Michael Young, Ph.D., Instructor
myoung@UConnVM.UConn.Edu
TH 4-6.30 STRS 311
Course Objectives - Fall 2001
Last updated: October, 18, 2001
The following sections of this document are available:
Students should learn to:
* Recognize several video design formats and their associated educational strengths and weaknesses.
* Develop interactive video presentations using advanced multimedia software.
* Develop educational video applications using the design principles of anchored instruction, situated learning, macrocontexts, and the embedded data format.
* Be familiar with issues for research, evaluation, and future trends of educational video, based on major cognitive theories.
Contribution to VDL Article 30%
Interactive video-based project 30%
Project Presentation 20%
Design Reviews 10%
class discussion & participation 10%
Iuppa, N. V. (1998). Designing Interactive Digital Media. Boston, MA: Focal Press. (ISBN 0-240-80287-X paperback)
Online S. Derry. http://www.wcer.wisc.edu/step/images/PDF/sharon7-11.pdf
also see program webpage at http://www.wcer.wisc.edu/STEP
Online Bransford, Brown, & Cocking.
http://books.nap.edu/catalog/6160.html
Online APA learner-centered design principles.
http://www.apa.org/ed/lcp.html
Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Spiro (Eds.) Cotnition, Education, Multimedia. Hillsdale, NJ: Erlbaum.
Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Research. 19 (6), 2-10.
Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology March Issue, 52-70.
Reeves, B., & Nass, C. (1996). Media and Form (chapters 17-22) in The Media Equation. Cambridge, MA: Cambridge U. Press.
Brown, J.S., Collins, A, & Duguid, P. (1989). Situated cognition and the culture of learning, Educational Researcher, Jan-Feb, 32-42.
Course Description
This course is designed for students interested in exploring current trends and issues in the instructional use of video technology. It emphasizes both research and practical experience in the design and implementation of innovative interactive video. The course explores cognitive psychological topics related to instructional video including generative learning, mental models, and evaluation of instruction in higher level thinking skills. In addition, the course provides for practical experience in scripting and constructing interactive videodisc presentations. Finally the course emphasizes technology trends and development of video designs that address potential trends in future educational technology, interactive TV and research.
Contribution to VDL Article (30%)
As agreed in class… this writing project will involve literature review, online discussion and contributions to the creation of a Video Designs for Learning "framework" that describes the affordances of various video design "genres" for enhancing thinking and learning. Individual student contributions will be monitored and evaluated as a substitute for a traditional research review project and final (exam) paper.
Interactive video-based project (30%)
For this project, you will be asked to "re-purpose" an existing videodisc or create original video and Quicktime movies. This brief lesson, no more the 15 minutes, will be presented to the class, and you will be given an opportunity to revise your presentation if you so wish. There are 3 topics which would ideally be addressed this semester, but alternative project proposals are accepted from students as well. For Fall 2001 (Not 1995, PG), the projects are:
1. Enhancing anchored instruction for authentic data online learning.
Two GEE-WIS water quality anchor problems have been recently constructed and placed on the GEE-WIS website as powerpoint slideshows (see http://www.geewis.uconn.edu/). The educators involved in this project believe the stories should be delivered as video vignettes to enhance the project. Design and prototype such a video.
2. Level II Assessment: Technology Integration into K-12.
A large-scale assessment effort is underway to document the technology integration skills of our future teachers and other technology-using educators. There are a series of "level II" scenarios that establish the context for integration problems. The educators involved believe the scenarios could be more effectively presented if they were video-based. Deisgn and prototype such a video.
3. KEYS: An online professional development initiative.
The Dean of the Neag School as spearheaded an effort to deliver a national curriculum linked to the KEYS initiative via online courses. The seven universities involved have adopted a Bransford "Learning Cycles" approach to the design of the courses. The module for Thinking and Learning has been prototyped to have classroom video as an anchor for learning theory. Design and prototyle the video to accompany the KEYS Thinking and Learning module. (see http://www.sp.uconn.edu/~myoung/KEYS/Challenge.html
Project Presentation (20%)
The instruction you design for the Interactive video-based project will be presented to your colleagues in class. At that time you will demonstrate the 15-minute lesson, describe your goals, discuss the development process, and elaborate the theoretical and implementation issues raised by your project.
Design Review (10%)
Each individual will be required to complete (as per our re-negotiation) 2 (two) sets of video design comparisons. Written critiques (3-5 pages) should describe the similarities and differences between the designs and the educational implications. These comparisons required so that by mid-semester there is a shared understanding of the principle design options.
Class discussion and participation (10%)
As with any graduate level class, students in this course will be expected to be prepared for each class by reading the assigned course materials and participating actively in online (WebCT) and in-class discussion.
Weekly Syllabus
Date |
Topic |
Assignments |
Aug 30 |
Overview Video Designs for Learning |
CTGV Readings |
Sep 6 |
Anchored Instruction |
Design Review #1 due |
Sep 13 |
Anchored Instruction revisited |
Design Review #2 due (Anchored Instruction Readings) |
Sep 20 |
Design Comparisons |
Design Review #3 due |
Sep 27 |
Video Streaming (Invited Panel) |
Design Review #4 due |
Oct 4 |
Ivisit/ CUSeeMe online video |
|
Oct 11 |
Video as Data collection, ethical issues |
S. Derry's STEP program http://www.wcer.wisc.edu/step/images/PDF/sharon7-11.pdf |
Oct 18 |
KEYS Online and KEYS Cadre its implications for video-based learning |
Bransford, Brown and Cocking (1999) |
Oct 25 |
Project work |
|
Nov 1 |
Self modeling (Kehle) & Reflective practice |
|
Nov 8 |
Video Designs for Assessment |
|
Nov 15 |
Interactive Video (Invited Panel) |
TV Book Future of ITV Discussion |
Nov 22 |
Thanksgiving Break (No Class) |
|
Nov 29 |
Final Exam |
|
Dec 6 |
Project Presentations |
|
Gilder, G. (1992). Life after television. New York: W. W. Norton & Co.
Jankowski, G. F., & Fuchs, D. C. (1995). Television today and tomorrow. New York: Oxford U. Press. 0-19-507487-4
Smith, D. L. (1991). Video Communication. Belmont, CA: Wadsworth.