Teach a simple idea/concept with a comic

Faculty of Education Department of Curriculum & Instruction

Summer 2020 EDCI337 Interactive Multimedia Learning

Section: A04 July 29–August 21, 2020 (CRN:31744) ver. A

Instructor: Tim Pelton Class location: Online E-mail: [email protected] Class times: Asynchronous

Calendar Description An introduction to the theory and application of multimedia learning in interactive learning environments. Students will explore some best practices for creating rich educational experiences. Course Description/Goals In this course you will begin to understand the nature of multimedia learning, design thinking, storytelling and interactive learning objects. You will then have an opportunity to apply these understandings as you explore, design, and develop your own interactive and multimedia learning projects. Specifically, by the end of this course you will be able to:

• Apply multimedia design principles in planning your educational resources • Engage in design thinking to create multimedia learning projects • Apply storytelling principles in creating multimedia projects • Describe principles of effective interactive multimedia design • Generate a variety of prototype interactive and multimedia artifacts including:

Comics, screencasts, whiteboard animations, and interactive multimedia elements Computer and Internet access: In order to be successful in this course you will need to have access to the following:

• A computer with a web browser that allows you to access CourseSpaces • A reliable Internet connection (including access to social media such as YouTube and Vimeo) • Regular access to email • UVic Virtual Private Network (VPN) software for off-campus access to library

o Instructions on how to setup and access UVic VPN are located here: http://www.uvic.ca/systems/services/internettelephone/remoteaccess/

o Out of country students should be able to access course related content on Vimeo and YouTube remotely through the UVic VPN – if you need help please contact the UVic Helpdesk

Course delivery and helpdesk:

• CourseSpaces (http://coursespaces.uvic.ca) is UVic’s current learning management system (LMS). All course content, forums and assignments will be published through the course page on this site.

• Support for CourseSpaces can be found at: http://coursespaces.uvic.ca/help/students/ • You may contact the helpdesk for assistance with course related technology at [email protected] or

250-721-7687 (or 1-844-721-7687) 8am-10pm Mon-Fri, 10am-10pm Sat-Sun

EDCI 337, A04, Summer 2020 Tim Pelton

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Course specific tools: • A few appropriate software programs (free or free trial) and tutorials will be identified for you to

download/access as needed to complete the challenges. You may choose to locate and make use of equivalent alternative tools for your multimedia projects (indeed you are encouraged to!). Please consider sharing these tools with your peers on the “Sharing Cool Finds” forum. Please also visit the “Help Please” forum to ask for help or assist others (Note, that together these two forums account for 15% of your course marks so spending a few hours on finding, sharing, asking and helping is worthwhile).

General course assignment guidelines: 1. Details on the topics and assignment expectations will be provided in each challenge document 2. You must submit your work by 11:55 pm (PDT/PST) on the indicated due date. 3. All work submitted must clearly indicate your student name(s) and UVic email address(es). (For

groups working together you only need to submit one copy of your prototype to the prototype forum and then one copy of your Final MML Challenge Project Documentation file, but you must include the names and email addresses of all members)

4. You must keep a backup copy of all of your work until the final course marks are posted so that it can be resubmitted if there are technical difficulties (tip: compose responses in a notes document you have created for this course then copy/paste)

5. Extensions may be granted if there are special circumstances – you must apply to the instructor for an extension before the assignment is due.

6. Late submission of assignments (without an authorized extension) will result in a deduction of 5% of the available mark per day for the first 3 days. After the 3rd day the mark assigned will be 0%

7. Typically challenge projects will be assessed and feedback provided within 7 days of the respective final assignment due dates. General forum feedback marks will be assigned at the end of the course.

8. Any emails must include: a) EDCI337 at beginning of the subject line, and b) your name and netlink ID (i.e., beginning of UVic email address) in the body.

Mode of Instruction: This is a completely online course. Resources and challenges are presented asynchronously, but have date ranges and deadlines associated with them to support student quasi-synchronous interaction. Communication will primarily occur through discussion forums on CourseSpaces, but you may also contact the instructor via email. The CourseSpaces page for this course has the following components

• Communication (‘News Forum’; ‘Introductions’; ‘Sharing Cool Finds’; ‘Help Please’; ‘Final Reflections’) • Resources A and B ( ‘Resources A’ contains essential documents you need to review carefully to complete

the course, while ‘Resources B’ contains additional information that will support you in completing the challenges)

• Challenges A, B and C (Here you will find Challenge guides; MML Challenge Project Blank; and exemplars)

Course Resources: There is no required textbook for this course. All of the resources for the course will be presented via the CourseSpaces page. Students are encouraged to review the course resources and challenges on CourseSpaces at a cursory level in the first few days to understand what is available and expected, and then return to specific resources for further information and support as they engage in the course challenges. You should be able to make use of free and demo software (don’t worry about watermarks/logos on your prototypes) for most of your challenge assignments, but you are welcome/encouraged to purchase and use apps that seem worthwhile to you.

EDCI 337, A04, Summer 2020 Tim Pelton

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Course Assignment schedule: The following schedule is designed to allow students to engage with other students as they share prototypes, share resources, seek/provide help, provide feedback and reflect (note you should generally work through phases 1-5 in order, iterating and revising as necessary).

Module timeframe

Prototype due date (phase-3)

Prototype peer feedback/discuss. forum (phase-4)

Challenge Project file due (including final versions of phases 1, 2, 3 & 5)

Details Grade Weight

Throughout course Actively participate in general course forums 25%

(See note 1)

July 29th–August 6th

August 4th Groups share MML prototype

August 5th Individuals review and comment on classmates’ MML prototypes in forum.

August 6th Groups submit project file (phases 1, 2 & 5 and a link to the prototype phase 4)

Challenge A: Teach a simple idea/concept with a comic

25% (See notes 2 and 3)

August 6th – 13th August 11th August 12th August 13th

Challenge B: Generate a video to teach a concept or process using a whiteboard animation

25% (See notes 2 and 3)

August 13th -21st August 19th August 20th August 21st Challenge C: Generate an interactive multimedia learning object

25% (See notes 2 and 3)

Notes: 1) General course forums include: Introduction 5%; Sharing Cool Finds 10%; Help Please 5%; & Reflection 5% 2) Students are encouraged to work in groups of two or three to address the challenges – as a group you may complete phases 1, 2, & 5 in the project file, and the prototype (phase 3). All students must participate individually in all of the peer feedback discussion forums (this is phase 4 of each project) and include individual comments in phase 5 (section 5.2). 3) Phase-1 5%; Phase-2 5%; Phase-3 (prototype) 5%; Phase-4 (forum) 5%; Phase-5 5%

Attendance & Participation The University of Victoria’s Teacher Education Program is highly participatory in nature. Full and active participation is expected. These expectations connect with the First Peoples Principles of Learning, which recognizes that “Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, reciprocal relationships, and a sense of place).” To meet the attendance and participation expectations in this online course, students should participate in and engage in the general communication forums throughout the course and in the Challenge forums within the scheduled timeframes for the modules. Privacy Information As the instructor for this course I use a cloud-based server to store, transfer and access my documents, and this server is controlled by a company outside of Canada (i.e., Apple, US). According to section 30.1 of BC’s Freedom of Information and Protection of Privacy Act (FIPPA), I am required to inform students and provide an option to protect privacy. To this end, if you are not comfortable with your personal information (i.e., name and student number) being stored outside of Canada, please contact me within the first week of class to set up an alias. Otherwise, by continuing in this course, you acknowledge and agree to my use of this technology. Please note that I suggest and encourage the use of some other online technologies in this course (e.g., YouTube, PowToon, VideoScribe, etc.), and these may also store data, or be under the control of a company, outside of Canada. It will be up to the student to choose to protect their privacy rights as they use these services by using an alias, or by finding an alternative technology that keeps their data in Canada. In the end, students are reminded that despite all we might desire with respect to maintaining privacy, not all Canadian internet traffic is routed domestically. Meaning that if something is sent by email, or uploaded onto a Canadian server, it may still be travelling through the US or other country and be subject to their laws.

EDCI 337, A04, Summer 2020 Tim Pelton

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Department of Curriculum & Instruction Policy on Students’ Use of an Editor: We are pleased to allow you to use the following forms of assistance by an editor:

1. Proofreading which includes: reviewing work for accuracy of inputting; adherence to a specified design; mechanical or typographic errors in text or formatting; identifying inconsistencies in elements (e.g. headings in APA format); and identifying errors in spelling, punctuation and visual elements

AND 2. Copy editing which includes: editing work for grammar, spelling, punctuation, usage and other mechanics of

style; reviewing work for consistency of mechanics and internal consistency of facts; indication the hierarchy of heading and placement of art; identifying citation errors; editing captions and credit lines’ and editing front matter.

In addition, BUT ONLY WITH WRITTEN PERMISSION OF YOUR INSTRUCTOR, you may seek Stylistic editing which includes: clarifying meaning; polishing language; querying confusing sentence structures; identifying wrong word choices and ambiguous passages; checking tables, figures and visual materials for clarity; identifying faulty connections and transitions; and/or identifying jargon, redundancies and verbosity. Academic Integrity: Students are reminded that they must follow University policies on academic integrity. Violations of this policy include plagiarism, unauthorized use of an editor, cheating, multiple submission and falsifying materials. Further details, including penalties, can be found online via the Academic Calendar https://www.uvic.ca/calendar/undergrad/index.php#/policies?group=Undergraduate%20Academic%20Regulations Students should consult with their instructors if in doubt about what constitutes a violation of academic integrity. Diversity and Equity Statement Our Faculty of Education embraces an inclusive learning community that respects and recognizes that we are enriched and strengthened by diversity including, but not limited to, ethnicity and national origins, language, gender and gender identity, sexuality, ability, age, socioeconomic status, and spirituality. We are committed to increasing the participation of people who have been historically and systemically excluded from higher education and welcome all who share this aspiration. We are committed to answering the Calls to Action from the Truth and Reconciliation Commission of Canada. We are a campus that educates for and encourages respect, acceptance of others, inclusion and diversity, with one principal limit: acts that incite hatred, espouse or encourage bigotry, either implied or explicit, will not be tolerated. Course Experience Survey (CES): I value your feedback on this course. Towards the end of term, as in all other courses at UVic, you will have the opportunity to complete a confidential survey regarding your learning experience (CES). The survey is vital to providing feedback to me regarding the course and my teaching, as well as to help the department improve the overall program for students in the future. When it is time for you to complete the survey you will receive an email inviting you to do so. Please ensure that your current email address is listed in MyPage. If you do not receive an email invitation, you can go directly to http://www.uvic.ca/learningandteaching/students/resources/ces/login.php You will need to use your UVic netlink ID to access the survey, which can be done on your laptop, tablet, or mobile device. I will remind you and provide you with more detailed information nearer the time but please be thinking about this important activity during the course.

EDCI 337, A04, Summer 2020 Tim Pelton

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Grades: Please see the Undergraduate Grading Scale below. Please note particularly the descriptions for B and A range marks. Grades are not final until approved by the Department Chair and the University Senate.

Undergraduate Grading Scale Passing Grades

Grade Point Value

Percentage* Description

A+ A A-

9 8 7

90-100 85-89 80-84

An A+, A, or A- is earned by work which is technically superior, shows mastery of the subject matter, and in the case of an A+ offers original insight and/or goes beyond course expectations. Normally achieved by a minority of students.

B+ B B-

6 5 4

77-79 73-76 70-72

A B+, B, or B- is earned by work that indicates a good comprehension of the course material, a good command of the skills needed to work with the course material, and the student's full engagement with the course requirements and activities. A B+ represents a more complex understanding and/or application of the course material. Normally achieved by the largest number of students.

C+ C

3 2

65-69 60-64

A C+ or C is earned by work that indicates an adequate comprehension of the course material and the skills needed to work with the course material and that indicates the student has met the basic requirements for completing assigned work and/or participating in class activities.

D 1 50-59 A D is earned by work that indicates minimal command of the course materials and/or minimal participation in class activities that is worthy of course credit toward the degree.

COM Excluded Grade N/A

Complete (pass). Used only for 0-unit courses and those credit courses designated by the Senate. Such courses are identified in the course listings.

CTN Excluded Grade

N/A Continuing. Denotes the first half of a full-year course.

Failing Grades

Grade Point Value

Percentage* Description

E 0 0-49 Conditional supplemental. Supplemental examinations are not offered by all departments and the allowable percentage may vary by program (e.g. 35-49). Students will be advised whether supplemental will be offered and if the percentage range varies when assessment techniques are announced at the beginning of the course.

F 0 0-49 F is earned by work, which after the completion of course requirements, is inadequate and unworthy of course credit towards the degree.

N 0 0-49 Did not write examination or complete course requirements by the end of term or session; no supplemental.

N/X Excluded Grade

N/A Did not complete course requirements by the end of the term; no supplemental. Used only for Co-op work terms and for courses designated by Senate. Such courses are identified in the course listings The grade is EXCLUDED from the calculation of all grade point averages.

F/X Excluded Grade

N/A Unsatisfactory performance. Completed course requirements; no supplemental. Used only for Co-op work terms and for courses designated by Senate. Such courses are identified in the course listings. The grade is EXCLUDED from the calculation of all grade point averages.

Temporary Grade

Grade Point Value Percentage* Description

INC N/A N/A Incomplete. Used only for those credit courses designated by the Senate, to be replaced with a final grade by June 1 for Winter Session courses and by October 1 for Summer Session courses. Such courses are identified in the course listings.

DEF N/A N/A Deferred status granted. Used only when deferred status has been granted because of illness, an accident or family affliction. See "Deferred Status", page 61.

INP N/A N/A

In Progress. Used only for courses designated by Senate, to be replaced with a final grade by the end of the next Winter Session except for TIED courses (identified in the Calendar). In TIED courses the INP must be replaced with a final grade by the end of the subsequent term (including Summer Session) or, where a COOP Work Term, or other activity approved by the academic unit intervenes, within eight months. If a student fails to complete the second course of a TIED course sequence, then the final grade will be N.

CIC N/A N/A Co-op Interrupted Course. See "General Regulations: Undergraduate Co-op", page 79. Grade Note Note

AEG N/A N/A Aegrotat. Transcript notation accompanying a letter grade, assigned where documented illness or similar affliction affected the student's performance or prevented completion of all course work.

WE N/A N/A

Withdrawal under extenuating circumstances. The WE registration status will replace a course registration or grade when approved by the Dean following a request for academic concession from a student. This registration status is excluded from the calculation of all grade point averages; it will appear on the official transcript.

*The grading scale for the evaluation of course achievement at the University of Victoria is a percentage scale that translates to a 9 point GPA/letter grade system. The 9 point GPA system is the sole basis for the calculation of grade point averages and academic standing. Standardized percentage ranges have been established as the basis for the assignment of letter grades. The percentage grades are displayed on the official and administrative transcripts in order to provide fine grained course assessment which will be useful to students particularly in their application to graduate studies and for external scholarships and funding. Comparative grading information (average grade [mean] for the class), along with the number of students in the class, is displayed for each course section for which percentage grades are assigned.