” portion of the Help CD.

2. Explore the “Learn” section of the Hyperstudio Program
   or

3. Complete the tutorial at http://aitt.acadiau.ca/tutorials/Hyperstudio3/HyperStudio/index.htm

Unit 11: Presenting Hypermedia Presentations

Unit Summary:

“An effective presentation goes beyond the simple communication of ideas to the teaching of those ideas for understanding and application” (McBride and DeBoer, 2001). The most common mistake that many presenters make is to read the slides to their audience. Hypermedia slides should enhance the presentation, not be the presentation. You will examine the components of effective presentations.

Goals:

1. Explore effective presentation strategies.

2. Understand the 5Ps principle.

3. Understand the 666 rule.

Assignments:

1. Read McBride and DeBoer: Why Present? 35-44

2. Read “7 Aspects Of A Dynamic Presentation”
   http://www.powerpointers.com/showarticle.asp?articleid=84

3. Design an Influential Presentation
   http://www.powerpointers.com/showarticle.asp?articleid=374

Discussions:

1. As an educator, you have been exposed to many presentations, with and without hypermedia tools. Reflect on a very good presentation that you have experienced and explain what the presenter did or did not do that made the presentation effective.

2. The third P in the 5Ps Principle stands for POP, Prepare an Opening with Pizzazz. In your group area, present your ideas for the opening of your presentation. Provide feedback to other group members about their ideas.

Unit 12: Hyperstudio Tutorial 2

Unit Summary:

Now that you have mastered the basics of HyperStudio, you will explore additional features of the program.

Goals:

1. Explore the advanced features of HyperStudio.

Assignments:

1. Explore the “HyperStudio Skills” Portion of the CD

2. Continue exploring the “Learn” and “Discover” area of the HyperStudio Program
   or

3. Complete the tutorial on HyperStudio Advanced Features:
   http://aitt.acadiau.ca/tutorials/Hyperstudio3/HyperDemo/index.htm

Unit 13: Evaluation of Hypermedia Presentations

Unit Summary:

The purpose of evaluation is not solely to determine a grade. It should also provide motivation and feedback to students. Presenting evaluation criteria before and during the project enables students to focus on the content and skills specified by the instructor. Rubrics or scoring guides are an often used for communicating evaluation criteria of hypermedia projects. Rubrics guide students in becoming better judges of the quality of their own work. In this unit you will explore tools and resources for evaluating hypermedia presentations.

Assignments:

1. Read McBride and DeBoer: Why Evaluate? –45-54

2. Read “Assessment Rubrics”
   http://edtech.kennesaw.edu/intech/rubrics.htm

3. Explore how other teachers and school districts have broken down criteria for hypermedia products.
   http://www.sdcoe.k12.ca.us/score/actbank/thyperstu.htm
   http://www.learningspace.org/instruct/lessons/pst4.html
   http://www.ncsu.edu/mmania/mm_docs/mm_judge_rubric.html
   http://www.ncsu.edu/midlink/rub.mmproj.htm
   http://www.ncsu.edu/midlink/rub.senst.htm
   http://pblmm.k12.ca.us/PBLGuide/MMrubric.htm
   http://www.ga.k12.pa.us/curtech/WEBQPRE/assesspp.htm
   http://mrsdell.org/nativeamericans/rubric.html
   http://www.mrsalex.com/landc/Lewis%20and%20Clark%20Presentation%20Rubric.doc

4. Create a rubric to evaluate the student presentations that will be constructed as a result of the lesson plan that you developed in Unit 3 using the RubiStar tool at http://rubistar.4teachers.org/ .

Discussions:

Present the rubric that you developed to your small group for feedback. Improve the rubric based on the feedback you receive. Post the final version of your rubric to the main discussion board for further review and comment.

Weeks 14 and 15-

Our final two weeks will be spent in the lab doing face-to-face hypermedia presentations. Peer learners will use the 2 plus 2 evaluation technique to provide feedback about the presentation. Learners will post a 2-page reflection of their learning in this course.

Appendix

The following documents can be found in the appendix.

Developing a Group Charter

Lesson Plan Expectations

Lesson Plan Rubric

Interactive PowerPoint Templates

Plug-in Information

Additional Online Resources

Lesson Plans Online
Final Project Scoring Guide
Reflection Statement Guidelines

Developing a Group Charter

In order to make group work successful, all group members must agree to abide by norms established by the group. As your group is forming, please reach consensus on the following items and post your group’s charter to the main discussion board:

· How will your group identify itself? (Your group may choose a name under which to function.)

· How will the group communicate? (For example, through the discussion board, email, virtual classroom, phone, or a combination of methods?)

· What day during the week will the discussion begin?

· How quickly should group members be expected to respond to emails or discussion board postings? (For example, within 12 hours, within 1 day, etc.)

· What role or duties will each person in the group perform? (Possible roles include: initiator, secretary, liaison to the instructor, motivator, organizer, etc.

· Who is responsible for posting group responses to the main discussion board?

· How will the group handle a member that is not participating?

· Discuss any other topics that are unique to your group.

LESSON PLAN EXPECTATIONS

The lesson plan that you are creating for unit 3 should engage students in the construction of knowledge, integrate hypermedia software, and include the following sections: title, summary statement, objectives, materials needed, and a lesson outline. The time frame for the lesson or unit of study should be from 5- 10 class periods. A description of information that should be included in each section appears below. I have also included some samples to help you better understand the expectations of this assignment.

SUMMARY:

The summary should include the following:

• Target grade level

• Subject area (stated or inferred)

• Description of what students will do

• Description of the final product
  
  

Sample summaries:

Sixth grade students create a presentation as part of a South American research unit. Students use their textbooks and do research in the media center and on the Internet to obtain information on their country. Then students select the 10 most fascinating facts and places they discovered. Each fact or place is the basis of a single slide. A WordArt box lists the fact or place and its number; a text box describes the place or fact; and an Internet or scanned picture shows what it looks like. (Cauglin, page 147)

Students in grade 3- 5 independently read then discuss a book in an online literature group. Topics for the discussion include the setting, character traits, plot, vocabulary, favorite scene, and the types of connections students made to the book. After the discussion is complete, students work in groups of 2 to create a non-linear presentation containing a table of contents slide with links to slides that represent their understanding of the book. (This is from a lesson that I created for use in my classroom.)

OBJECTIVES:

List what the student will be able to do after completing this unit of study. Include both subject area and technology objectives.

MATERIALS NEEDED:

The list should include all printed material, software, textbooks, Internet resources, etc. that will be needed to complete the project.

LESSON OUTLINE:

The lesson outline should list what the teacher and students will do each day:

Here is an example that Caughlin provides that accompanies the first summary listed above:

Day 1:

1. Explain the unit.

2. Students draw their country from a bowl of choices.

3. Hand out South American Vacation Packet.

4. Have student begin writing notes using their textbook for research.

Days 2 and 3:

1. Assign partners to research material in the media center.

2. Have students begin writing notes using research materials from the media center.

Days 4 and 5:

1. Have partners find useful websites.

2. Have students begin writing notes using research materials found on the Web.

Day 6:

1. Hand out printed versions of “A Guide to Your PowerPoint Presentation.”

2. Use “A Guide to Your PowerPoint Presentation” slide show to explain the requirements for the slides, encouraging students to take notes on the matching printed worksheet.

3. Have students begin designing slides on the PowerPoint Slide planner worksheets using their notes as a reference.

Days 7 and 8:

1. Have students continue designing slides on the PowerPoint Slide planner worksheet using their notes as a reference.

Days 9-11:

1. Have students create their slides emphasizing the need to refer to both the planning worksheet and the “Top 10 Reasons to Visit South America” sheet for directions.

Days 12- 13:

1. Have students present their slide shows to the class.

Lesson Plan Rubric

CATEGORY	4	3	2	1	Points Earned
Requirements	All requirements are met and exceeded.	All requirements are met.	One requirement was not completely met.	More than one requirement was not completely met.
Summarization	The summary includes the following: target grade level, subject area, description of what students will do, and a description of the final product.	The summary lacks one of the following: target grade level, subject area, description of what students will do, and a description of the final product.	The summary lacks two of the following: target grade level, subject area, description of what students will do, and a description of the final product.	The summary lacks more than two of the following: target grade level, subject area, description of what students will do, and a description of the final product.
Objectives	Instructional goals and objectives are clearly stated. Learners have a clear understanding of what is expected of them.	Instructional goals and objectives are stated.	Instructional goals and objectives are vague.	Instructional goals and objectives are missing or cannot be achieved with the lesson as described.
Materials list	Includes all materials (and explanations if necessary) including electronic files, which are needed for lesson.	Includes all materials (but may lack some necessary explanations) including electronic files, which are needed for lesson.	All materials are included but how they are to be used is a bit unclear.	All materials are not included and/or are poorly organized and explained.
Lesson outline	Lesson outline is extremely clear and will enable another teacher to easily deliver the lesson. Lesson outline is very clear yet economically written.	Lesson outline is sufficiently clear and will enable another teacher to deliver the lesson. Lesson outline is clear yet economically written.	Lesson outline is fairly clear and will enable another teacher to deliver the lesson with slight revision. Lesson outline is clear but wordy.	Lesson outline is unclear and will not enable another teacher to easily deliver the lesson. Lesson outline is difficult to follow.
Constructivism	The unit engagement and activities are appealing, and they invite students to construct knowledge. They support student choice and encourage students to take responsibility for their learning.	The unit engagement and activities are appealing, and there is evidence of instructional practices that encourage construction of knowledge.	The unit engagement and activities are appealing and instructional practices that encourage construction of knowledge.	The unit engagement and activities are flat and uninspiring. There is no evidence of student choice or instructional practices that encourage construction of knowledge.
Teacher’s Role	The lesson plan describes the teacher’s specific activities and how he or she is to facilitate student learning. The plan takes into account and tries to minimize potential challenges inherent to the unit of instruction.	The lesson plan describes the teacher’s specific activities and how he or she is to facilitate student learning.	The lesson plan alludes to the teacher’s role via general “tips.”	The lesson plan does not describe the teacher’s role.
Ease of Use	The scope of the unit is manageable in a typical classroom of the targeted grade level and subject.	The scope of the unit appears to be manageable in a typical classroom of the targeted grade level and subject. May need slight modification.	The scope of the unit is flawed in at least one of the following ways: its time frame is too demanding; it is too limited; or is simply a poor use of hypermedia.	The scope of the unit is flawed in two or more of the following ways: its time frame is too demanding; it is too limited; or is simply a poor use of hypermedia.
Hypermedia component	Includes a hypermedia project component that cooperative groups of students must use as a mindtool to complete the unit’s activities.	Includes a hypermedia project component that individual students must use as a mindtool to complete the unit’s activities.	Includes a hypermedia project component as a resource rather than as a mindtool for representing student’s learning.	Hypermedia project component is not included in the plan.
Organization	Content is well organized using headings or bulleted lists to group related material.	Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.	Content is logically organized for the most part.	There was no clear or logical organizational structure.
Total points earned
Total points earned times 2.5 equals final score

Interactive PowerPoint Templates: NOTE: These can only be downloaded if you are logged into BlackBoard.
	FTC Publishing Templates celebrityinstruct.doc ( 27648 Bytes ) celebritytemplate.ppt ( 779776 Bytes ) Jeopardy_20_Square_Template.ppt ( 1768960 Bytes ) Mystery_Detectives.ppt ( 2221568 Bytes ) These templates provided by FTC Publishing. http://www.ftcpublishing.com/index.html
	Mark E. Damon PowerPoint Templates hollysquar.ppt ( 320512 Bytes ) jeopardy.ppt ( 855552 Bytes ) millionaire.ppt ( 381440 Bytes ) Weakest_Link.ppt ( 199680 Bytes ) Weakest_Link_Instructions.doc ( 25088 Bytes ) These templates were created by Mark E. Damon and were downloaded from the Hillsborough Township School District in New Jersey. http://www.hillsborough.k12.nj.us/edlinkspowerpoint.htm
	Multi-Q: A Question & Answer Review Game multiQ.ppt ( 529920 Bytes ) multiqinstructions.pdf ( 604005 Bytes ) This template and instructions downloaded from the Tech-Connected Teacher Web Site: http://www.esu5.org/techteacher/powerpoint.htm

Plug-ins:

If you don’t have HyperStudio or PowerPoint on your home or school computer, you will need to download the free plug-ins from the links below. You will find instructions on these pages as well.

HyperStudio Plug-in
http://www.hyperstudio.com/downloads/index.html#plugins

PowerPoint 2003 Viewer
http://www.microsoft.com/downloads/details.aspx?FamilyId=428D5727-43AB-4F24-90B7-A94784AF71A4&displaylang=en

Additional Resources:

EMINTS Training Module
http://emints.more.net/profdevelopment/modules/powerpoint2000.pdf

PowerPoint Tips
http://www.cheney268.com/Training/PowerPoint/PowerPointTips.htm

More PowerPoint Tips
http://kinesiology.boisestate.edu/KINES442/tips_for_making_effective_powerp.htm ;

A PowerPoint Tutorial
http://www.actden.com/pp/


PowerPoint Templates for Teachers:
http://www.brainybetty.com/educators1.htm

http://www.powerpointart.com/index.html

http://www.powerpointers.com/tableofcontents.html

http://www.graphicsland.com/powerpoint-templates.htm ;

http://www.websiteestates.com/education/templatesindex.html ;

http://www.soniacoleman.com/templates.htm

http://free-ppt.com/

Sounds:
http://www.webplaces.com/html/sounds.htm ;

http://www.education-world.com/a_curr/curr243.shtml

PowerPoint FAQ
http://www.rdpslides.com/pptfaq/
http://www.presentersuniversity.com/

Just for Fun:
http://www.howtoconquertheworld.com/powerpointquiz01.html

Lesson Plans Online:

Cool Teaching Lessons and Units
http://www.coollessons.org/coolunits.htm

Lesson Plan sites for K-12 Teachers
http://www.internet4classrooms.com/lesson.htm

Lesson Planning Sites
http://www.csun.edu/~hcedu013/plans.html

Lesson Plans Online
http://www.libsci.sc.edu/miller/LessonPlansOnline.htm

Multimedia Lesson Plans
http://www.cesa10.k12.wi.us/clustera/colleagues/interns/libby/lesson.htm

Resources for Teachers
http://www.remc11.k12.mi.us/bcisd/classres/restch.htm#lessons ;

The Lesson Plans Page
http://www.lessonplanspage.com/index.html _________________________________________

Hypermedia Final Project Scoring Guide
Name:							Scores
		Criteria	1	2	3	4	Raw	Weight	Total
Mechanics	1	Technical	Project does not run satisfactorily. There are too many technical problems to view the project.	Project runs minimally. There are many technical problems when viewing the project.	Project runs adequately with minor technical problems.	Project runs perfectly with no technical problems. For example, there are no error messages, all sound, video, or other files are found.		x 2
	2	Navigation	Buttons or navigational tools are absent or confusing. No buttons and navigational tools work.	Few difficulties experienced while navigating through project.	Minimal difficulty experienced while navigating through project.	Users can progress intuitively throughout entire project in a logical path to find information. All buttons and navigational tools work.		x 2
	3	Spelling & Grammar	Project has multiple errors in spelling and/or grammar. (Four or more errors)	Project minimally honors rules of spelling and/or grammar. (Three or less errors)	Project adequately honors most rules of spelling and/or grammar. (Two or less errors)	Project honors all rules of spelling and/or grammar.		x 2
	4	Completion	Project is incomplete and contains more than 4 unfinished elements.	Project is incomplete and contains 3- 4 unfinished elements.	Project is incomplete and contains 1-2 unfinished elements.	Project is completely finished.		x 2
Hypermedia Elements	5	Screen Design	Screens are either barren and stark or confusing and cluttered. Exaggerated emphasis on graphics and special effects weakens the message and interferes with the communication of content and ideas.	Hypermedia elements accompany content but there is little sign of mutual reinforcement. There is no attention to visual design criteria such as balance, proportion, harmony and restraint. There is some tendency toward random use of graphical elements that do not reinforce message.	Hypermedia elements and content combine to adequately deliver a high impact message with the elements and words reinforcing each other.	The combination of hypermedia elements and content takes communication to a superior level. There is clear attention given to balance, proportion, harmony, and restraint. The synergy reaches the intended audience with style and pizzazz.		x 3
	6	Use of Enhancements	No graphics, video, audio, or other enhancements are present or use of these tools is inappropriate.	Limited graphics, video, audio, or others enhancements are present but do not always enrich the learning experience. In some instances, use of these enhancements is inappropriate.	Most graphics, video, audio, or other enhancements are used appropriately to enrich the experience. For example, clips are either too long or too short to be meaningful.	All graphics, video, audio, or other enhancements are used effectively to enrich the learning experience. Enhancements contribute significantly to convey the intended meaning.		x 3
	7	Organization	The sequence of information is not logical. Menus and paths to information are not evident.	The sequence of information is somewhat logical. Menus and paths are confusing and flawed.	The sequence of information is logical. Menus and paths to most information are clear and direct.	The sequence of information is logical and intuitive. Menus and paths to all information are clear and direct.		x 3
	8	Branching	Project contains few choices. The design is linear.	Project contains few well-designed and age-appropriate choices. The design is primarily linear.	Although project contains some well-designed and age-appropriate choices, some portions are linear.	Project is truly hypermedia, rather than linear and contains a significant number of well-designed and age-appropriate choices.		x 3
	9	Originality	The work is a minimal collection or rehash of other people's ideas, products, images and inventions. There is no evidence of new thought.	The work is an extensive collection and rehash of other people's ideas, products, images and inventions. There is little evidence of new thought or inventiveness.	The project shows some evidence of originality and inventiveness. While based on an extensive collection of other people's ideas, products, images and inventions, the work extends beyond that collection to offer new insights.	The project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and inventive.		x 2
	10	Depth & Breadth of Project Content	No evidence that higher level thinking skills were used in the creation of this project.	Little evidence that higher level thinking skills were used in the creation of this project.	Some evidence that higher level thinking skills were used in the creation of this project.	Clear evidence that higher level thinking skills were used in the creation of this project.		x 2
	11	Subject Knowledge	Subject knowledge is not evident. Information is confusing, incorrect, or flawed.	Some subject knowledge is evident. Some Information is confusing, incorrect, or flawed.	Subject knowledge is evident in much of the project. Most information is clear, appropriate, and correct.	Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct.		x 2
Planning	12	Planning Worksheets	Little planning has gone into the project. Fewer than 2 planning worksheet have been completed appropriately.	Some planning has gone into the project. At least 2 planning worksheet have been completed appropriately.	Careful planning has gone into the project. At least 3 planning worksheet have been completed appropriately.	Careful planning has gone into the project. At least 4 planning worksheet have been completed appropriately.		x4
Oral Presentation	13	Enthusiasm	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.		x2
	14	Preparedness	Student does not seem at all prepared to present.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student seems mostly prepared but might have needed a couple more rehearsals.	Student is completely prepared and has obviously rehearsed		x2
	15	Posture and Eye Contact	Slouches and/or does not look at people during the presentation.	Sometimes stands up straight and establishes eye contact.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.		x2
Total number of points earned:
Comments:
This rubric was revised from an original located at Hypermedia Mania (http://www.ncsu.edu/mmania/)

Reflection Statement Guidelines

A well written reflection statement contains the following features

• A written narrative that is clear, concise, and uses terminology related to hypermedia

• Summarizes the learning that has taken place in this course

• Indicates mastery of the course objectives

• Gives insights into your experience and thinking about teaching with hypermedia

• Relates your practice or experience to your understanding of hypermedia

• Demonstrates your ability to link coursework to your practice

• Gives insights with examples as to how student learning has taken place

• Gives insights with examples as to how you can build on this experience

• Demonstrates your ability to project future goals for teaching with hypermedia

• Is free of grammatical, mechanical, and spelling errors

Reflection Statement Area of Evaluation	2	4	6	8	10
	Unacceptable	Weak	Acceptable	Strong	Exemplary	Points Earned
Depth of Understanding of Hypermedia	Shows little or no understanding of hypermedia and corresponding concepts. Gaping holes evident in coverage of the hypermedia concepts as represented in the course objectives.	Shows limited understanding of hypermedia & corresponding concepts. Superficially or incompletely covers hypermedia concepts as represented in the course objectives.	Shows basic understanding of hypermedia & corresponding concepts. Covers the hypermedia concepts as represented in the course objectives.	Shows substantial understanding of hypermedia & corresponding concepts. Clearly covers hypermedia concepts as represented in the course objectives.	Shows full understanding of hypermedia & corresponding concepts. Clearly covers hypermedia concepts as represented in the course objectives.
Understanding Purpose & Nature of Assignments	Shows lack of understanding of the purpose & nature of assignments.	Shows minimal understanding of the purpose & nature of assignments.	Shows acceptable understanding of the purpose & nature of assignments.	Shows good understanding of the purpose & nature of assignments placing them within the context of the greater hypermedia subject area.	Shows in-depth understanding of the purpose & nature of assignments, placing them clearly in the context of the greater hypermedia subject area.
Use of Technical Language	Hypermedia terminology lacking or used incorrectly.	Demonstrates flawed use of hypermedia terminology or hypermedia terminology used sparsely.	Hypermedia terminology used appropriately and accurately in most cases.	Demonstrates good use hypermedia terminology that is appropriate.	Demonstrates excellent use of hypermedia terminology that is accurate & appropriate.
Connection of Coursework to Teaching Practice	Shows little or no ability to link coursework to teaching practice and lacks stated goals for teaching with hypermedia.	Demonstrates limited ability to link coursework to teaching practice or lacks stated goals for teaching with hypermedia.	Demonstrates acceptable ability to link coursework to teaching practice and projects future goals for teaching with hypermedia.	Demonstrates strong ability to link coursework to teaching practice and projects reasonable future goals for teaching with hypermedia.	Clearly demonstrates ability to link coursework to teaching practice and projects excellent future goals for teaching with hypermedia.
Organization, Clarity, Grammar, Spelling, and Mechanics	Shows little or no organization; essay is unfocused and rambling. The essay contains more than 5 grammatical, mechanical, or spelling errors.	Shows weak organization and lacks clarity. The essay contains 4-5 grammatical, mechanical, or spelling errors.	Shows acceptable organization & clarity. The essay contains 2-3 grammatical, mechanical, or spelling errors.	Shows good organization & clarity. The essay contains one grammatical, mechanical, or spelling error.	Shows excellent organization & clarity. The essay is free form grammatical, mechanical, and spelling errors.
Total Points Earned						/50