Assignments

Assignments

All assignments must be uploaded using Google Classroom unless otherwise agreed to by the student and the instructor.

1. Journaling / Blogging (20%)
   • The EDPT 204 blog is different than the EDPT 200 blog. We will share blogs about the course readings and resources. I'm looking for 'synthesis' and the 'big' ideas not a class summary like in EDPT 200. Give your blog posts a catchy or revealing title and keep them to 2-3 paragraphs ~ not longer. Be sure to also comment on at least two peer blogs.
   • Sometimes your post may also include a self-reflection component:
     • What did you learn this week? How did you learn it? What questions remain unclear? etc.
   • The blog post is due by midnight on Monday night and must be completed before the following class. Be sure to #TAG the posts (i.e. weekly topic).
2. Participation in class discussions and activities (20%)
   • Each week you must prepare for class by reading the assigned texts, take part in class discussions / activities and participate in follow-up online activities on (MightyBell) or My Courses. You will be responsible for leading the discussion around the media labs once during the semester. You must also complete the weekly lab activities (15%)
   • You must post to Twitter (3 to 5 weekly tweets using #edpt204 as the course hashtag; starting in class 1). (5%)
3. Article critique (10%) posted on Google Classroom ~ due week 5
   • On p. 28 of the Hammett/Toope book there's a bibliography of 8 articles. You will select 2 of the articles, identify and discuss the following elements:
   • What is being argued about technology integration in the article (i.e. what is the thesis of the article)?
   • What are the sociocultural, constructivist, or constructionist elements in the pedagogy described?
   • What are the references to pedagogical or content knowledge in the article?
   • Provide an analysis of the integration of technological and pedagogical knowledge (TPK) or of technological and content knowledge (TCK).
   • Give examples of problem-solving, collaboration, multi-modal communication, etc. evidenced in the article.
   • Sum up what you see as the relevance of technology integration to your own practice or future career.
4. Presentation (20% ~ classes 5 to 12). We will use this evaluation rubric during the presentation to be filled by everyone in the class.
   • Students will introduce and provide an overview of one of the following mass media: books, newspapers, magazines, radio & music, film, TV, comic books, advertising, and social media.
   • Presentation must use the creation/design principals we are exploring in class ~ 20 to 25 min. presentation (10%) that provides an overview of mass media ~ presented in class, weeks 5 to 13 ~ groups of 7 or 8 students (3 or 4 students present, 2 or 3 work on infographic (5%), 2 or 3 work on short video (5%).
   • There's a lot of info on mass media & it's history. Here's a nice resource on Mass Media
5. Digital Media Project (30%)
   1. Part A: Scope of work plan (10%) due week 6 The plan will include:
      1. Working title: The project name should be concise and attention-getting. The working title may not necessarily be the final name of the project.
      2. Executive Summary: This is a 3-5 sentence summary of the project that describes the concept, genre, format, and purpose along with the intended target audience and strategy for disseminating your message.
      3. Creative Brief: This provides the background and context of your work, including specifications of the assignment.
      4. Project Objectives: assignment details found on pp. 85 -86 of text by Hobbs
      5. Deliverables: detailed description of final project include length, format, etc. --> photographs, podcast, screencast, web site, video, etc. etc.
      6. Treatment:
      7. Timetable/Schedule: work out detailed schedule from weeks 6 to 12 ~ include milestones
      8. Resources Needed:
      9. Contraints
   2. Part B:Digital Media Project (20%) due week 13
      • Showcase taking place in class 13

Please make every effort to attend ALL classes. 1 or 2 bonus points will be awarded at the end of the course for students with perfect attendance.

Mark Breakdown:

• Journaling/Blog (20%)
  • Blogs 1-4 (max. points 12)
  • Blogs 5-8 (max. points 12)
  • Blogs 9-13 (max. points 13)
• Article Critique (10%)
• Participation (20%)
  • Discussion, Twitter (5%),
  • Weekly media /tech labs (15%)
• In Class Presentation (20%)
  • Presentation 10%
  • Infographic 5%
  • Video 5%
• Final Project (30%)
  • Scope of work plan (10%)
  • Digital Media Project (20%)

Course Grading

A Exceptionally well done; original

A- Meets all the requirements of the assignments at a high level

B+ Meets all the requirements of the assignments at a competent level

B Meets the basic requirements of the assignments but is weak on one or two elements.

McGill University values academic integrity. Therefore all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures (see http://www.mcgill.ca/students/srr/honest/ for more information).

“If you have a disability please contact the instructor to arrange a time to discuss your situation. It would be helpful if you contact the Office for Students with Disabilities at 398- 6009 or online at http://www.mcgill.ca/osd/) before you do this.”

“Additional policies governing academic issues which affect students can be found in the Handbook on Student Rights and Responsibilities, Charter of Students’ Rights (online at https://www.mcgill.ca/deanofstudents/rights).”

“In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded.”

MERCURY ONLINE EVALUATIONS: Students are strongly encouraged to fill out the online evaluation for this course at the end of term. Online course evaluations serve primarily as a tool towards teaching improvement, informing students about courses, and as one of the elements for evaluating the teaching performance of staff for reappointment, tenure and promotion purposes. For more information consult the following link: http://www.mcgill.ca/mercury/

Teacher professional competencies from MELS that are addressed in the course:

2. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching.

• When creating learning materials / resources / documents / texts in all formats (both digital and hard copy); the material must model the correct use of language. Therefore spelling, grammar, vocabulary, oral communication, as well as the use of codes and conventions of language and its contextual use will be evaluated in all assignments and work done in the course. This will apply to work done in English and French.

3. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study.

• When creating teaching and or learning materials / resources / documents / texts in all formats (both digital and hard copy); the materials must be congruent with the QEP, and the MELS Progression of Learning (POL) for the subject and cycle.
• The created materials must be linked to appropriate, varied and pedagogically sound assessment and evaluation strategies and instruments.
• The created materials must be appropriate for use in a differentiated classroom.

6. To plan, organize and supervise a class in such a way as to promote students' learning and social development.

• When creating lesson plans that integrate the use of media and technology, classroom management practices and strategies must
  • Support the learning and teaching activities
  • Be congruent with the cognitive, physiological, psychological and social development levels of the students
• These elements must be present, and will be evaluated, in all lesson plans and assignments created and submitted during the course.

8. To integrate information and communications technologies (ICT) in the preparation and delivery of teaching / learning activities and for instructional management and professional development purposes.

• ICT is integrated into lesson plans as an appropriate learning and teaching tool
• ICT integration allows for, and supports, student use of the ICT so that it is not only a teacher centered or presentation tool but also a student centered tool for their learning
• ICT facilitates and supports the development of critical thinking and information literacy
• Students in the course will learn how to use, and demonstrate their learning of web based resources and services to support learning and teaching.
• These elements must be present, and will be evaluated, in all lesson plans and assignments created and submitted during the course.

12. To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.

• Canadian copyright laws must be adhered to in all work submitted for the course requirements.
• This element must be present, and will be evaluated in all lesson plans and assignments created and submitted during the course.