Department of Instructional Technology College of Education & Leadership Cardinal Stritch University CEDO 530: Digital Storytelling (3 Credits) Department Mission (May 2008) The Instructional Technology Department Mission is to prepare program participants to be champions in the integration of technology in their professional and personal lives. Instructor Information Instructor: Louis Loeffler Phone: 414.410.4116 (office) E-mail: ljloeffler@wolfmail.stritch.edu Skype: ljl.stritch Length of course: six class sessions Planned activities for six one hour sessions with approximately five hours of work plus group/study team study team meetings, one hours each. Total 42 hours of time estimated. Required Synchronous Contact During the Course Students are required to access the course synchronously weekly in a group meeting with the instructor. The synchronous meetings will be announced with the instructor in each course. Additional asynchronous access to the course is required weekly to complete readings, activities and student interactions. Additional collaboration between students and the instructor includes the course web site, email and video conferencing. Students will use the program website to access the individual courses. [Revised March 26, 2009] Course Description This course features the use of digital tools to improve communications and create powerful presentations. Students will learn to use a variety of audio, video and multimedia creation and authoring tools. There are a great many commonly available tools, some of which are free, that enable one to easily capture and integrate graphics along with audio and video elements into effective and attractive presentations. Prerequisite: • Department approval • Students should have access to personal computers with audio/video capabilities, their own or organizational. Access includes the ability to open and examine interior components. • The ability to get online to the online site and interact with the software online. Conceptual Framework of the College of Education The College of Education is devoted to bridging knowledge (K), practice (P) and service (S). Instructional Technology Program Outcomes (May 2008) (IT) 1. The ability to assume a leadership role in planning, integrating, implementing and supporting instructional technology. 2. The ability to use and integrate computers and other modern technologies effectively as tools to enhance learning, teaching and training. 3. An awareness of emerging technologies and their ability to plan for their implementation and management. Standards tied to Program Outcomes • Wisconsin Standards for Teacher Development and Licensure (TS). There are 10 standards.• Information and Technology Literacy Standards (ITL). Four majors areas. • Wisconsin Standards for Administrator Development and Licensure (AS). • Wisconsin Model Academic Standards (varies dependent on content) http://dpi.wi.gov/tepdl/standards.html • Wisconsin Professional Development for Teaching Online Courses: There are 8 standards http://www.dpi.wi.gov/imt/pdf/online_course_pd.pdfMeasurable Course Objectives Upon successful completion of the course: Objective Assessment Criteria Standards % Assessment 1.1: Blogging • Student will reflect weekly on how the course work can be applied to their professional content area. Additionally they will reply to classmates postings. See blogging rubric IT I, II TS 9 ITL B, C DPI a, b 10% Assessment 1.2: Multimedia Part A: Individual -Students will • review the state and national standards (technology and their curricular area) and list the standards where multimedia is referenced or inferred. • review at least 5 project ideas/lesson plans which the student has previously created or found on the Internet. Cite the source (URL if appropriate) and describe the purpose of the presentation and how it meets multimedia standards as well as the standards it meets See Multimedia Standards rubric • Individual and group presentations are in Google Docs or similar presentation program 5% individual 5% 1. Students will have gained knowledge and understanding of the development of multimedia as a learning tool based on state and professional standards. Part B:The group will • review each others list of standards and individually selected presentations/projects • create a presentation (do not exceed 10 slides) to share with class and instructor that includes: ◦ a list of the top 5 multimedia projects from their group (include title, purpose, description and source (URL where appropriate) ◦ for each project list 3-5 understandings/standards which were drawn from State and national standards. • Minimum of five projects in the individual and group presentations 5% group IT IV TS 1, 4, 7 ITC B AS 2 DPI g 5%Objective Assessment Criteria Standards % Assessment 2.1: Media Resources Available for Use in Presentations • Students will research, identify and create a list of copyright free resource locations for use in multimedia creation and dissemination. • The list must contain at least 15 copyright free resource locations which allow access to graphics, photos, video, and audio sharing or podcasts (total of 15). See Rubric 2.1 Entire list must contain at least one reference for each photo, video, and audio resource. (Total of 15). The descriptive sentences must be complete and well written. The lists will be presented on the class shared web area. For each resource, give its location (URL), describe its features, and explain how it can be used for presentations. Cite in APA format. IT I, III TS 4, 6 ITL A 5% Assessment 2.2: Multimedia Presentation Applications • Students will create accounts which utilize photosharing, videosharing, and podcasting sites. They will describe and compare/contrast the features available in these applications See Rubric 2.2 Students will create a document/presentations which demonstrates basic proficiency using these sites. Compare/Contrast the accounts they created (ex: Google, Yahoo, Flickr Voicethread, etc) as directed by instructor IT I, II TS 4, 6 ITL B 5% Assessment 2.3: Digital Images • Students will use a digital camera to acquire digital photos, which will be used in a digital portfolio in the course. • Minimally one photo per day will be taken and posted for the duration of the course, with a final six chosen for the student portfolio. See Rubric 2.3 Posting of daily pictures with a final portfolio of six self-chosen pictures must be made available online. Photos will be evaluated based on the “Top 10 Tips for Great Pictures" or criteria established with class. Due week 4. All photos will be uploaded to Flickr or site chosen by instructor. IT II, III TS 6 ITL B 10% Assessment 2.4: Pecha Kucha • Students will use Voicethread or a similar site to create a presentation on a topic assigned by instructor in Pecha Kucha format. See Rubric 2.4 Presentation created must follow the Pecha Kucha guidelines (http://www.pecha-kucha.org/) demonstrated in class and function properly. IT I, III TS 4, 6 ITL A, C 25% 2. Students will have knowledge of existing resources and applications/tools for multimedia creation and be able to use such resources and tools to design and create multimedia materials. Assessment 2.5: Updating a Slideshow • Students will locate an existing slideshow that they have used in the past and See Rubric 2.5 The slideshow will follow the criteria of good digital storytelling and/or presentations IT I, II, III TS 4, 6 ITL A, B, C 25%• using the techniques we learn they will update the slideshow.Objective Assessment Criteria Standards % Assessment 3.1: Multimedia Rubric • Students will create a rubric for evaluating a quality multimedia project. • The rubric will contain necessary elements to be included in a multimedia project. • The rubric will apply to the students working environment. See Rubric 3.1 Rubric will be appropriate to students work environment and will contain items which are presented in class and deemed necessary for a quality multimedia product. IT I, II, IV TS 3, 7, 8 ITL A, B, C, D 3. Students will 5% have gained knowledge and understanding of the process of using multimedia tools to support and enhance communication and learning Assessment 3.2: Multimedia Hardware and Software • Students will evaluate the cost and educational use of a piece of hardware (digital video camera) and a piece of software (video editing) which could be used in your classroom. • Submitted as a group project. Each group will submit in writing a printed report. See Rubric 3.2 For each item, the report will contain at least one paragraph describing the features, positives, negatives and cost of the item(s) (hardware or software) and at least one paragraph describing the application of the item in the classroom/your environment. IT III TS 4, 5 ITL A, B, C 5% Grading Guidelines 93-100% A 91-92% A-88-90% B+ 85-87% B 82-84% B-78-81% C+ 75-77% C 70-74% C-Below 70% D/FASSIGNMENT SUBMISSION RULES • Assignments must be received by the midnight of the due date via online submission or as directed by your instructor. • Always keep a copy of your assignment. • All work is to be in the student’s own words representing the student’s ideas unless specifically noted. All written work is expected to be online and of graduate quality, including details of spelling, punctuation, and format. • APA, 5th edition style should be used for documentation of references. Information about the APA style is available at: http://library.stritch.edu/• No grade lower than a B-will be counted towards the Masters program.General Guidelines for Projects and Assignments A: Checklist/Rubric was followed completely and accurately; the assignment was handed in on time, neatly presented, and well organized. There was exceptional attention to details. B: Checklist/Rubric was followed completely and was generally accurate; the assignment was handed in on time, neatly presented and well organized. There was some attention to details. C: Checklist/Rubric was generally complete and generally accurate; the assignment was not handed in on time. There was some attention to neatness and organization. There is little attention to detail. D Checklist/Rubric was generally inadequate;missing parts of assignments; and not handed in on time. There is very little attentions to detail. Very poorly presented. F: The project/or assignment had major deficiencies. There was little attention to neatness and organization. There is no attention to details. Instructional Technology General Course Expectations • Regular and timely participation in course activities, assignments and projects. • Assignment dates should be taken seriously. Late assignments will be assessed a penalty of 15%. No work will be accepted beyond one (1) week late unless the student and instructor have agreed in writing before the due date. Email is accepted as a form of writing. Extra credit will not be assessed on late work. • Demonstrated understanding of course content Late Assignment Policy • Students are expected to complete assignments on time. Due dates for assignments and projects are to be taken seriously. If a student feels they will not be able to complete and submit a particular assignment by the due date, the student should contact the instructor with documentation as to the reason for the expected tardiness prior to the due date. The instructor may or may not grant an extension based on the circumstances. Extenuating circumstances such as illness or personal crisis will be considered. • If the instructor grants an extension then the new date will become the due date. • Assignments received more than three weeks after the due date will be returned ungraded and will be recorded as a zero. University Policies Statement of Academic Integrity Inherent in the mission of Cardinal Stritch University is the strong belief in the principle of academic integrity. Student's actions reflect their moral character and, by extension, to University's reputation. Therefore, all students are expected to recognize and to abide by the policy on academic integrity found in the student handbook. Statement of Compliance with the Rehabilitation Act of 1973 Cardinal Stritch University and this instructor wish to positively affirm the intent of the American Disability Act. Any person enrolling in this course who may require alternative instructional and/or evaluative procedures due to a disability should feel free to discuss these needs with the instructors so that appropriate arrangements can be made. Cheating and plagiarism will be treated on an individual basis. Any use of another person’s work or ideas must be documented. See academic integrity policy in student handbook. • Cardinal Stritch University wishes to positively affirm the intent of the Americans with Disability Act. Any person enrolling in this course who may require alternative instructional and/or evaluative procedures due to a disability should feel free to discuss these needs with the instructors so that appropriate arrangements can be made. Text• Porter, B (2005). DigiTales: The Art of Telling Digital Stories. Denver, CO: bjpconsulting • Reynolds, G (2008). Presentation Zen. Berkely, CA: Pearson.Sequence of Classes and Activities: *(This tentative schedule is subject to change based on student needs and interests.) Please note that this outline is subject to change based on the depth of interest and discussion that develop around each topic. Reading assignments are preparation for the next class. Class 1 In Class Individual Study Team • Syllabus • Introduction to Digital Storytelling • Discussion of assignments • What makes a good picture discussion • Read Syllabus • Take pictures and email them to posterous • Work through week one in class web site -answer forum questions • Join synchronous class at determined time • Explore web sites on digital stories • Blog • Locate resources which can be used in digital stories. NOTE: Due to the rapidly changing nature of the subject matter, your instructor reserves the right to substitute course content to ensure I am teaching appropriate content.Blog Rubric 1.1 Assessment 1.1: As a reflection and assessment tool, you will keep an ongoing blog (“weblog”) throughout the program. In this online journal, you will share your thoughts, insights, questions, web links, and ideas about what was learned and is connected to class content. You will also respond to two other classmates’ blogs by posting comments. Below are guidelines for the evaluation of your blog. (adapted from Handhelds in Teaching and Learning -http://learninginhand.com/class/handoutsspring05/blog.pdf) (Objective 1.) Exemplary Proficient Partially proficient Emerging Missing Assignment Total The blog post includes thoughts, insights, questions, web links, and ideas about what was learned and is connected to class content 4 points 3 points 2 points 1 point 0 points The blog post includes personal and/or professional examples: a minimum of two examples per post exist 4 points 3 points 2 points 1 point 0 points The student comments in a first classmates' blog and extends the classmates post and/or clarifys the classmates' ideas. Required: 1 comment per session. 2 points per comment 1.5 points per posting 1 point per comment 0.5 points per comment 0 points: missing comments The student comments in a second classmates' blog and extends the classmates post and/or clarifys the classmates' ideas. Required: 1 comment per session. 2 points per comment 1.5 points per posting 1 point per comment 0.5 points per comment 0 points: missing comments Writing Standards 2.0 points 1.5 points 1.0 point 0.5 points 0 points Timeliness 1.0 point 0.75 points 0.5 points 0.25 points 0 points Total possible = 15 15-14 = A 13 = B 12 = C+ 11 = C Below 11 = FMultimedia Rubric 1.2 Assessment 1.2: Multimedia Part A: Individual -Students will • review the state and national standards (technology and their curricular area) and list the standards where multimedia is referenced or inferred. • review at least 5 project ideas/lesson plans which the student has previously created or found on the Internet and describe the purpose of the project/lesson and how it meets multimedia standards as well as which standard(s) it meets. Cite the source (URL if appropriate) Part B:The group will • review each others list of standards and individually selected presentations/projects • create a presentation (do not exceed 10 slides) to share with class and instructor that includes: ◦ a list of the top 5 multimedia projects/lesson plans from their group (include title, purpose, description and source (URL where appropriate) ◦ for each project/lesson plan list 3-5 understandings/standards which were drawn from State and national standards. Tied to Objective 1. Individual (paper) Exemplary Proficient Partially proficient Emerging Missing Assignment Total Individual paper identifies the state and national standards (technology and and in their curricular area) and lists the standards where multimedia is referenced or inferred. 4 points 3 points 2 points 1 point 0 points Paper reviews at least 5 project ideas/lesson plans which the student has previously created or found on the Internet and describe the purpose of the project/lesson and how it meets multimedia standards as well as which standard(s) it meets. Cite the source (URL if appropriate) 4 points 3 points 2 points 1 point 0 points Group (Google Presentation) Group presentation (do not exceed 10 slides) includes a list of the groups top 5 multimedia projects/lessons chosen from the individual five (include title, purpose, description and source (URL where appropriate) 4 points 3 points 2 points 1 point 0 points: Group presentation identifies and describes for each project/lesson the state, technology, and content standards. 4 points 3 points 2 points 1 point 0 points: Writing Standards 2.0 points 1.5 points 1.0 point 0.5 points 0 points Timeliness 1.0 point 0.75 points 0.5 points 0.25 points 0 points Total possible = 19 19-18 = A 17 = B + 16 = B 15 = B-13 = C+ 12 = C 11 = D Below 10 = FAssessment 2.1: Media Resources Available for Use in Presentations • Students will research, identify and create a list of copyright free resource locations for use in multimedia creation and dissemination. • The list must contain at least 15 copyright free resource locations which allow access to graphics, photos, video, and audio sharing or podcasts (total of 15). • For each resource, give its location (URL), describe its features, and explain how it can be used for presentations. Tied to Objective 2. Exemplary Proficient Partially proficient Emerging Missing Assignment Total Each resource location includes: type of resource (graphics, video, etc), description of its features and explains how it can be used for presentations. 3 points each 2 points each 1 point each .5 points each 0 points Resource 1 Resource 2 Resource 3 Resource 4 Resource 5 Resource 6 Resource 7 Resource 8 Resource 9 Resource 10 Resource 11 Resource 12 Resource 13 Resource 14 Resource 15 Writing Standards 2.0 points 1.5 points 1.0 point 0.5 points 0 points Timeliness 1.0 point 0.75 points 0.5 points 0.25 points 0 points Total possible = 48 A = 48-45 A-= 44 B+ = 43-42 B = 41 B-= 40 C+ = 39-38 C = 37-36 C-= 35-34 D/F = < 33Assessment 2.2: Multimedia Presentation Applications Students will create accounts which utilize photosharing, videosharing, and podcasting sites. They will describe and compare/contrast the features available in these applications Tied to Objective 2. Criteria Exemplary Proficient Partially proficient Emerging Missing Assignment Total Contrast/Comparison Paper includes: Describe the features of application at least two sites for each of the following: photosharing, videosharing, and podcasting. 4 points each 3 points each 2 points each 1 point each 0 points Photosharing: site 1 site 2 Videosharing: site 1 site 2 Podcasting/audio: site 1 site 2 Features for each application has been compared/contrasted. 4 points 3 points 2 points 1 point 0 points Photo sharing Videosharing Podcasting Writing Standards 2.0 points 1.5 points 1.0 point 0.5 points 0 points Timeliness 1.0 point 0.75 points 0.5 points 0.25 points 0 points Total possible = 39 A = 39-36 A-= 35 B+ = 34 B = 33 B-= 32 C+ = 31-30 C = 29 C-= 28-27 D/F = <27Assessment 2.3: Digital Images • Students will use a digital camera to acquire digital photos, which will be used in a digital portfolio in the course. • Minimally one photo per day will be taken and posted for the duration of the course, with a final six chosen for the student portfolio. • Posting of daily pictures with a final portfolio of six self-chosen pictures must be made available online. • Photos will be evaluated based on the “Top 10 Tips for Great Pictures" or criteria established with class. • Due week 4. All photos will be uploaded to Flickr or site chosen by instructor. Tied to objective 2. Exemplary Proficient Partially proficient Emerging Missing Assignment Total Seven pictures per week posted for 4 weeks (28 pictures). 1 point each week. 4 points 3 points (27-21 pictures) 2 points (20-14 pictures) 1 points (14-7 pictures) 0 points Each pictures has a title that is appropriate 4 points 3 points 2 points 1 point 0 points Photos are shared with the instructor/class from a photo sharing site. 4 points 3 points 2 points 1 points 0 points Top six evaluated photos are shared on a specific location chosen by the instructor. 2 points for each photo (photo/title) 12 points Between 11 and 9 Between 8 and 6 Between 5 and 1 no photos Timeliness 1.0 point 0.75 points 0.5 points 0.25 points 0 points Total possible = 25 25-24 = A 23= A-22= B+ 21= B-20= C+ 19= C 18= C-17=D+ 16=D 15= DBelow 15 = FAssessment 2.4: Pecha Kucha • Students will use Voicethread or a similar site to create a presentation on a topic assigned by instructor in Pecha Kucha format. • Presentation created must follow the Pecha Kucha guidelines (http://www.pecha-kucha.org/) demonstrated in class and function properly. Tied to Objective 2. Exemplary Proficient Partially proficient Emerging Missing Assignment Total A detailed storyboard is submitted with the project 4 points 3 points 2 points 1 point 0 points There are 20 slides in all 4 points 3 points 2 points 1 point 0 points Each slide is 20 seconds 4 points 3 points 2 points 1 point 0 points Establishes a purpose early on and maintains a clear focus throughout. 4 points 3 points 2 points 1 point 0 points A meaningful dramatic question is asked and answered within the context of the story. 4 points 3 points 2 points 1 point 0 points Voice quality is clear and consistently audible throughout the presentation. 4 points 3 points 2 points 1 point 0 points Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors 4 points 3 points 2 points 1 point 0 points Establishes a purpose early on and maintains a clear focus throughout. 4 points 3 points 2 points 1point 0 points Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. 2.0 points 1.5 points 1.0 point 0.5 points 0 points Bonus! If used, music stirs a rich emotional response that matches the story line well. Images coordinated with the music 4 points 3 points 2 points 1 point 0 points Timeliness 1.0 point 0.75 points 0.5 points 0.25 points 0 points Total possible = 23 35-33 = A 32=A-31= B+ 30= B 29=B-28=C+ 27=C 26-25=C-Below 25 = FAssessment 2.5 Revising a Presentation • Students will locate an existing slideshow that they have used in the past and • using the techniques we learn they will update the slideshow. Exemplary Proficient Partially proficient Emerging Missing Assignment Total "Before" slideshow uploaded 4 points 3 points 2 points 1 point 0 points Presentation Zen design techniques are applied 4 points 3 points 2 points 1 point 0 points Audio is added and is relevant 4 points 3 points 2 points 1 point 0 points Handout is created to be given after slideshow is presented. 4 points 3 points 2 points 1 point 0 points Paper highlighting each change made to each slide, stressing which technique from Presentation Zen was applied. 8 pts 6 -7 pts 4 -5 points 3 -1 points 0 points Timeliness 1.0 point 0.75 points 0.5 points 0.25 points 0 points Total possible = 25 25-24 = A 23= A-22= B+ 21= B-20= C+ 19= C 18= C-17=D+ 16=D 15= DBelow 15 = F Assessment 3.1: Multimedia Rubric • Students will create a rubric for evaluating a quality multimedia project. • The rubric will contain necessary elements to be included in a multimedia project. • The rubric will apply to the students working environment. Rubric will be appropriate to the individual student's work environment. • Items in rubric must represent the necessary requirements of quality media products covered in this course. Tied to objective 3. Criteria Exemplary Proficient Partially proficient Emerging Missing Assignment Total Student's work environment described. 4 points 3 points 2 points 1 point 0 points Rubric includes criteria and an appropriate evaluation scale . 4 points 3 points 2 points 1 point 0 points Criteria connects to individual work environment. 4 points 3 points 2 points 1 point 0 points Media requirements include appropriate components from digital video and Pecha-Kucha experiences. 4 points 3 points 2 points 1 point 0 points Rubric supports the purpose of the slides. 4 points 3 points 2 points 1 point 0 points Writing Standards (Sentences construction of presentation) 2.0 points 1.5 points 1.0 point 0.5 points 0 points Timeliness 1.0 point 0.75 points 0.5 points 0.25 points 0 pointsTotal possible = 23 23-22 = A 21=A-20= B+ 19= B-18=C+Assessment 3.2: Multimedia Hardware and Software • Students will evaluate the cost and educational use of a piece of hardware (digital video camera) and a piece of software (video editing) which could be used in your classroom. • Submitted as a group project. Each group will submit in writing a printed report. • For each item, the report will contain at least one paragraph describing the features, positives, negatives, and cost of the item(s) (hardware and software) and at least one paragraph describing the application of the item in the classroom/your environment. Tied to objective 3. Criteria Exemplary Proficient Partially proficient Emerging Missing Assignment Total Student's describes hardware and software with appropriate citations. 4 points 3 points 2 points 1 point 0 points Hardware features, positives, negatives and cost 4 points 3 points 2 points 1 point 0 points Criteria connects to individual work environment. 4 points 3 points 2 points 1 point 0 points Media requirements include appropriate components from digital video and Pecha-Kucha experiences. 4 points 3 points 2 points 1 point 0 points Rubric supports the purpose of the slides. 4 points 3 points 2 points 1 point 0 points Writing Standards (Sentences construction of presentation) 2.0 points 1.5 points 1.0 point 0.5 points 0 points Timeliness 1.0 point 0.75 points 0.5 points 0.25 points 0 points Total possible = 23 23-22 = A 21=A-20= B+ 19= B-18=C+ General Grading Criteria For Technology Application Assignments Exemplary = The assignment demonstrates a complete and thorough understanding of the material covered. Ideas are fully and coherently developed. There are very few (if any) mechanical problems and only minor ones present in the assignment. The assignment exhibits originality in conception and execution and is not merely the fulfillment of a directed mechanical task. Proficient = The assignment has a clearly recognizable purpose. Ideas are substantially developed. The assignment covers its topic adequately but perhaps not fully. Ideas may not be fully integrated into the overriding purpose of the assignment, or there may be occasional problems with coherence. The assignment may leave out an important aspect or fail to follow through on the implications of its own ideas even though the rest of the effort itself is excellent. The assignment has few mechanical and stylistic problems. The assignment approaches the subject material in an appropriate but perhaps conventional or predictable way. Partially Proficient = The assignment accomplishes the assigned task adequately. It may do so, however, in an awkward, unoriginal, superficial, or simplistic way. The ideas and approach may be conventional, unimaginative, superficial, or perfunctory. The assignment may lack a discernible, controlling purpose or focus, or its focus may change as it goes along. The assignment may be presented without an awareness of the needs of its audience. The assignment’s important ideas may be buried under details or facts of lesser importance or consequence. Important themes or ideas may not be sufficiently announced and differentiated from subordinate material. Connectionsbetween ideas may be unclear. The assignment may simply be underdeveloped, leaving the grader with questions and a desire for more explanation or elaboration. The assignment’s style may include awkwardness or inaccurate use of language, and it may contain numerous grammatical and mechanical errors. Emerging = An assignment is poor if it has not fulfilled the minimum of the developing criteria. Missing assignments = 0 points Adapted from College Of Business grading criteria for written assignments.