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.
  1. Read the syllabus and understand the course expectations.
  1. Explore hypermedia as an instructional tool.
  1. 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.
  1. Explore the Hyperstudio CD- Why Take the Plunge (part of the Book Tour)
  1. 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.
  1. Explore hypermedia presentations created by other educators and students.
  1. Evaluate the presentations for effectiveness and “PowerPointlessness.”

 

Assignments:
  1. Read Jamie MacKenzie’s article about “PowerPointlessness.”
    http://www.fno.org/sept00/powerpoints.html
  1. Read Joanna Glaser article “Of PowerPoint and Pointlessness”
    http://www.wired.com/news/school/0%2C1383%2C54675%2C00.html
  1. 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.
  1. 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.
  1. Explore the relationship between knowledge construction and technology
  1. Examine lesson plans that integrate hypermedia tools.
  1. 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
  1. Revisit “How Students Use PowerPoint” in Caughlin pages 141 – 172
  1. 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.
  1. 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.
  1. Learn to insert new slides, word art, text boxes, clip art, pictures, tables, charts, animations, and time slide transitions.
  1. Learn to format text, check spelling, apply slide designs, duplicate slides, change slide order, and print handouts.
  1. 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.
  1.  Understand how hypermedia relates to constructivist teaching and learning.
  1. 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.
  1. Learn to add speaker notes, autoshapes, Internet pictures, and video clips.
  1. 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.
  1. Explore a variety of planning worksheets.
  1. 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.
  1. Learn to create nonlinear presentations by inserting action buttons and hyperlinks.
  1. 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.