Course Syllabus Template All Courses = 36 Hours ... - default

After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
Course Syllabus Template
All Courses = 36 Hours; minimum 6 sessions
Summer 2013: July 2, 2013 – August 19, 2013
Please complete a full course syllabus using this format. The number of sessions held will depend
on how you allocate the 36 hours. This syllabus will be uploaded to the ASPDP web site. Please be
sure it is in a word or PDF document format.
Title of Course: Using Digital Media to Enhance Learning
Course Code: P5-393SS13
Course Location: Online; www.kdsi.org/NYC
Instructor’s Name: Stephanie Wertkin / Presenter: Gary Howard
Instructor’s Telephone #: 1.800.728.0032
E-mail: NYC@kdsi.org
Course Begins: July 2, 2013 Course Ends: August 19, 2013 Total Hours: 36
Course Description
Digital media can provide highly engaging access to knowledge—particularly when students are
the makers of that media. Research suggests that incorporating multimedia into instruction extends
students’ critical and creative thinking skills and increases their motivation and self-esteem.
Concurrently, they develop skills essential to the 21 st century, including technological expertise
and productive collaboration. Participants will learn why and how to use a range of tools and
strategies to empower their students to express themselves through digital media and to develop
their learning of curriculum through such projects as creating slideshows, screen casts, audio, and
video projects. Presenter Rushton Hurley’s screen casts walk participants step-by-step through the
essential stages of such projects; student projects provide models of good practice; and interviews
with teachers who have incorporated these projects into their curriculum highlight the benefits for
students and provide inspiration for participants ready to embark on their own.
Note: midterms are due no later than 2 weeks after the final registration date.
Calendar
Session # 1
Date: self-paced
Time: self-paced
Number of hours for this session: 2
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
KDS has implemented a topic at the beginning of the course, Setting Learning Goals, that
instructs participants to read the syllabus that contains a course and unit descriptions and then to
develop student learning goals related to the domains and components from Charlotte Danielson’s
Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm). They may also
consult the NYC Teacher Effectiveness site (at
http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/def
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
ault.htm), and the NYC CCSS (at
http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm).
(Participants may also draw from existing classroom data they have collected from pretests and
assessments or know anecdotally.
Objectives: Specify instructional goals and standards for each session.
• To set learning goals for self and students
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Reflection prompts
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
Guest Speakers:
Calendar
Session # 2
Date: self-paced
Time: self-paced
Number of hours for this session: 2
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Multimedia as a Learning Tool
Presenter Rushton Hurley, his interview subjects, and participants embark on a journey to explore
why digital media is a powerful tool and how it can be used to enhance learning. Digital media can
excite students and their teachers and can advance critical and creative thinking skills. Creating
digital media improves collaborative skills and increases motivation and self-confidence, while
helping students develop such practical skills as finding copyright-friendly material and citing their
sources properly.
Objectives: Specify instructional goals and standards for each session.
Objectives
After completing this unit, participants will know:
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
• Why digital media is a powerful learning tool
• Issues and terms around copyright
• Proper citations for borrowed material
• Relevant research
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Video
• Reflection prompts
• Discussion forum
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Learning Outcomes
After completing this unit, participants will apply the following skills:
• Defend the use of digital media in classroom instruction
• Adhere to copyright laws
• Use Jamendo and Flickr as resources for audio and visual materials
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
Guest Speakers:
Calendar
Session # 3
Date: self-paced
Time: self-paced
Number of hours for this session: 2
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Learning to Use Audio
In this unit presenter Rushton Hurley teaches participants how to create podcasts and other audio
projects, as well as where to find copyright-friendly audio files. Interviews with teachers using
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
digital media illuminate many reasons to use audio in instruction before Hurley walks participants
through the critical steps in using Audacity.
Objectives: Specify instructional goals and standards for each session.
Objectives
After completing this unit participants will know:
• How to create podcasts and other audio projects
• Where to find copyright-friendly audio files
• How to use Audacity
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Video
• Reflection prompts
• Discussion forum
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Learning Outcomes
After completing this unit, participants will apply the following skills:
• Create podcasts and other audio projects with their students
• Locate and cite copyright-friendly audio files
• Implement a range of audio projects for students that are aligned to their curriculum
• Create a project on Audacity
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
Guest Speakers:
Session # 4
Date: self-paced
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Calendar
Time: self-paced

After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
Number of hours for this session: 2
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Projects with Audio
In this unit, presenter Rushton Hurley takes participants through the critical steps of planning audio
projects as he simultaneously explores how to facilitate students’ best work in all stages of the
process. He provides tips for participants’ own planning and suggests a number of projects to use as
starting points.
Objectives: Specify instructional goals and standards for each session.
Objectives
After completing this unit, participants will know:
• How audio projects can enhance learning across the curriculum
• How to plan and execute audio projects
• How to facilitate students’ best work
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Video
• Reflection prompts
• Discussion forum
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Learning Outcomes
After completing this unit, participants will apply the following skills:
• Prepare their students for audio projects
• Set rules for audio projects
• Create a model audio project for their students
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
Guest Speakers:
Calendar
Session # 5
Date: self-paced
Time: self-paced
Number of hours for this session: 2
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Learning to Use Images and Slideshows
In this unit presenter Rushton Hurley introduces participants to the value of using images in
slideshows, and to how to plan appropriate projects for students. Images can engage students by
virtue of their unpredictability; they can be used as prompts for creative writing and as means to
make precise observations and connections. Participants learn to use storyboards and Photo Story 3
to help their students make meaningful, curriculum-related slideshow projects.
Objectives: Specify instructional goals and standards for each session.
Objectives
After completing this unit participants will know:
• The power of images in instruction
• How to create slideshows with images and movement, narration, and music
• How to properly cite projects
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Video
• Reflection prompts
• Discussion forum
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Learning Outcomes
After completing this unit, participants will apply the following skills:
• Incorporate images and slideshows into student projects
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
• Create slideshows with Photo Story 3
• Properly cite projects
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
Guest Speakers:
Calendar
Session # 6
Date: self-paced
Time: self-paced
Number of hours for this session: 2
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Projects with Images and Slideshows
Rushton Hurley and his interview subjects share a number of ways that slideshow projects can
enhance learning across the curriculum. They describe model single-image and multiple-image
projects, all for multiple uses, including reproducing experiments, communicating with other
schools, communicating with parents, and reviewing important steps in tasks the students need to
learn.
Objectives: Specify instructional goals and standards for each session.
Objectives
After completing this unit, participants will know:
• How slideshow projects can enhance learning
• Sample slideshow projects appropriate for different audiences
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Video
• Reflection prompts
• Discussion forum
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Learning Outcomes
After completing this unit, participants will apply the following skills:
• Incorporate slideshow projects into instruction
• Assist students in developing their own slideshows
• Share slideshows with a range of audiences
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
Guest Speakers:
Calendar
Session # 7
Date: self-paced
Time: self-paced
Number of hours for this session: 5
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Midterm
Write a brief essay (3-4 pages) exploring how you think creating digital media can facilitate
students’ critical thinking and collaborative skills. What specific relevant skills would an audio
and/or slideshow project within your discipline or for your age students facilitate Organize your
response by proposing some modifications for current projects you undertake with students that
currently do not involve digital media.
Please do the following:
1. Identify 2-3 current projects you undertake with students.
2. Propose modifications to those projects to incorporate audio and/or slideshows.
3. Explore what specific critical thinking and collaborative skills such projects would involve
students in developing and making use of.
Objectives: Specify instructional goals and standards for each session.
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
Guest Speakers:
Calendar
Session # 8
Date: self-paced
Time: self-paced
Number of hours for this session: 2
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Learning to Edit Video
In this unit, participants learn to use video footage—to capture, transfer, and edit it—as well as to
guide their students through the process. Participants will come away from this unit with ideas for
implementing video-making into their instruction.
Objectives: Specify instructional goals and standards for each session.
Objectives
After completing this unit, participants will know:
• How to capture, transfer, and edit video footage
• How to plan for and facilitate student video projects
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Video
• Reflection prompts
• Discussion forum
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Learning Outcomes
After completing this unit, participants will apply the following skills:
• Capture, transfer, and edit video footage
• Align video projects to the NET Standards for Students
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
Guest Speakers:
Calendar
Session # 9
Date: self-paced
Time: self-paced
Number of hours for this session: 2
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Projects with Video
In this unit, presenter Rushton Hurley prepares participants to implement an assortment of video
projects to enhance their students’ learning across the curriculum. Participants view sample videos
that will help them promote quality in their students’ work and prevent students’ mistakes before
they make them. They also learn to create appropriate assessment rubrics. Hurley and his interview
subjects offer examples of projects that will inspire participants to create meaningful projects of
their own.
Objectives: Specify instructional goals and standards for each session.
Objectives
After completing this unit, participants will know:
• What quality looks like
• How to assess their students’ work
• How to prevent common mistakes
• Inspiring model projects
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Video
• Reflection prompts
• Discussion forum
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Learning Outcomes
After completing this unit, participants will apply the following skills:
• Help their students avoid common mistakes
• Fairly assess their students’ work
• Promote quality
• Integrate video projects into instruction
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
Guest Speakers:
Calendar
Session # 10
Date: self-paced
Time: self-paced
Number of hours for this session: 2
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Next Steps
In this unit presenter Rushton Hurley begins by preparing participants to use screen casts for a
range of curriculum-related projects. Participants will learn how to collaborate with online
communities to develop their projects and to find appropriate audiences. They will learn where to
pursue additional resources to enhance their own learning of these tools. They will also learn with
whom and how to share videos that celebrate aspects of their educational community.
Objectives: Specify instructional goals and standards for each session.
Objectives
After completing this unit, participants will know:
• How to use Jing to create screen casts
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
• Communities that can serve as resources as participants develop their skills
• How to share videos with appropriate audiences
• Suggestions for addressing the limitations of the tools Hurley has surveyed throughout the
course
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Video
• Reflection prompts
• Discussion forum
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Learning Outcomes
After completing this unit, participants will apply the following skills:
• Integrate screen casts into instruction to enhance learning
• Access online communities for collaborative purposes
• Use Jing to create screen casts
• Disseminate videos to other audiences
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
Guest Speakers:
Calendar
Session # 11
Date: self-paced
Time: self-paced
Number of hours for this session: 4
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Creating Rubrics (project-based unit)
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
This project-based unit prepares educators to develop rubrics to assess their students’ digital media
projects. Participants read three brief articles online, respond to 10 quiz questions, and then go
through steps to create a rubric.
Objectives: Specify instructional goals and standards for each session.
Objectives
After completing this unit, participants will know:
• What effective rubrics contain
• How to develop an effective rubric
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Text
• Selected response quiz
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Learning Outcomes
After completing this unit, participants will apply the following skills:
• Develop an effective rubric
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
Guest Speakers:
Calendar
Session # 12
Date: self-paced
Time: self-paced
Number of hours for this session: 2
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Article: “Getting More Value out of the Technology You Already Have”
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
Participants read “Getting More Value out of the Technology You Already Have,” which offers tips
culled from educators for how best to exploit the technology available to them. They respond to the
reflection questions that follow.
Objectives: Specify instructional goals and standards for each session.
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Text
• Reflection prompts
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
“Getting More Value out of the Technology You Already Have,” available through Resources in
the eClassroom
Guest Speakers:
Calendar
Session # 13
Date: self-paced
Time: self-paced
Number of hours for this session: 2
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Article: “Using Multimedia to Overcome the Problems with Problem Based Learning”
Participants read “Using Multimedia to Overcome the Problems with Problem Based Learning,” an
article that explores the strengths and challenges to problem based learning and how multimedia
can address those challenges. They respond to the reflection questions that follow.
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
Objectives: Specify instructional goals and standards for each session.
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
• Text
• Reflection prompts
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
“Using Multimedia to Overcome the Problems with Problem Based Learning,” available through
Resources in the eClassroom
Guest Speakers:
Calendar
Session # 14
Date: self-paced
Time: self-paced
Number of hours for this session: 5
Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.
Final
Develop a Lesson
The ISTE NETS Standards for Students challenge teachers to help their students:
• Demonstrate creativity and innovation
• Develop their communication and collaboration skills
• Develop their research and information fluency
• Develop their critical thinking, problem solving, and decision making skills
• Become digital citizens
• Understand technology operations and concepts
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After School Professional Development Program
65 Court Street, Room 224, Brooklyn, NY 11201
Maryann Dickar, Director aspdp@schools.nyc.gov
Consult the standards (at http://www.iste.org/standards/nets-for-students/nets-student-standards-
2007.aspx), read through the four components of each, and select one of the standards to align your
lesson to. Your lesson should address at least three of the four components of the standard you
choose.
Please do the following:
1. Identify the NET standard your lesson aligns to
2. Outline your lesson in detail, including:
a. The lesson’s objectives (i.e., what skills/knowledge students will learn)
b. The activity or activities students will engage in
c. How the lesson differentiates for students’ needs and/or interests
d. How the lesson addresses each of the standard’s components
3. Write a reflection addressing:
a. How you think your lesson effectively employs technology to enhance your teaching
b. How you think your lesson effectively employs technology to enhance your
students’ learning
4. We encourage you to try out your lesson with your students.
Objectives: Specify instructional goals and standards for each session.
Framework standard:
Domain 3: Instruction
Competency c: Engaging Students in Learning
Method of Instruction: List the method of presenting: Classroom video or interactive hands-on
activity. Include strategies to meet diverse learning needs (differentiated instruction).
Classroom Practice: Specify what skills and strategies the participant will bring back to his/her
classroom.
Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,
publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name
and affiliation.
Guest Speakers:
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