Elder, L., & Paul. R. (2009). The Aspiring Thinker's Guide. Dillon Beach, CA: Foundation for Critical Thinking. ISBN (13Digit):

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1 A. Department of Curriculum and Instruction LIB 863, Computer Use and Media Preparation 3 hours B. COURSE DESCRIPTION This course emphasizes the application of computer tools to library procedures and information access and the design, production, and organization of instructional media. C. REQUIRED READINGS AND MATERIALS Textbooks Buechler, J. (2004). Microsoft Windows Movie Maker 2: do amazing things. Microsoft Press. ISBN Elder, L., & Paul. R. (2009). The Aspiring Thinker's Guide. Dillon Beach, CA: Foundation for Critical Thinking. ISBN (13Digit): Karlins, D. (2008). Adobe Dreamweaver CS4 How-Tos 100 Essential Techniques. San Jose, CA: Adobe Press. ISBN-10: ISBN-13: Schulman, M., & Krog, H. (2004). Attack of the Killer Video Book: tips & tricks for young directors. NY: Annick Press. ISBN: , paperback. Required Software Web authoring software Dreamweaver [latest version] Camcorder appropriate for digital recording Adobe Photoshop Elements 5.0 or latest version Video Editing Software (Movie Maker2 or other appropriate software for video editing for the Apple computers) Digital Video Camera Internet Browser with Explore and Firefox EKU EKU is considered the official communication between EKU Faculty and EKU Graduate students. In this course, only EKU student accounts should be used for communication purposes. Graduate students are expected to read their s in a timely manner so new will be properly read and received. A student's failure to receive and read University communications delivered to his/her official address in a timely manner does not absolve the student from knowing and complying with the content of such communications. Students have the responsibility to recognize that certain communications may be time-critical. 1

2 Technology requirements Online graduate students must have routine access to a computer with a reliable Internet connection. Your browser must be up-to-date and current; this means that you should be using the current version of Mozilla Firefox, Microsoft Internet Explorer and Java. Information regarding the current hardware and software used with online courses is available by accessing the link at the top of the Web Course Fact Sheet, D. COURSE OBJECTIVES Cognitive Outcomes 1. Apply concepts and principles of traditional and contemporary learning theories to the design of instruction. KYTS 1, 2 AASL1, 2, 3, 4 2. Write a review of professional literature based on the following issues: (a) emerging technologies [e.g., Internet 2 technologies), (b) integration of the technologies into the curriculum and library media centers, (c) barriers and limitations of the integration into the school s curriculum, and (d) the advantages or promises/limitations of the technology in order to design school professional development. KYTS 1, 2, 3, 6, 9, Produces a library media web site using best practices of instructional and universal [i.e., accessible] design concepts and principles. KYTS 1, 3, 6 4. Evaluation classmates websites based on criteria established through instructional, universal [i.e., accessible], and best practices in the development of school media library web sites. KYTS 9 Teaching and Learning Outcomes 4. Apply instructional and universal [i.e., accessible] design principles to produce a variety of instructional media products aligned with content and technology standards. KYTS 1, 2, 3, 6, 9, Use various pieces of hardware such as computers, HTML, camcorders, video editing equipment, CD burners, DVD players and burners, digital imaging tools, etc. to produce media. KYTS 1,6, 9, 10 2

3 6. Use current and updated computer software programs for instructional and advocacy purposes. KYTS 1, 6, Design and develop a library media web site. KYTS 1, , 9, 10 AASL 1, 2, 3,4 8. Use appropriate technology applications to complete course requirements. KYTS 6 AASL1, 2, 3, 4 Dispositions 10. Increase in demonstrating curiosity, initiative, respect, creativity, adaptability, independent learning, and a participating attitude in regards to producing and integrating current and emerging technology in school library media centers. KYTS 9, 10 AASL1. 2, 3, Demonstrate an ability to appreciate resources and produce products that reflect all cultures, societies, and generational differences in school communities. KYTS 1, 2, Participate in internet communities to interface with professionals and experts in the field. KYTS 6, 9, 10 AASL1, 2, 3, Engage in self-assessment and reflection as it relates to self-evaluation of products and professional development in the field. KYTS 9 AASL 1, 4 E. COURSE OUTLINE A. National and state content, library media, and technology standards B. Design principles 1. Learning theories and content design a. Behaviorism b. Cognitive c. Constructivism d. Social constructivism e. Current learning theories 2. Effective Presentations 3

4 a. amount of information on screen (page) b. readability i. size of lettering ii. font selection c. legibility d. color combinations e. close-up media f. graphics i. photographs ii. animations iii. graphs, charts iv. line drawings 3. Visual Literacy 4. Media Literacy C. Visual Planning software D. Authoring software web site development E. Digital Imaging F. Video Content, Production and Editing G. Web Content, Design, and Production H. CD-Rom Content, Design and Production I. Software Tools: Content, Design, and Production 1. word processing 2. spreadsheets 3. databases J. Emerging technologies 1. Internet 2 technologies 2. Social networking technologies K. Evaluation of products L. Portfolios 1. Professional portfolios 2. Individual technology plans 3. P-12 portfolios M. Professional conferences and commitments N. Self-Evaluation and Reflections F. COURSE REQUIREMENTS 1. Participation in class discussions through online discussion forums. 2. Write a review of literature by reading Professional readings in text and journals concerning emerging and special issues in regards to the role of the library media center in P-12 schools. 3. Use visual thinking software as a planning device for production of instructional materials. 4. Use variety of software and hardware to design and produce a variety of instructional resources based on a particular trade book, theme-based topic, or library media center. 5. Use productivity tools to design and deliver information through web sites which are accessible for various disabilities. 6. Complete self-evaluation of technology competencies: pre and post checklists. 4

5 7. Write self-evaluations and reflections on learning and locally produced products. 8. Select appropriate products for graduate library media portfolio. 9. Produce a graduate web- based portfolio for the graduate library media portfolio. 10. Attend conferences when appropriate. H. EVALUATION METHODS Each exercise is based on a number of points. Participation in Chats & Discussion Boards/Attendance 50 Technology Checklist and Technology Improvement Plan [2 x ] Web Site evaluation 25 Quizzes for text Web Wizard Guide to Web Design 80 HTML assignments [10 x 4 ] 40 Visual planning using Inspiration software 25 =50) 50 Photography/products (20 points a piece x 3) 60 Video Project [planning, producing, editing, publishing on website; [4 100 x 25] Web Accessibility [15 x 20] 300 Photo essay on website 50 Emerging technology article 25 Emerging technology literature review 50 Web site 100 Use of EKU Web space 25 Peer Evaluation, Check Points, & Reflections 100 Final Exam Presentation 75 Midterm and Final Exam (2 * 50 = 100) 100 Total Points 1300 Points Percentages Grade % A % B % C % D 894 and below 67 % and below F 5

6 Note: Late assignments will only be accepted if you make an appointment with the instructor & discuss the situation. [Conferences may be conducted over the phone.] Any late papers or projects will be lowered one letter grade for each day they are overdue. I. STUDENT PROGRESS Prior to the midterm graduate students will check Blackboard for current grades. J. ATTENDANCE Absences equating 20% of class meetings (i.e., 3 classes) will result in automatic failure. Class sessions missed as a result of late entry will be counted as absences. The student is responsible for presenting adequate reason for absences to the instructor in order to be given opportunity to make up missed work. Adequate reasons include personal illness, death or serious illness in the immediate family, or participation in an approved university activity. Arriving late will be counted as one-half absence. For an online course, this translates into no more than 3 missing or late assignments. K. DROP COURSE OR WITHDRAWA The last day to drop or withdraw from a class is highlighted in the class schedule and in EKU s Colonel s Compass [ L. DISABILITY STATEMENT If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office on the third floor of the Student Services Building, by at disserv@eku.edu or by telephone at (859) V/TDD. Upon individual request, this syllabus can be made available in alternative forms. M. ACADEMIC INTERGRITY POLICY: Students are advised that EKU s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity. Course P/N LIB 863 Course Title Computer Use and Media Preparation RELATIONSHIP TO: 6

7 CONCEPTUAL FRAMEWORK ELEMENTS CF1: Knowledge - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process. CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all students. CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learning and development. CF4: Technology - Focuses on preparing candidates who are able to use educational technology to help all students learn. CF5: Diversity - Reflects the Unit s commitment to preparing candidates to support learning for all students College of Education Conceptual Framework K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments CF1 CF2 CF3 CF4 CF5 K,A K, A, - K K, KA2C TEACHER STANDARDS ( February 2008) STANDARD 1: The teacher demonstrates applied content knowledge STANDARD 2: The teacher designs and plans instruction STANDARD 3: The teacher creates and maintains learning climate STANDARD 4: The teacher implements and manages instruction STANDARD 5: The teacher assesses and communicates learning results STANDARD 6: The teacher demonstrates the implementation of technology STANDARD 7: Reflects on and evaluates teaching and learning STANDARD 8: Collaborates with colleagues/parents/others STANDARD 9: Evaluates teaching and implements professional development STANDARD 10: Provides leadership within school/community/profession Kentucky Teacher Standards Initial and Advanced 7

8 K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 K,A K, KA2C - K,A K, A K EKU GOALS EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse student, faculty, and staff population. EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quality programs. EKU-G 3. To promote learning through high quality programs, research, and support services. EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural opportunities and problem-solving abilities for members of the University community. EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining a connection with the southeastern region of Kentucky. EKU Goals EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 x x x x KERA Initiatives Identify the initiative number(s) for each category Learner Goals/Academic Program of Studies: Program of Studies: Skills & Core Content Expectations Understandings Concepts K, A K, A K, A K, A EPSB Themes Initial Diversity Assessment Literacy/Reading K, A - K Closing the Achievement Gap Advanced Diversity Technology Literacy Code of Leadership Ethics K, KA4 K, KA2C K, KA4 K K K SPA 8

9 American Association of School Librarians [AASL] Use of Information & Ideas Teaching & Learning Collaboration & Leadership Program Administration K, A K, A K, A 9