MSTU 5510.005
From Studyplace
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Teachers College, Columbia University | |||||||||
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09/06 • 1 |
Introduction | ||||||||
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- Office hours by appointment @ 260 Macy Hall
- To arrange a time call 212.678.8366 or email dlh2109 at columbia dot edu)
Course Overview:
Developing multimedia that is educationally sound requires a well-rounded designer versed in the latest theories of learning and interface design. Therefore, this course will go beyond a basic “how-to” approach. Students will also consider aspects of learning theory and design in an effort to produce Flash productions that represent the latest research in education and human-computer interaction. To do this, a number of central questions will be addressed throughout the semester. These questions include:
- What types of knowledge are best-suited for multimedia representation?
- What makes an effective learning environment?
- What is the relationship between interactivity and learning?
- What are strengths and weakness of multimedia learning?
- How should interactivity be tailored to specific target audiences?
These questions along with the course’s hands-on projects will enable students to connect theory to practice. Throughout the semester students will design and critique a number of small Flash “experiments” aimed at introducing the building blocks of more advanced Flash authoring. By the end of the semester, students will complete two larger Flash productions. These culminating projects will be an opportunity for students to apply their knowledge by demonstrating their ability to design and develop well-designed interactive media.
To accomplish these ambitious goals, the course will focus equally on three aspects of multimedia design: the development of technical skills, the application of learning theory, and the implementation of design principles. This multi-disciplinary approach will ensure that students leave this course with the ability, background, and confidence to pursue complex multimedia development in the Flash environment. More detail pertaining to each of these key areas is discussed below.
TECHNICAL SKILLS:
Flash is an incredibly powerful application, but it can be overwhelming to the uninitiated. Therefore the course will begin with a thorough introduction to vector graphics and animation basics. This foundation will pave the way for lessons covering the Flash interface, menus, toolbars, file types, the stage and the main timeline.
With these foundational aspects introduced, the course will emphasize the building blocks of all Flash products: graphics, text, movie clips, symbols, key frames, motion ‘tweens, and layers. Students will be exposed to countless examples of how these elements can be combined to create all manner of design and purpose. Later lessons will introduce the addition of sound and video.
The second half of the semester will focus on interactivity. Students will learn how to use basic ActionScript, Flash’s built-in scripting language, to maximize control and creativity in multimedia. From here students will be able to combine actions and movie clips to create very complex sets of instructions giving their Flash movies sophisticated capabilities.
All technical instruction will happen in a hands-on format where examples and mini-tutorials abound.
LEARNING THEORY:
Not all interactive media is created equal, especially educational media. Almost anyone, in fact, can produce something in Flash with a little effort. However, designing and developing multimedia that is educationally sound and supported by research requires additional knowledge and effort on the part of the designer. One of the many goals of this course is to challenge students to apply theory to design as they experiment with Flash.
Lectures and readings will focus on a number of theories related to multimedia learning and instructional design. Examples include Cognitive Load Theory (Sweller, 1988) and Cognitive Theory of Multimedia Learning (Mayer, 2001). The implications of these theories will be discussed for the design of learning environments. Additionally, students will examine and critique a number of existing Flash productions to bolster their own understanding of the choices and decisions incumbent upon the multimedia designer.
In sum, this course is specifically designed to prevent students from creating Flash media in a vacuum. Instead, students will work in specific domains to create Flash media for specific audiences. Evidence of students’ understanding and application of theory to their designs will be assessed through discussions, periodic write-ups, and critiques of their own and other’s Flash projects.
DESIGN PRINCIPLES:
It is often said that the ultimate interface is one in which the computer vanishes as users become completely absorbed in the task domain. This is an ideal that all designers should strive for. But what design decisions lead to the ultimate interface? What considerations are important to Flash developers?
To address these questions, aspects of good design will be thoroughly examined and applied whenever possible. Students will learn about issues of accessibility, universal usability, special user groups, and common design pitfalls, the goal being to maximize usability and minimize user frustration and confusion.
Grading Policies:
GENERAL CLASS STRUCTURE:
Class will meet every Thursday for 100 minutes (3:00 – 4:40 pm). Each session will begin with a mini-lecture or a group activity (about 20-30 minutes) covering a specific theoretical theme for the week. Discussion will include examples of professional Flash work and how they are or are not supported by theory. The remainder of the class, approximately 60-70 minutes, will be dedicated to hands-on tutorials of specific Flash skills and techniques.
CLASSWEB:
One of the main components of the course will be Classweb. This online space will act as the course's home-base for class announcements, notes, readings, and student work. Each week students will be expected to post their Flash assignments and reading summaries. Students are expected to check Classweb on a regular basis. The idea behind using Classweb is to create a common space that will allow the class to share work and learn from one another. Additionally, Classweb will contain links to external Flash resources such as exemplary Flash designs or Flash development resources.
Note: The course’s introductory class will review how to upload and post a Flash movie to Classweb. For those students who are unfamiliar with Classweb and uploading files, or need additional help using HTML, please arrange a meeting with the TA or the instructor for a short tutorial BEFORE the second class meets.
WORKLOAD AND GRADING:
This is an intensive 3-credit course. To learn Flash one must use Flash. The software’s cumulative nature requires users to master the basics in order to build more complex media. Therefore a great deal of work will be done outside of the 100 minute class sessions.
Each week, students will be assigned readings and a small Flash development assignment. The readings will address the week’s theories and design principles. Please come to class with the material read and be prepared to discuss the implications of the readings. Additionally, students must write a 1 paragraph summary of each reading. This summary should review the article and highlight the major points of the reading. A final sentence or two should connect and relate the reading to the student’s own work. The reading summaries should be posted on Classweb by 11:59pm the day before class.
The weekly Flash development assignments will be small, experimental pieces of multimedia authoring aimed at exploring a specific aspect of Flash. These assignments are not meant to be tricky or particularly difficult rather, they are designed to ensure that students practice a specific Flash skill each week. These assignments will be graded based on the implementation of the Flash skill assigned, as well as overall quality and timeliness. These assignments are due by 11:59pm the day before class and will be handed-in via Classweb. On the first day of class, students will be shown how to create .swf files and how to upload and post files (using HTML tags) to Classweb.
Finally, this course will require the completion of two large-scale projects. These culminating projects are in lieu of mid-terms and final exams. These projects are an opportunity for students to walk away from the class with two complete, portfolio-worthy examples of Flash-based educational media that they have designed from start to finish. These projects create an opportunity for students to demonstrate their understanding of theory, design, and Flash authoring to a domain of their choice. These assignments will be graded on three major criteria:
• Implementation of Flash Authoring: Does the assignment use Flash effectively and efficiently? • Implementation of Design Theory: Does the assignment apply key principles of design? • Adherence to Theories of Interactivity and Learning: Is the work supported by theories of interactivity and learning?
More details about the large-scale projects and grading will be shared once the semester is underway.
Grades for the course will be calculated as follows:
| Weekly Flash Experiments | 30% |
| Project #1 (Mid-Term) | 20% |
| Project #2 (Final) | 20% |
| Readings and In-Class Discussion | 15% |
| Wiki and Online Participation | 15% |
Note: Late assignments will not be accepted.
COURSE PREREQUISITES:
There are no official prerequisites for this course. However, familiarity with the basics of building a web site, programming, and design are recommended. No prior Flash experience required.
DISABILITIES POLICY:
The College will make reasonable accommodations for persons with documented disabilities. Students are encouraged to contact the Office of Access and Services for Individuals with Disabilities for information about registration (166 Thorndike Hall). Services are available only to students who are registered and submit appropriate documentation. As your instructor, I am happy to discuss specific needs with you as well. Please feel free to contact me at anytime.
LATENESS POLICY:
Flash projects and weekly assignments must be handed in by midnight the day before class. For example, assignment one is due on the class wiki by 11:59pm on Wednesday, September 12th. Late assignments will not be accepted.
INCOMPLETE POLICY:
In general, a grade of incomplete will not be given for this course. Only in extreme extenuating circumstances will the instructor consider giving out a grade of incomplete. For your information, the following is the University policy regarding incompletes:
The grade of Incomplete is to be assigned only when the course attendance requirement has been met but, for reasons satisfactory to the instructor, the granting of a final grade has been postponed because certain course assignments are outstanding. If the outstanding assignments are completed within one calendar year from the date of the close of term in which the grade of Incomplete was received and a final grade submitted, the final grade will be recorded on the permanent transcript, replacing the grade of Incomplete, with a transcript notation indicating the date that the grade of Incomplete was replaced by a final grade.
If the outstanding work is not completed within one calendar year from the date of the close of term in which the grade of Incomplete was received, the grade will remain as a permanent Incomplete on the transcript. In such instances, if the course is a required course or part of an approved program of study, students will be required to re-enroll in the course including repayment of all tuition and fee charges for the new registration and satisfactorily complete all course requirements. If the required course is not offered in subsequent terms, the student should speak with the faculty advisor or Program Coordinator about their options for fulfilling the degree requirement. Doctoral students with six or more credits with grades of Incomplete included on their program of study will not be allowed to sit for the certification exam.
Meetings
1 • 09/06: Introduction
- TBD
2 • 09/13: Images 1
- TBD
3 • 09/20: Images 2
- TBD
4 • 09/27: Text 1
- TBD
5 • 10/04: Text 2
- TBD
6 • 10/11: Audio 1 - Project #1 Assigned
- Project #1 Assigned
7 • 10/18: Audio 2
- TBD
8 • 10/25: Video 1
- TBD
9 • 11/01: Video 2
- TBD
10 • 11/08: Projectors
- TBD
11 • 11/15: Mid-Term - Project #1 Due
- Project #1 Due
12 • 11/22: No class. Thanksgiving.
- Project #2 Assigned
13 • 11/29: TBD
- TBD
14 • 12/06: TBD
- TBD
15 • 12/13: TBD
- TBD
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