10 Matching Annotations
  1. Feb 2021
  2. scatteringawesome.wixsite.com scatteringawesome.wixsite.com
    ITEC-5350-40 Syllabus | Letha
    10
    1. wyo.tylerolsen 08 Feb 2021
      UW faculty are committed to supporting students and upholding the University's non-discrimination policy. Under Title IX, discrimination based upon sex and gender is prohibited. If you experience an incident of sex- or gender-based discrimination, we encourage you to report it. While you may talk to a faculty member, understand that as a "Responsible Employee" of the University, the faculty member MUST report information you share about the incident to the university's Title IX Coordinator (you may choose whether you or anyone involved is identified by name). If you would like to speak with someone who may be able to afford you privacy or confidentiality, there are people who can meet with you. Faculty can help direct you or you may find info about UW policy and resources at http://www.uwyo.edu/reportit (Links to an external site.). You do not have to go through the experience alone. Assistance and resources are available, and you are not required to make a formal complaint or participate in an investigation to access them. However, please be aware that I have some reporting requirements that are part of my job requirements at UW. For example, if you inform me of an issue of sexual harassment, sexual assault, or discrimination I will keep the information as private as I can, but I am required to bring it to the attention of the institution's Title IX Coordinator. If you would like to talk to those offices directly, you can contact Equal Opportunity Report and Response (Bureau of Mines Room 319, 766-5200, report-it@uwyo.edu, www.uwyo.edu/reportit (Links to an external site.)). Additionally, you can also report incidents or complaints to the UW Police Department. You can also get support at the STOP Violence program (stopviolence@uwyo.edu, www.uwyo.edu/stop (Links to an external site.), 766-3296) or SAFE Project (www.safeproject.org (Links to an external site.), campus@safeproject.org, 766-3434, 24-Hour hotline: 745-3556). Another common example is if you are struggling with an issue that may be traumatic or unusual stress. I will likely inform the Dean of Students Office or Counseling Center. If you would like to reach out directly to them for assistance, you can contact them by going to www.uwyo.edu/dos/uwyocares (Links to an external site.). Finally, know that if, for some reason, our interaction involves a disruptive behavior or potential violation of policy, I inform the Dean of Students, even when you and I may have reached an informal resolution to the incident. The purpose of this is to keep the Dean apprised of any behaviors and what was done to resolve them.

      Including all of this may be unnecessary in this specific part of the syllabus. With solid headlines, bold, and links this part can be reduced and the focus can be on the course materials more! I think deleting this takes out some important information we all want students to know, but they are likely seeing these links in every syllabus. This is a tough topic because we all know when we see these links we do not go to them often times, and then we sometimes regret it later or after the fact. In this case, I would still recommend providing solid links and emphasizing in a short sentence that students should check them out.

    2. wyo.tylerolsen 08 Feb 2021
      Syllabus Multimedia Makeover: In this assignment, we are making over the class syllabus! First, ask yourself two questions; 1. what is it I am creating? 2. What can I do with it? ​ Using what you learned about Elements and principles of design look through the syllabus, what multimedia can we use to enhance this traditional syllabus? ​ Please use Hypothesis (a web overlay) to share your comments and suggestions. ​ If you do not have a hypothesis account, please sign up for free here. You will find it helpful to add hypothesis to your chrome browser. Need help? Watch this video. ​ ​ Provide at least 10 improvements paying close attention to multimedia opportunities! You will need to suggest at least 7 of the 13 elements presented in the Canvas module to enhance this syllabus with multimedia. Please be specific in your examples, e.g. add pictures is not sufficient. Please provide a specific place and offer suggestions of picture e.g., in the assignment Section, using a bolded and different colored font, such as "Bungee" would be useful to draw attention to the due date, as well as making a connection between an assignment and due date throughout the syllabus. You may include hyperlinks to videos, images, text, or any other media you believe would be beneficial for this syllabus. LDTE 5350:Multimedia Development College of Education Learning, Design, and Technology Spring 2021 Syllabus Online Course Delivery Instructor contact information: Letha Mellman, PhD lmellman@uwyo.edu cell: 970-347-0534 Important Dates: First day of class: January 27 Last day of class: May 8 Midterm: March 13 Finals week: May 11 through 15 Advising week: March 30 through April 3 Holidays (no classes): Spring Break: March 16 through 20 Office hours and/or open-door policy:   Students may contact me via email or WyoCourses any time and expect a response in no more than 48 hours. For immediate contact, students may text my cell phone with brief questions, to say you sent an email that needs my attention, or to schedule a time to talk during appropriate working hours (MST). I do not consider a text an intrusion; please feel free to text beyond the typical work hours or on weekends. If you text when I am not available (e.g. middle of the night, during a weekend event), I will respond as soon as I can. Please note I am most available Mon-Thurs 10 AM-3 PM. I am not available on Sundays. I will do my best to accommodate your schedule to meet. Zoom Office Hours: Tuesdays 10-11:30 AM Zoom Link (Links to an external site.) Meeting ID: 928 0412 6538 Passcode: Multimedia Course prerequisites, co-requisites, enrollment restrictions: Prerequisite: graduate standing. Course Description: An introduction to techniques, software, and applications used in the design, manipulation, and development of multimedia artifacts for instructional purposes. This course includes accelerated, hands-on activities to practice and apply message design principles in multimedia settings. Student Learning Outcomes: Apply effective design principles to multimedia projects Assemble a digital portfolio of a variety of multimedia artifacts produced in this class Generate artifacts showcasing techniques, strengths and weaknesses of multimedia development for instructional purposes Explore and participate in emerging online technologies Practice design principles using various techniques, software, and application Required texts, readings, and special tools or materials: none ​ ​ Course Content: Topic Content Assignment Due Date Multimedia Module 1: Multimedia Defining Multimedia Types of Multimedia Future-ready teaching and learning Play it forward: Introduction Video Engagement noon, Tuesday, February 2 Principles and Elements of message design. Module 2: Message design Elements of design Principles of design Play it forward: Syllabus Makeover Engagement noon, Tuesday, February 9 Application of message design principles in multimedia for Instructional purposes Module 3: Interactive media Play it forward: Website Engagement noon, Tuesday, February 26 Module 4: Narrative media Play it forward: Big Idea Trailer Engagement ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Grading Scale: Grades are weighted by category as shown on the course requirement table (above). The overall percentage you earn in the course indicates your final grade using the following scale: 90-100% = A / 80-89.9% = B / 70-79.9% = C / 60-69.9% = D / 0-59.9% = F ​ Assessment: Engagement grades will be assessed as complete/incomplete. Feedback will be provided when a process assignment leads into a graded project. Discussion participation requires an initial post of original thought and at least two additional substantive contributions to the conversation unless otherwise specified in the directions for any particular discussion.     Rubrics will be provided for all writing and project-based assignments.

      Variety and Contrast:

      The spacing is better here, as you can see there is a single space in between the two heading of grades and assessments. This is not necessarily what I would recommend, but it works and looks better than what is seen above in the syllabus. However, the lack of variety and contrast here hurts the reader's chance of grasping some of these important concepts. At the beginning of the syllabus, just like the start of anything new we are interested in the beginning. Yet, with the lack of change anywhere in the syllabus the instructor may lose the reader and they will overlook these components. Bold, pictures, spacing, anything here would draw the attention back of the reader before overlooking it and jumping straight to the bold headings below. Grades are important, but they are hiding behind part of the table and will likely be missed. I missed them myself while annotating other things above and below this.

    3. wyo.tylerolsen 08 Feb 2021
      Syllabus Multimedia Makeover: In this assignment, we are making over the class syllabus! First, ask yourself two questions; 1. what is it I am creating? 2. What can I do with it? ​ Using what you learned about Elements and principles of design look through the syllabus, what multimedia can we use to enhance this traditional syllabus? ​ Please use Hypothesis (a web overlay) to share your comments and suggestions. ​ If you do not have a hypothesis account, please sign up for free here. You will find it helpful to add hypothesis to your chrome browser. Need help? Watch this video. ​ ​ Provide at least 10 improvements paying close attention to multimedia opportunities! You will need to suggest at least 7 of the 13 elements presented in the Canvas module to enhance this syllabus with multimedia. Please be specific in your examples, e.g. add pictures is not sufficient. Please provide a specific place and offer suggestions of picture e.g., in the assignment Section, using a bolded and different colored font, such as "Bungee" would be useful to draw attention to the due date, as well as making a connection between an assignment and due date throughout the syllabus. You may include hyperlinks to videos, images, text, or any other media you believe would be beneficial for this syllabus. LDTE 5350:Multimedia Development

      Flipgrid, Application Use:

      In this component, although I touched on it earlier, this would be the perfect place to use something such as Flipgrid to introduce yourself, embedded with the video right here so the students do not have to leave any sight to watch the video. This would be fun, and can include some of the attachments I discussed.

    4. wyo.tylerolsen 08 Feb 2021
      Office hours and/or open-door policy:   Students may contact me via email or WyoCourses any time and expect a response in no more than 48 hours. For immediate contact, students may text my cell phone with brief questions, to say you sent an email that needs my attention, or to schedule a time to talk during appropriate working hours (MST). I do not consider a text an intrusion; please feel free to text beyond the typical work hours or on weekends. If you text when I am not available (e.g. middle of the night, during a weekend event), I will respond as soon as I can. Please note I am most available Mon-Thurs 10 AM-3 PM. I am not available on Sundays. I will do my best to accommodate your schedule to meet. Zoom Office Hours: Tuesdays 10-11:30 AM Zoom Link (Links to an external site.) Meeting ID: 928 0412 6538 Passcode: Multimedia

      Proportion:

      The lack of spacing, proper subtitles, and more has now lead to a lack of proportion that helps develop what each section is valued at in regard to the entire class. By this, I mean that there are certain things an instructor wants the student to know when finished with the syllabus. These things need to be clear to the teacher and students. This be otherwise seen and known as proportion. The tables below help students understand the proportion of their work that goes into 100% of the class grade. Yet, the syllabus does not serve this same purpose for the class details.

    5. wyo.tylerolsen 08 Feb 2021
      Required texts, readings, and special tools or materials: none

      Unity, Form:

      Notice here it says "none" and above it does not in my previous annotation. This is inconsistent, and using the phrase "none" can be deemed as less professional and not correct for formatting purposes. I would change this to something that can be used throughout the syllabus. Ex: "N/A" or a 1-2 sentence description that helps the student understand the meaning behind "none"

    6. wyo.tylerolsen 08 Feb 2021
      Course prerequisites, co-requisites, enrollment restrictions:

      Shape and Form:

      With emphasis on form here, if there are not any prerequisites or in any matter, anything to write about either do not put it at all, use "N/A", or the very least describe something. Placing this here with no description is confusing for students, leaves room for misunderstanding, and looks like a mistake on behalf of the instructor. Just delete is what I would recommend!

    7. wyo.tylerolsen 08 Feb 2021
      Classroom Climate and Conduct

      Unity:

      Although I was not a fan of the lack of using bold headings, it was unified up until this point. This bold heading throws off everything that is listed above, and to make matters worse it does not align with the bold subheadings below it. Unity consists of consistency and throughout this syllabus there is little of it due to this addition of bold headings here. I think it is oversized as well, but that is for a different annotation.

    8. wyo.tylerolsen 08 Feb 2021
      First day of class: January 27 Last day of class: May 8 Midterm: March 13 Finals week: May 11 through 15 Advising week: March 30 through April 3 Holidays (no classes): Spring Break: March 16 through 20

      Emphasis:

      Throughout the entire syllabus, not just this part there is no emphasis on any component that makes something stand out so students can differentiate what is each piece of the syllabus represents. For example, bold, underline, or italicizing the "Important Dates:" with additional spacing would help the reader truly realize what the important dates are and where to find them. With little spacing and no differentiation it would be difficult to find not only this, but other parts of the syllabus.

    9. wyo.tylerolsen 08 Feb 2021
      Important Dates:

      Variety:

      Because this syllabus is word-heavy, a photo would be a perfect addition for creating an inviting environment that makes the student feel less pressured moving forward in the syllabus. I love pictures personally, and include them in resumes, emails, and I would in a syllabus as well. A picture of the instructor (selfie), or the family, a good time, etc. would be good to add. If the instructor wanted to stay away from personal engagement that would be fine, a different photo of maybe cartoons relating to academics or something along that line could be added in the introduction component before diving straight into the important dates of the course.

    10. wyo.tylerolsen 08 Feb 2021
      LDTE 5350:Multimedia Development College of Education Learning, Design, and Technology Spring 2021 Syllabus Online Course Delivery Instructor contact information: Letha Mellman, PhD lmellman@uwyo.edu cell: 970-347-0534

      Spacing:

      Beginning with the spacing of this entire syllabus, including the introductory parts it makes it difficult to separate the class from the instructor. I like being able to classify the two, almost similar to a title page in APA. The title, class, and date are separated from the body of the work. This spacing would be a crucial piece here. I do not mind the single space between them, but this would be nice to separate from the remainder of the work. Possibly deciding what an introduction would look like would be a good start for someone creating a syllabus.

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