I. Course Information
A. Course Number and Title: AEET 703 - Design & Development Tools (II)
B. Course Description: This course provides in-depth development of skills using current and emerging technologies to create a multimedia or web-based project that includes instructional and multimedia elements (e.g., graphics, animation, audio and video).
C. Graduate Course Credits: 3
D. Prerequisites: AEET/EDET 603 - Design & Development Tools (I)
Students who have not taken AEET/EDET 603 yet demonstrated competencies in working with various forms of hypermedia (i.e. text, graphics, audio, and video) through equivalent coursework or projects may be advised to take this course.
NOTE: Access to computer hardware and software outside class time is required.
E. Intended Audience: M.Ed. students in Educational Technology
Instructor: Dr. Gary Senn
Dates: January 10 - May 9, 2006
Office: RPSEC 302
Times: 5:00 - 7:40 p.m.
E-mail: [email protected]
Course Fee: Full Tuition
Location: RPSEC 314
G. Students with Disabilities: If you have a disability which may affect your performance in this class, please inform the instructor and contact the Office of Disability Services as soon as possible. Once an evaluation has been made, appropriate accommodations will be determined.
II. Statement of Course Goals and Objectives
This course is intended to introduce the entire production process of designing Web-based, interactive products. Students will gain basic skills and experience using Web authoring tools, graphic/interface design, scripting, prototyping, usability testing, quality assurance and complementary teamwork.
1. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
- Demonstrate proficiency in creating a Website using either HTML or a web authoring tool
- Demonstrate proficiency in creating/integrating media elements (i.e. graphics, audio, and video) into Web documents
- Demonstrate proficiency in publishing Web documents
2. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
- Design and develop components of an instructionally sound Website to support teaching and learning
3. Identify and locate technology resources and evaluate them for accuracy and suitability.
4. Model and teach legal and ethical practice related to technology use.
5. Apply effective group process skills.
III. Required Course Textbooks
There are no required textbooks. Occasional readings will be prepared by the instructors and available online.
IV. Description of Course Assignments
A. Class Activities/Labs (20% of total grades)
A wide variety of class activities will be assigned throughout the semester. Lab time will often be scheduled during class to work on these hands-on activities.
B. Individual Project (Creating a Personal Website, 15% of total grades, due February 17)
Using a Web authoring tool, develop a personal Website that includes a profile, online resume, and professional/ personal interests (e.g. courses to teach, previous/current projects, hobbies, family). The Website should include a picture of yourself, demonstrate command of basic HTML elements (titles, headings, lists, tables, embedded images, hyperlinks), and contain navigation among pages.
C. Group Project (Creating a Web Tutorial with Flash Movies, 50% of total grades)
Together with two other students from the class, develop a Web tutorial incorporating an original Macromedia Flash movie, demonstrating relevant animation or user interaction. Be sure that your project also includes appropriate instructional content, still graphics, an appropriately designed page layouts, and links. Try to keep your project fairly simple; limit it to covering about 1-3 instructional objectives. Websites can be created using either HTML or a web authoring tool.
Each group will be responsible, at designated intervals, for the following deliverables:
- Design Plan (5% of total grades, due March 3): As the first step of instructional design, complete an analysis of the learners, tasks, and context for his/her lesson and create a 2-3 page analysis report. The report should also provide a brief description of the processes used to complete the various analyses.
- Paper Prototype/Storyboard (5% of total grades, due March 17): The purpose of the prototype is to visualize in quite exact detail what the final product is intended to look like and how it works. The prototype should cover most of the different windows or pages to be included in the final product and be consistent with the placement and size of the components. Each window or page should be portrayed on its own sheet of paper and numbered accordingly. You may draw the prototype by hand or with a word processor. A 'neat' computer work will not bring extra points, and a clean and readable drawing on white paper is a very good sufficient.
- Usability Test Report (5% of total grades, due April 14): Conduct a usability testing with at least 3-5 target users and submit a 5-7 page report. The report should include: 1) description of the prototype; 2) demographics of participants; 3) description of the test sessions; 4) authentic tasks; 5) summary of findings; and 6) list of revisions.
- Group Reports (5% of total grades, due March 31, April 14): Twice during the project, submit a 1-page progress report regarding the project activities. These reports should provide an accurate description of what the group activities have been, a summary of the team's progress since the last report, and an assessment of what is going well and not going well on the project.
- Web Tutorial (20% of total grades, due April 28): Submit the URL for the final product. The tutorial will be graded on appropriate design & production strategies, production value, message/information design, and professionalism (i.e. attention to details and free of errors/inconsistencies).
- Self & Peer Evaluations (5% of total grades, due April 28): E-mail a 1-page self & peer evaluations including a description of individual roles in the group in completing the project (e.g. how tasks were divided in the group, about how much time each individual spent doing them) and ratings of the contribution of EACH group members, including oneself, on a scale from 0 to 5. Give a concrete summary of each member's contributions to the group along with numeric ratings.
- Project Presentation (5% of total grades): At the end of the project, each team will make a class presentation outlining the main parameters of the project and demonstrating the tutorial itself in abbreviated form and thus provide a concise yet complete overview of the project. Each member of the team will be expected to present.
V. Evaluation and Grading
- A (93 - 100%) = Exceptionally thorough knowledge of the subject matter; outstanding performance and professional quality of work
- B+ (91 - 92%) = Signifies mastery and fulfillment of all course requirements; very good professional quality work.
- B (85 - 90%) = Satisfactory quality of work.
- C+ (83 - 84%) = Good, acceptable work.
- C (75 - 85%) = Minimally acceptable performance and quality of work; partial mastery.
- D (70 - 75%) = Not acceptable work.
- F (Below 70%) = Completely unacceptable work.
VI. Major Topics of the Course
A. Web environments
B. Web authoring tools
C. Web design principles
D. Creating paper and computer prototypes
E. Web usability and accessibility
F. Web publishing & maintenance
VII. Modes of Instruction
A. Course Delivery:
- A variety of instructional strategies will be used in the course, such as lectures, demonstrations, whole class and/or small group discussions, and student presentations.
- Online assignments and activities will be integrated throughout the course.
- Computer lab time will be scheduled as part of the course. Regular access to computer hardware and software outside class time is also required.
- We will be using Blackboard (http://blackboard.sc.edu) for on-line discussion, document sharing, and other electronic communication. It should be the first choice for communication because it allows everyone to see the question or comment and to offer an answer or response. For other needs, contact the instructors via e-mail.
- In case of system downtime or other technical difficulties in logging on to Blackboard, weekly course announcement will be sent to your preferred e-mail account (and also available from Blackboard). It is your responsibility to regularly check your e-mail (at least once during a weekday) and inform the instructors of any changes with e-mail address.
- When you submit your assignments as e-mail attachments, make sure that you copy yourself and all your group members. All the assignments in this class are time-sensitive and confirmed by the instructors when received. If you do not receive confirmation e-mails from the instructor within 24 hours, resend your original e-mail with attachment.
C. Group Process
- Group projects will be completed by teams that usually consist of three people. Each member of your team will choose a role based on the requirements of the project. There are a variety of roles to take at different phases of the project (e.g. subject matter expert, project manager, programmer, graphic designer, and usability tester). These roles are not exclusive -- you may negotiate with anyone else on your team to do part of the work that is associated with your role, or you may participate in the work associated with other roles.
- Self & peer evaluations will consist of ratings from each team member for each of the others and for yourself. These ratings will be factored into the deliverable grades for the team as described in the Grades section of this document, so that team members may receive different grades on team deliverables depending on their self/peer evaluations. Your ratings are kept confidential -- you receive only an aggregate rating which includes your own and those of your team members.
A. Recommended Readings
- Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Boston, MA: Allyn and Bacon.
- Nielsen, J. (2000). Designing Web usability. Indianapolis, IN: New Riders Publishing.
- Shneiderman, B. (1998). Designing the user interface: Strategies for effective Human-Computer Interaction (3rd ed.). Reading, MA: Addison Wesley Longman, Inc.
B. Web Resources
General Web Design Guidelines
- Top Ten Mistakes in Web Design (http://www.useit.com/alertbox/9605.html)
- The Top Ten New Mistakes of Web Design (http://www.useit.com/alertbox/990530.html)
- Evaluating Web Sites: Criteria and Tools (http://www.library.cornell.edu/okuref/research/webeval.html)
Web Usability & Accessibility Guidelines
- Web Page Backward Compatibility Viewer (http://www.delorie.com/web/wpbcv.html)
- Bobby - Tools for ADA Compliance Testing (http://bobby.watchfire.com/bobby/html/en/index.jsp)
- W3C HTML Home Page (http://www.w3.org/MarkUp/)
URL: http://edtech.usca.edu/Courses/AEET703/sp06/AEET703sylSp06.html (January, 2006)