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EDCT 6051
This course is focused on applying the principles of instructional design and multimedia development to create multimedia projects designed for learning. By the end of the course the participant will: Demonstrate proficiency in independently learning complex, unfamiliar software, Apply instructional design principles to computer-based instruction, explore research on the impact of multimedia on learning and best practices, create concept pitches for a multimedia project that can be implemented in a learning environment, Design, develop, and implement an instructional multimedia project in a learning environment, and Valuate a multimedia project implemented in a learning environment.
ISTE Standards for EDCT 6051
Coaching Standards
Digital-Age Learning Environments.
Technology coaches create and support effective digital-age learning environments to maximize the learning of all candidates. Technology Coaches:
a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments
b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments
c. Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators
d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments
f. Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure
g. Use digital communication and collaboration tools to communicate locally and globally with candidates, parents, peers, and the larger community
Meeting Standards:
In choosing software systems and delivery products (b & e), and exploring accessibility concerns (d), we used multimedia principles of design (c) to create a relevant technology-rich lesson (a). Delivered through a commercially available LMS (f & g), my project collects student pre-test and post-test data (b) for continuing evaluation and revision of the final product.
Multimedia Principle: “People learn better from words and pictures than from words alone” (Mayer, 2021, p. 117).
I am applying the multimedia principle in this project by developing a diagram of the parts of the brain showing which parts affect our response to stress. Depicting this in diagram form helps learners visualize what is happening inside their brain. Adding narration along with relevant text on screen diagramming the brain and reinforcing concepts will aid in the learner’s retention of the material.
Project write up HERE
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