Advanced Multimedia and Video Technology

EDIT 4311/5344 - Spring 2005 | Course Outline
Wayland Baptist University
Lubbock Campus (Texas)
Taught by Wesley Fryer
Last updated May 12, 2005

Wayland Baptist University System Mission:

WAYLAND BAPTIST UNIVERSITY exists to educate students in an academically challenging and distinctively Christian environment for professional success, lifelong learning and service to God and humankind.

Table of Contents

  1. Overview and General Philosophy
  2. Student Expectations
  3. Instructor Expectations
  4. Assessments of Student Performance and Mastery
  5. Course Schedule
  6. Required Materials
  7. Selected Biblography of Sources, Readings, and Additional Resource Links
  8. Appendix of Additional Class Policies
  9. Acknowledgements

1. Overview and General Philosophy

Educative experiences are often misunderstood as the passive exchange of information from an instructor to students, assessed by a periodic student reguritation of material solicited through an examination perceived by some as "objective." This course and the activities in which we will engage together during this course will defy this traditional understanding of educational praxis.

The Greek word "gnosis" is usually translated into English as "knowledge," but in its original context it connotates an understanding attained by personal experience and practice. Knowledge is defined in Wikipedia as "the awareness and understanding of facts, truths or information gained in the form of experience or learning. Knowledge is an appreciation of the possession of interconnected details which, in isolation, are of lesser value." In this course, students will gain knowledge of and experiential profiency in using a variety of multimedia and video technologies to enhance and transform educational praxis. The contexts for our investigations and experiments will be the K-18 classroom environment as well as the broader digital community of the early twenty-first century.

The description of this course in the Wayland Baptist University 2004-2005 Academic Catalog is:

Advanced skill-building in how to use and teach multimedia and video technology to instruct, solve problems and communicate. Course content based upon the state and national Essential Knowledge and Skills. Software applications used will be Microsoft PowerPoint and Adobe PhotoShop.

Digital literacy skills, including the ability to effectively integrate the use of multimedia and video technologies within instruction, must be a hallmark of educational pedagogy in the twenty-first century classroom. Given this perception, it is the instructor's hope that this course will prove to be one of the most valuable, engaging, and professionally beneficial experiences in each student's educational career.

For more information about the instructor's pedagogic philosophy, refer to

2. Student Expectations


External Campus Attendance Policy

  1. Students enrolled at the External Campuses of Wayland Baptist should make effort to attend all class meetings. All absences must be explained to the satisfaction of the instructor who will decide whether the omitted work may be made up.
  2. Any student who misses twenty-five (25%) or more of the regularly scheduled class meetings will receive a grade of F for that course.
  3. When a student reaches a number of absences considered by the instructor to be excessive, the instructor will so advise the student and file an Unsatisfactory Progress Report in the office of the dean.
  4. Additional attendance policies for each course, as defined by teh instructor in the course syllabus, are part of Wayland's attendance policy.

Instructor's Additional Policies:

Attendance and Participation: Students are expected to attend and participate in each class session of the term. If a student cannot attend a class session, as a professional courtesy s/he is expected to contact the instructor in advance via email or phone. For more detail on policies concerning attendance, please refer to Section 8: Appendix of Additional Class Policies.

Requirements: In addition to (1) attending classes, (2) completing reading assignments, (3) contributing to class discussions, (4) thoughtfully submitting weekly weblog reflections and peer blog comments, (5) engaging in a tutorial, (6) completing multimedia mini-projects, (7) co-teaching a class with the instructor, (8) completing a Digital Video Documentary Project with a class partner, students will be (9) taking a final examination if they so desire. Additional information about these requirements is provided in section 4 of this course outline: Assessments of Student Performance and Mastery.

Access to Computer and Internet Resources: Completing these course requirements necessitates regular access to computer technology and the Internet. If a student does not have a personal computer with Internet access, computers on the university campus are available for student use.

Deadlines for Assignments: Students are expected to turn in each assignment on or prior to the specified due date and time. Late assignments will not be accepted and will receive zero credit. Students are expected to complete assigned course readings prior to the start of each class, and post required responses to their weblog no later than (NLT) 30 minutes prior to the start of each class. Students are expected to post the URL of their blog article response to the course assignment submission database NLT 30 minutes prior to the start of each class. Note that only 4 of the 5 assigned mini-Projects are required: one of the projects (to be specified by the student) is optional.

Civility, Courtesy and Respect: As professionals the instructor expects all class members to communicate in a professional and courteous manner. While everyone may feel passionate about a particular subject and is entitled to their opinions, classroom discourse must always be conducted in a respectful and civil tone. Ad hominem remarks or disparaging comments about gender, ethnicity, religion, etc. will not be tolerated.

Disruptive behaviors such as cell phones or beepers ringing, leaving and returning to class during lectures/presentations, arriving late to class, talking during lectures / presentations, eating or drinking in class, etc. will minimally result in substantial reduction in the participation portion of one's grade and a request that such students leave the class. Additional offences will result in the offending student's referral to the university's administration with the instructor's recommendation for disciplinary action. No children are allowed to attend class sessions. Please find alternative child care facilities for your child(ren). No one who is not officially registered is allowed to attend.

Honor Code: Regulations on plagiarism and other forms of cheating are enforced. Since engaging in either activity usually results in a very serious penalty (e.g., a failing grade on the assignment or course and may involve dismissal from a degree program and the university), students should avoid both activities. Any assignment or work submitted for this class must not have been submitted for any other class. No written or digitally authored work may be submitted for academic credit more than once. If you have questions about how this may apply to an assignment you are considering for this class, please ask the instructor.

Respect for Intellectual Property: Materials utilized by the instructor and students in this course may qualify for "educational fair use" under US Copyright law. Students are responsible for understanding the guidelines and limitations of US Copyright Law as they apply to Educational Fair Use. Resources for additional information concerning intellectual property and educational fair use are provided in section 7 of this course outline.

Students with a Disabling Condition: Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact the instructor as soon as possible to make necessary accommodations. Students should present appropriate verification from the university administrative office. No requirement exists that accommodation be made prior to completion of the existing university verification process.

3. Instructor Expectations

Changes to this Course Outline / Syllabus: The instructor reserves the right to make changes to this course outline / syllabus as required during the course of the semester. Students each week are responsible for checking this website for changes, and downloading/printing required articles for reading and reflection. Changes made to this course outline after the initial class meeting will be indicated by red, italicized, bold text and the following "updated" graphic: Updated

Electronic Availability: Communication outside scheduled class sessions via instant messaging (IM) rather than email or phone is preferred for students enrolled in this course. The instructor's IM addresses are:

Yahoo IM: ____________________________________ (

MSN IM: ____________________________________ (

AOL IM: ____________________________________ (

During the course term, the instructor will generally be available via IM each week on ______________________________ from _________________________. The instructor will be available at other times as well via IM. Any of the above IM programs and addresses can be used to contact the instructor, who uses Fire (a multiprotocol IM for Mac OS X -

If students need to email the instructor, be sure to include in the subject line of the email "EDIT 5344" to help insure a speedy reply.

4. Assessments of Student Performance and Mastery

Student grades will be assigned at the end of term based on the following performance criteria. Individual rubrics for each assignment / project will be posted here, linked to the respective assignment in the Course Schedule.

  1. Class Attendance and Participation (10 points)
  2. Weekly Posted Article Reflections and Responses (10 points)
  3. Submitted Multimedia mini-Projects (4 of 5 projects, 5 points each, 20 points total)
  4. Co-Teaching Assignment (20 points)
  5. Individual Tutorial (20 points)
  6. Group Digital Video Documentary Project (20 points)

TOTAL: 100 Points

Students may complete an optional final examination, consisting of three essay questions worth a total of 30 points. If a student chooses to take the final examination, his/her final grade will be calculated based on 130 total points, rather than 100.

Grades (pluses and minuses may be used to indicate degrees of accomplishment within a range) are awarded as follows:

A - Performance indicates an excellent to remarkable understanding of the ideas and materials examined (93 - 100 points for assignment or course)

B - Performance indicates borderline to a very good understanding of the ideas and materials examined (85 - 92 points for assignment or course)

C - Performance indicates a somewhat inadequate understanding of the ideas and materials examined (77 - 84 points for assignment or course)

D - Performance indicates an unsatisfactory understanding of the ideas and material examined (70 - 76 points for assignment or course); and

F - Performance indicates an almost completely unacceptable understanding of the ideas and material examined (0 - 69 points points for assignment or course).

Weekly Posted Article Reflections and Responses

Students enrolled in this course are required to post weekly reflections on assigned reading materials to a weblog created and maintained by the student. According to Wikipedia, "A weblog, Web log or simply a blog, is a web application which contains periodic posts on a common webpage. These posts are often but not necessarily in reverse chronological order. Such a website would typically be accessible to any Internet user." Student blogs can be posted using any online service or a combination of software and a ftp/website access configuration. If students do not currently have a blog, Blogger ( is a recommended, free blogging service.

Each week, students are expected to read and thoughtfully reflect on assigned articles as specified in the course schedule (below). Posted reflections can include thoughtful questions, needed clarifications, insights, additional information, and/or appraising opinions relating to the ideas studied and expressed in the article(s). A minimum or maximum length for weekly article reflections is not defined, but students should bear in mind that the quality, rather than the quantity, of posted blog reflections will determine the point valuation of weekly reflections.

Each week, students are expected to:

  1. Read the assigned article(s) for the week.
  2. Post a thoughtful reflection relating to the article(s) on his/her blog.
  3. Post at least one comment on the blog of another class member on a reflection posted during the current or previous week.
  4. Submit the URL of the current week's article reflection blog to the course assignment submission database NLT 30 minutes prior to the start of each class.

One primary goal of using individual student blogs to post weekly article reflections, rather than a private online courseware environment like Blackboard or WebCT, is to promote the continued educational use of weblogs in contexts beyond this specific course and following the formal end of this course. If students have privacy concerns, they can:

  1. Use an alias or pseudonym to set up their student blog, so their identity is completely protected.
  2. Use a password to limit access to all their blog postings, or only to blog postings for assignments required in this class. To provide access for other students in this class, a common password will be utilized for the semester: ________________________. Use of this password is entirely optional and NOT required.

Multimedia mini-Projects

Throughout the term, new multimedia software tools and techniques will be demonstrated and practiced during class sessions. Following some of these demonstrations, short mini-projects will be assigned which can be completed during or after class time. Since student tutorial sessions will begin during class session #3 for the last 45 minutes of class, that class time can be used by other students not engaged in their course tutorial to work on assigned mini-projects or other course assignments.

Multimedia mini-projects will be turned in electronically at the start of the class session when they are due either by:

  1. Copying the assignment over the classroom network into the instructor's electronic "drop box" (instructions about this procedure will be provided)
  2. Copying the assignment from a student-provided USB keydrive to the instructor's computer.

Multimedia mini-projects must be completed in their entirety by the respective student. Students may assist each other by asking and answering questions, but each student must "drive their own mouse and keyboard" in creating the actual project to be submitted for academic credit.

Five separate multimedia mini-projects will be assigned during the course of the term, but only four need to be submitted for academic credit. Each student should inform the instructor at the time a mini-project is due if s/he is choosing not to submit that particular project, and designating it as their "optional" mini-project.

Co-Teaching Assignment

Each student is required to complete a co-teaching assignment covering a portion of the course textbook, during one class session of the term. Students will select their class day to co-teach and the content of their co-teaching presentation / activity by lot during class session two. Co-Teaching sessions will begin on class sesssion three.

The primary goals of the co-teaching assignment are to:

  1. Encourage students to critically analyze and evaluate the ideas presented in a given text and clarify them for others.
  2. Provide an opportunity for students to gain practical teaching experience, rather than merely theoretical preparation for teaching, under the guidance and with the support of the instructor .
  3. Provide diverse examples of instructional approaches to fellow students.
  4. Encourage students to share diverse perspectives regarding the quality of digital storytelling examples.

Guidelines for the co-teaching assignment include:

  1. Read the chapter or material assigned for co-teaching.
  2. Read introductory material in the relevant text as well as related material to determine if the author provides clarifying context or other supporting information important for a clear understanding of the material.
  3. Refer to a few secondary sources (refer to section 7 for ideas) to determine if there is pertinent information in them related to the assigned co-teaching material, and study the additional information as appropriate.
  4. Talk with the instructor of the course when you are desperate and willing to take anyone's advice.
  5. Require the students in your class to read the designated material in advance of class so they will be better prepared to engage in a thoughtful discussion with you and other students during your co-teaching presentation.
  6. Stimulate the thinking of class members when discussing the material by asking questions about its meaning, clarity, accuracy, relevance, applicability, etc.
  7. Try to engage the active participation of class members in an analysis and consideration of the ideas included in the text. Do not hesitate to take a risk and try an innovative instructional approach, other than a boring, multimedia-enhanced lecture that could make many in the class lose interest, if not fall asleep and potentially injure themselves slipping out of their desks.
  8. Note criticisms and contrary opinions to those expressed in the assigned material when appropriate.
  9. At some point before, during, or after the primary co-teaching activity / presentation, share a short (5 minute or less) video clip from a commercially available movie with the class that is a personal favorite. Explain your reasons for highlighting this specific clip as a personal favorite.
  10. Plan to utilize approximately 30 minutes of classtime for your co-teaching presentation / activities.


According to Wikipedia, "In British academic parlance, a tutorial is a small class of one, or only a few, students, in which the tutor (a professor or other academic staff member) gives individual attention to the students. The tutorial system at Oxford and Cambridge is fundamental to methods of teaching at those universities, but it is by no means peculiar to them (although it is rare for newer universities in the UK to have the resources to offer individual tuition). At Cambridge, a tutorial is known as a supervision."

Each student enrolled in this course will take part in a tutorial following the conclusion of whole-class instruction and activities during a regular class session. Tutorials will begin on class session three. Students will select their class day for the tutorial by lot during class session one.

The primary textual basis for each tutorial session with be Nikos Theodosakis' book, The Director in the Classroom: How Filmmaking Inspires Learning. Secondary textual bases for the tutorial session will be assigned articles and co-teaching content assigned prior to the date of the tutorial session.

The purposes of the tutorial include:

  1. Engaging in an informative discussion of assigned readings, particularly those focusing on the value and use of digital storytelling in the classroom
  2. Obtaining a better picture of one's understanding of the ideas studied
  3. Encouraging reflection on and application of the assigned readings.

Reflection, in the context of the tutorial, means inquiring into and analyzing the author's positions, analyzing the author's ideas from a variety of viewpoints, identifying strengths and weaknesses when they exist. Reflection not only involves analyzing the finer points of the author's arguments, but also being willing to examine one's own ideas in light of the author's, taking responsibility for one's thinking and its consequences, and changing one's thinking when it is justified. The following are a selected list of questions that may assist in the student's preparation for the tutorial:

  1. Do I understand the author's explicit and implicit main ideas and arguments?
  2. Can I apply the author's ideas to my work?
  3. Can I synthesize the threads of her/his arguments?
  4. Can I use the author's ideas to argue forcefully against my own beliefs?
  5. What comments or concepts do I not yet understand?
  6. Do I need to dig deeper, becoming (metaphorically) an archeological inquirer, to get below initial impressions?
  7. Have I slipped over statements without examining their importance?
  8. Have I too easily rejected the author's ideas because they don't appeal to me, or too easily accepted them because I think (falsely) that blind acceptance of presented ideas is an expected and desired outcome for me as a student in this course?
  9. Can I explain to others why I agree or disagree with the author?
  10. Am I prepared to argue against the author's position even on points where I agree with him or her?
  11. Am I prepared to have the instructor argue against any position that I take?

Group Digital Video Documentary Project

Each student will create a short (5 - 10 minute) documentary-style digital video project, working with at least 1 other student as a partner in this endeavor. Students will work in groups of 2 unless the number of students enrolled in the class or other extenuating circumstances (as defined by the instructor) prohibit pair-groupings for all students. Students will not work in groups larger than 3. Unless specifically approved by the instructor, students should plan to work with a single partner (in a group of 2) for this project.

The submitted project:

  1. Must in its final, edited form be no shorter than 5 minutes long and no longer than 10 minutes long.
  2. Must be focused on a central theme or topic, appropriate and tasteful for a professional educational audience, identified with an appropriate title at or near the start of the final edited video.
  3. Must include originally drafted project ideas and brainstorming results.
  4. Must include a storyboard of planned shots and sequences.
  5. Must include interviews with at least 2 different people (other than the student group participants).
  6. Must be edited using digital video editing software (possibilities include iMovie, MovieMaker2, or other software programs).
  7. Must be submitted in its final form on either DVD media, CD media, mini-DV tape media, Digital-8 tape media, or VHS media. (VHS-C media will not be accepted.)
  8. Must include credits for others who assisted in the production and creation of the film.
  9. Must include signed permission forms for individuals included in the final, edited version to authorize videotaping and display of videotaped content to other audiences. If minors are filmed, parent/guardian signatures must also be included.

A detailed rubric of project content and technology expectations will be posted on this website later in the term. Sample video permission forms will also be posted.

5. Course Schedule

Session 1: Thursday, February 24, 2005 (6 - 10 pm)

  1. Introductions of Class Members
  2. Overview of the Course and Course Outline Review
  3. Selection of Course Tutorial Sessions by Lot
  4. Favorite Video Clip and Rationale (Instructor)
  5. Weblog setup and configuration (
  6. Internet Image Searches and PowerPoint: Multimedia mini-Project #1
    1. Sources for Internet Images (from Multimedia Madness workshop)
    2. Image Resources from David Warlick
    3. Copy and Paste instructions
  7. Article Assignments:
    1. Habits of Thought by Susan Black
    2. Home Video Made to Watch on HDTV by David Pogue (Feel free to use for registration to protect privacy on this and other websites)

Session 2: Thursday, March 3, 2005 (6 - 10 pm)

  1. Class Team Building Activity
  2. Review of Blogged Article Reflections and Comments
  3. Overview and Rationale for Digital Storytelling
    1. PowerPoint Slides
  4. Favorite Video Clip and Rationale (Instructor)
  5. Inspiration for Group Brainstorming and Mind-Mapping: Multimedia mini-Project #2
    1. Inspiration QuickStart (3 pages)
    2. Tutorial from (36 pages)
    3. "All About Me" Inspiration Sample Activity (zip file)
    4. Inspiration Classroom Use Examples
      1. From
      2. From
  6. Article Assignments:
    1. Inspiration Software: An Essential Tool in Every Classroom by Wesley Fryer
    2. Cultivating Exceptional Talents with Digital Resources by Jamie McKenzie

Session 3: Thursday, March 10, 2005 (6 - 10 pm)

  1. Multimedia mini-Project #1 Due: PowerPoint Internet Images
  2. Selection of Course Co-Teaching Sessions by Lot ( Textbook table of contents available)
  3. Class Team Building Activity
  4. Review of Blogged Article Reflections and Comments
  5. Basic Digital Photo Editing with Adobe PhotoShop Elements 3
  6. Tutorial #1: (no one, this is the extra session)
  7. Article Assignments:
    1. Increasing Visual Literacy Skills With Digital Imagery by Lance Wilhelm
    2. Teaching Students to Swim in the Online Sea by Geoffrey Nunberg (Feel free to use

Holiday for Spring Break: Thursday, March 17, 2005

Session 4: Thursday, March 24, 2005 (6 - 10 pm)

  1. Multimedia mini-Project #2 Due: Inspiration Activity (requirements)
  2. Class Team Building Activity
  3. Review of Blogged Article Reflections and Comments
  4. 10 photo slide show: Sell Me Somthing in 15 minutes! - How this lesson was different than "traditional" lessons
  5. Co-Teaching Presentation / Activity #2: Anitra (Content: Chapter #2) - Notes from Anitra's lesson
  6. Wesley follow-up references: Some images should not be seen, George Barna on information culture: oral -> broadcast ->Digital-Interactive
  7. Intro to Digital Photo Editing with Adobe PhotoShop Elements 3 (Layers, Eraser, Marquee tool, Selection/Arrow tool)
  8. Tutorial #2: Anitra
  9. Article Assignments:
    1. An Interview with Seymour Papert by David Bennahum
    2. The Montana Heritage Project: What We Once Were, and What We Could Be by Ashley Ball

Session 5: Thursday, March 31, 2005 (6 - 10 pm)

  1. Class Team Building Activity
  2. Review of Blogged Article Reflections and Comments
  3. More Digital Photo Editing with Adobe PhotoShop Elements 3: mini-Project #3 (requirements)
    1. Steps for making a collage in PS Elements
  4. Co-Teaching Presentation / Activity #3: Julie (Content: Chapter #3) (Notes from Julie's lesson and Julie's PowerPoint are available, and a cool QuickTime VR link)
  5. Tutorial #3: postponed
  6. Article Assignments:
    1. Do we have your attention? New literacies, digital technologies and the education of adolescents by Colin Lankshear and Michele Knobel
    2. Technology: Boon or bane? Cell phones, PDAs spur debate in schools

Session 6: Thursday, April 7, 2005 (6 - 10 pm)

  1. Multimedia mini-Project #3 Due: PhotoShop Elements
  2. Class Team Building Activity
  3. Review of Blogged Article Reflections and Comments
  4. Co-Teaching Presentation / Activity #1: Wesley (Content: Chapter #1)
  5. Planning and Shooting Video: Tips and Tricks
  6. Co-Teaching Presentation / Activity #4: Kathy (Content: Chapter #4) - Notes from Kathy's preso are available
  7. Tutorial #4: Kathy
  8. Article Assignments:
    1. Curriculum Matters by W. James Popham (PDF)
    2. Digital Diner Conversations (pick one to read and reflect on, link to the original in your blog reflection)

Session 7: Thursday, April 14, 2005 (6 - 10 pm)

  1. Class Team Building Activity
  2. Review of Blogged Article Reflections and Comments
  3. Review of Video Pre-Production and Production Tips
  4. Editing Video with MovieMaker2 and iMovie (Intro)
    1. MovieMaker2 How-To Guide
    2. MovieMaker2 Mini-Project #4 (requirements)
  5. Co-Teaching Presentation / Activity #5: Jenny (Content: Chapter #5 pages 65-90) - Jenny's PowerPoint is available
  6. Tutorial #5: Postponed
  7. Article Assignments:
    1. Tools for change: a day in the life of a student in 2005 by Kathy Schrock (PDF)
    2. DVD Ripping Flourishes by Tom Spring

Session 8: Thursday, April 21, 2005 (6 - 10 pm)

  1. Class Team Building Activity
  2. Review of Blogged Article Reflections and Comments
  3. Begin Storyboard for Partner Video Project
  4. Co-Teaching Presentation / Activity #6: postponed
  5. Spiritual Awareness Week Activity
  6. Multimedia mini-Project #4 Due: Video Editing with iMovie or MovieMaker2
  7. Tutorial #6: Connie
  8. Article Assignments:
    1. Videos Quick, Easy and Automatic by Katie Dean
    2. Effective Presentations by Lynell Burmark (PDF)

Session 9: Thursday, April 28, 2005 (6 - 10 pm)

  1. Class Team Building Activity
  2. Review of Blogged Article Reflections and Comments
  3. Digital Dishonesty: Trends and Strategies to Address Them
  4. Co-Teaching Presentation / Activity #6: Shea (Content: Chapter #5 pages 108-116)
  5. Co-Teaching Presentation / Activity #7: Gladys (Content: Chapter #6 pages 117-143)
  6. Work on Group Video Projects
  7. Tutorial #7: Julie
  8. Article Assignments:
    1. BBC to Open Content Floodgates by Katie Dean
    2. Jobs and the Skills Gap by Willard Daggett (PDF)

Session 10: Thursday, May 5, 2005 (6 - 10 pm)

  1. Class Team Building Activity
  2. Review of Blogged Article Reflections and Comments
  3. Co-Teaching Presentation / Activity #8: Denise (Content: Chapter #6 pages 144 - 196)
  4. MultiMedia Projects Online with eZedia QTI: mini-Project #5
    1. eZedia QTI Tutorials from Atomic Learning
  5. Multimedia mini-Project #5 Due: eZedia QTI (will be completed in class together)
  6. Work on and Finish Group Video Projects
  7. Tutorial #8: Shea & Gladys
  8. Article Assignments:
    1. Bloggers Add Moving Images to Their Musings by Sandeep Junnarkar (Feel free to use
    2. Check out Chris Burnett's 8th grade writing blog, read some recent postings from her and her students

Session 11: Thursday, May 12, 2005 (6 - 10 pm)

  1. Group Digital Video Documentary Projects Due
  2. Class Team Building Activity
  3. Review of Blogged Article Reflections and Comments
  4. Presentation, Review, and Assessment of Group Digital Video Documentary Projects
  5. Co-Teaching Presentation / Activity #9: Connie (Content: Chapter #7)
  6. Tutorial #9: Denice & Jenny


6. Required Materials

Course CD

Each student will be provided with a course CD by the instructor including sample media files to be used during class instruction and for mini-Projects, as well as installer files for demonstration versions of software programs utilized during the course. This course CD should be brought to each class session.


  1. Counts, Edward L. Multimedia Design and Production for Students and Teachers. Allyn & Bacon. 2003. ISBN: 0205343872.
  2. Theodosakis, Nikos. The Director in the Classroom: How Filmmaking Inspires Learning. San Diego, CA: Tech4Learning Publishing. 2001. ISBN: 1930870116.


Commercial (Students need to purchase licences for the following):

  1. Adobe PhotoShop Elements 3 Software (Teacher price: $59 for Windows or Macintosh versions)
  2. eZediaQTI 2 Software. (Teacher price: $20)

Free / Demo Versions (students do NOT need to purchase the following, but they will be demonstrated/used in this course):

  1. Movie Maker 2 for Windows -
  2. iMovie for Macintosh -
  3. Inspiration -


7. Selected Biblography of Sources, Readings, and Additional Resource Links

State and National Essential Knowledge and Skills

  1. Texas Essential Knowledge and Skills (TEKS) for Technology Applications -
  2. National Educational Technology Standards Project -
  3. Texas State Board for Educator Certification Standards -


  1. Armstrong, Sara. Edutopia: Success Stories for Learning in the Digital Age.
  2. Freire, Paulo. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage.
  3. Healy, Jane. Failure to Connect.
  4. Lessig, Lawrence. The Future of Ideas: The Fate of the Commons in a Connected World.
  5. Naisbitt, John. High Tech, High Touch.
  6. Negraponte, Nicholas. Being Digital.
  7. Tapscott, Don. Growing Up Digital.
  8. Theodosakis, Nikos. The Director in the Classroom: How Filmmaking Inspires Learning.
  9. Tirard, Laurent. Moviemakers' Master Class: Private Lessons from the World's Foremost Directors.

Intellectual Property / Copyright Issues

  1. Copyright 101 for Educators: Winter 2003 -
  2. US Copyright Office -

Digital Storytelling

  1. EduTopia Magazine -
  2. Center for Digital Storytelling -
  3. Digital Storytelling Association -
  4. Hilary McLellan's Digital Storytelling Links -
  5. US Library of Congress' Veteran's History Project -
  6. The Elements of Digital Storytelling -
  7. Digital Storytelling Workshops -

Technology Integration

  1. Tools for the TEKS: Integrating Technology in the Classroom -
  2. The Texas Computer Education Association -
  3. Additional Recommended Reading relating to Classroom Technology Integration -

Multimedia Software

  1. Inspiration -
  2. Adobe PhotoShop Elements - for Windows ( and Macintosh (
  3. iMovie (free for Macintosh OS X) -
  4. Windows MovieMaker 2 (free for Windows XP) -
  5. Videoblender (Single license: $60) -
  6. SHI Software Pricing at Texas DIR rates:

Multimedia Software Tutorials

  1. AtomicLearning: PhotoShop Elements 3 -
  2. AtomicLearning: PhotoShop Elements 2 -
  3. AtomicLearning: MovieMaker2 -
  4. AtomicLearning: iMovie 3 & 4 -

8. Appendix of Additional Class Policies

Dedication: This appendix is dedicated to those marvelous students who do not really need to read this section.

Further Clarifications and Policies Relating to Class Attendance: If a student expects to be absent for more than 2 class sessions during the term, s/he should plan to take the course during a subsequent term. Anyone who misses the first two class sessions of the semester is strongly advised to drop the course. A student who arrives more than 5 minutes late for a class will be counted as present, but will not receive full credit for participation in that class session unless an additional/new assignment is submitted as explained below.

If there ever is a need to be absent, in order not to penalize anyone who has a legitimate reason to miss a class, a person may substitute an additional or new assignment for any missed class. If a person wishes to complete an assignment for a missed class, a request should be made in writing (email requests are fine) within a week of the missed class. The policy of doing an additional assignment for a missed class only applies to up to two missed classes. Anyone who misses more than two classes (or the equivalent in being late to class, i.e. being late four times) during the term will be viewed as missing an excessive number of classes and will be recommended to the university administration to be dropped from the course. Given this policy, one is well advised not to miss any classes unless it is an emergency.

When a justifiable late arrival to class does occur as a result of an emergency, it will be treated as a proportional absence. A class absence not substituted for with an additional or new assignment will result in a loss of 3 Class Attendance and Participation points.


9. Acknowledgements

The instructor wishes to gratefully acknowledge requested and permitted appropriation of various elements within the aforementioned course expectations from course outlines prepared by Drs. Douglas Simpson, Fred Hartmeister, and Lee Duemer at Texas Tech University.

Additionally, the instructor gratefully acknowledges the assistance of Carl Ward of Lubbock, Texas, in creating content for the course CD and assisting in the development of course expectations and assignments.

Last updated Thursday, May 12, 2005

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