THE CATHOLIC UNIVERSITY OF AMERICA

SCHOOL OF ARTS & SCIENCES

DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE
LSC 752 Design and Production of Multimedia for PK-12 Instruction
Summer 2015
Graduate Studies
3 Credit Hours
Prerequisites: 552, 553, 555, 557 or permission of the isntructor
Classroom: CSL 318
Class Meetings:
This is class will be a blend of face-to-face (f2f) and online class meetings that meet on
Saturdays from May 30 August 8 from 12:30 p.m. to 3:00 p.m.
There are 4 f2f (required) meetings to be held on:

May 30
June 20
July 11
August 8

Instructor contact information:

Ms. Patricia E. Brown
Phone: 202-330-3514
E-mail: Brownpe@cua.edu
Office Hours:
There are no standing or regular office hours. Meetings with students will be
arranged between Ms. Brown and the student by determining a mutually
agreeable location and time.
Please put 752 preceding your concern in the subject line (i.e., 752: Assignment #1) of all
email and note it if you send a text.

Course Description
This course focuses on the practical application and instructional integration of digital
tools, including audio/video software and Web 2.0, to produce multimedia projects.
Course projects will be designed to teach information literacy and media literacy skills to
PK-12 students, and to provide professional development to teachers and administrators.
Each project will align with national and state technology and curriculum standards.
Multimedia-specific copyright laws will be discussed.

Instructional Methods
Required Text
Crane, Beverley E. Using Web 2.0 and Social Networking Tools in the K-12 Classroom.
Chicago, IL. Neal-Schuman. 2012. (ISBN: 9781555707743)
Recommended Texts
There will be NO required readings from these optional texts. You will have the opportunity to
review these books in the class. Depending on your job placement, you may consider acquiring
these useful reference tools for your library.
Berger, Pam and Sally Trexler. Choosing Web 2.0 Tools for Learning and Teaching in a Digital
World. Santa Barbara, CA: ABC Clio, LLC. 2010.
Howland, Jane L., David Jonassen, and Rose M. Marra. Meaningful Learning with Technology.
Fourth ed. New York: Pearson, 2012.
Smaldino, Sharon E., Deborah L. Lowther, and James D. Russell. Instructional Technology and
Media for Learning. 9th ed. Upper Saddle River, NJ: Pearson Merrill Prentice Hall, 2008.
Reading materials, web materials with full citations.
All other reading assignments will be assigned through Blackboard and will be readily
accessible.

Other materials (e.g. lab supplies, calculators) with specifics of what is needed and how to
obtain.

A computer is necessary to access course content and multi-media technologies essential for
course participation from home. Our classes will meet in a computer lab and computer access
will be made available during our face-to-face class times.
Webcam Basic webcam for use with your laptop or desktop may be used for projects. CUA
has webcams you may borrow for this purpose but you will have to use them on campus.
Libraries
The CUA Libraries' wide range of resources and services, including databases, online journals,
and FAQs are on the main web site. For assistance on papers and assignments, consult the
research guides or schedule an appointment with a subject librarian.

Course Goals
This course is designed to:

Introduce concepts of instructional design and multimedia production.

Evaluate technology for computer-based multimedia production and instructional use in a
pK-12 education environment.
Create instructional and promotional materials in a computer and Web-based
environment.
Develop abilities for working with information technology and understanding media
literacy to promote critical thinking, problem solving and collaborative teamwork.

Goals for Student Learning

At the end of the course students should be able to:

Plan, develop and produce instruction that integrates computer-based, multimedia.

Apply instruction and production design principles to Web-based and multimedia
projects.
Analyze ethical use of web-based and Web 2.0 tools and their use in the classroom.
Understand legal, technical and management issues for Web-based instruction.
Select the most appropriate media to fulfill instructional goals.
Evaluate multimedia and Web-based tools for usability and instructional value.

Professional Standards Addressed

American Library Association (ALA)

Knows the ethics, values and foundational principles of the library and information
professions.
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Demonstrates a comprehension of current information and communication

technologies, and other related technologies, as they affect the resources and uses of
libraries and other types of information providing entities.
Develops basic knowledge of the concepts and processes related to the assessment
and evaluation of the specifications, economic impact and efficacy of technologybased products and services.
Understands the principles of and applies the techniques used to continuously track
and analyze emerging technologies to recognize relevant innovations.
Demonstrates proficiency in the use of standard information and communication
technology tools consistent with prevailing service norms and professional
applications.
Can recognize and respond to diversity in user needs and preferences for resources
and services.

American Library Association/American Association of School Librarians (AASL)

Effective and Knowledgeable Instructional Partner: Candidates communicate and

collaborate with teachers to develop instruction aligned with academic standards and
implement assessments before, during and after units of study.
Serves as Professional Information Specialist: Candidates introduce and model
emerging technologies as well as strategies for finding, assessing, and using
information.
Managing Program Resources: Candidates organize, manage and assess all resources
for the library media program ensuring the resources serve all members of the
learning community and meet a wide variety of needs and interests.

International Society for Technology in Education (ISTE)

Model collaborative knowledge construction by engaging in learning with students,

colleagues, and others in face-to-face and virtual environments.
Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
Advocate, model and teach safe, legal and ethical use of digital information and
technology including respect for copyright, intellectual property, and appropriate
documentation of sources.

Course Requirements
Assignments/Projects (specify requirements and format)
There will be 3 assignments for this course. These assignments all focus on a
particular technology tool that you will select to use meaningfully for an
instructional lesson/unit. These assignments will build across the course helping
you to develop so the foundations of a strong, meaningful instructional lesson/unit

ready to use in a PK-12 school environment. All assignments will be submitted

electronically to Blackboard.

Assignment 1: Create a digital poster to encourage faculty/staff to

collaborate with you to use a specific instructional technology tool.
Assignment 2: Create a tutorial on the instructional technology tool you
promoted which can be used as part of a staff professional development.
Assignment 3: Develop a comprehensive lesson plan that incorporates the
instructional technology tool in a meaningful way to enhance student
engagement with content, media, and information literacy.

Class participation:
Each class is critical to your learning experience. Your energy in contributing to
class and online discussions, and small-group exercises will be important.
Therefore, coming to class prepared (e.g., reading all course readings before class,
exploring assigned tools, working on project research, etc.) and actively
participating will be necessary to receiving full credit for class participation. The
readings are intended to stimulate questions in addition to providing information.
It is a recommended strategy to make notes of questions and comments as you
read - these can be useful contributions to the discussion.
For online assignments, you are required to respond to the posted project or
question in blackboard. You must also provide a written response to one of your
colleagues responses. IMPORTANT: Your response must be written in the form
of a reflection that extends beyond I agree or Great idea AND incorporates
information from the readings, case studies, and explorations. All online
assignments and participation are due by 11:59 p.m. the night before the next
identified class session.
The class sessions that are not face-to-face will be used to scaffold and build
toward the final project. Your classmates will provide peer feedback to your
work. You will help each other work through the instructional design process to
meaningfully integrate media production. Collaboration, feedback and reflection
are very helpful so participation will be a large part of this course.
Examinations
There will be no examinations in this course. Performance through projects and
participation will offer formative and summative assessments.

Expectations and policies

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Academic Integrity
Academic integrity is not merely avoiding plagiarism or cheating, but it certainly includes those
things. More than anything, having academic integrity means taking responsibility for your
work, your ideas, and your effort, and giving credit to others for their work, ideas and effort.
Plagiarism will not be tolerated. Cite your sources and give proper credit for all resources used
(including images, music, etc.). If you submit work that is not your own whether test answers,
whole papers, digital projects, or something in-between I have a responsibility to hold you
accountable for that action. I also have a responsibility to treat you with respect and dignity
while doing so.
The following sanctions are presented in the University procedures related to Student Academic
Dishonesty:
The presumed sanction for undergraduate students for academic dishonesty will be failure for
the course. There may be circumstances, however, where, perhaps because of an undergraduate
students past record, a more serious sanction, such as suspension or expulsion, would be
appropriate. ...In the more unusual case, mitigating circumstances may exist that would warrant
a lesser sanction than the presumed sanction.
or
The presumed sanction for undergraduate students for academic dishonesty will be failure for
the course. In the context of graduate studies, the expectations for academic honesty are greater,
and therefore the presumed sanction for dishonesty is likely to be more severe, e.g., expulsion.
...In the more unusual case, mitigating circumstances may exist that would warrant a lesser
sanction than the presumed sanction.
[INSTRUCTORS SHOULD INCLUDE INFORMATION ON GROUP WORK, IF
APPLICABLE, E.G.]
At times, I may ask you to do group work for an in-class presentation or group project. For that
specific assignment, you are allowed to share material, ideas and information; however, for any
related work that is to be submitted on an individual basis, I expect your submission to be your
own in its entirety.
or
There is no group work in the class; therefore, you should not collaborate with classmates on
work that is to be submitted for an individual grade.
For more information about what academic integrity means at CUA, including your
responsibilities and rights, visit http://integrity.cua.edu.
Accommodations for students with disabilities: Any student who feels s/he may need an
accommodation based on the impact of a disability should contact the instructor privately to
discuss specific needs. Please contact Disability Support (dss.cua.edu) to coordinate reasonable
accommodations for students with documented disabilities.

Other Policies or Expectations:

Attendance is required, in keeping with university policy. The instructor must approve any nonemergency absences before the first class of the semester. Your class participation grade depends
on being in class and actively participating in class and online. Arrive on time. Late arrival will
affect your class participation grades.
If class is cancelled due to weather, illness or other emergency, check the online announcements
the next day. We will generally hold class online when this happens.
Behave respectfully. Students are expected to behave respectfully at all times: while in class, in
public discussion forums, and when using email. Participation grades will reflect a students
maturity level and professionalism; cooperation and collaboration with the class; and whether the
meaningfully contributes to course discussions.
No phone calls during class. Turn off or silence cell phones and pagers. Students leaving the
room for calls may not be allowed to return to that class session.
No grade discussions in class. Instructor will not discuss grades in class. First consider why the
instructor deducted points. If you still disagree, explain your disagreement in an e-mail to the
instructor. If concerns still exist, an appointment might be scheduled to discuss the remaining
concerns.
The instructor reserves the right to make changes to this syllabus as needed. Nothing in this
syllabus may be construed as a contract. All changes will be provided to students via the class
web site.
Academic Support Services
The universitys primary academic support resources are located on the 2nd floor of the Pryzbyla
Center. These affiliated offices and services include:
The Undergraduate Advising Center offers guidance to all undergraduates, especially
first-year students, as they move toward their academic goals.
Phone: (202) 319-5545 Email: cua-advising@cua.edu Web: advising.cua.edu
The Center for Academic Success provides academic support services for all students
through a broad base of programs and services, including Tutoring Services, Workshops,
Academic Coaching, Individual Skills Meetings, Peer Mentoring, and more.
Phone: (202) 319-5655 Email: cua-academicsuccess@cua.edu Web: success.cua.edu
The Writing Center provides free, one-on-one consultations with trained graduate
instructors for writing projects across all disciplines at any stage of the process, from
brainstorming to revising. Appointments in the main location, 202 Pryz, can be scheduled
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in advance online (http://english.cua.edu/wc/). Drop-in appointments are also welcome

based on availability in the Pryz and at the satellite location in the Mullen Library Lobby
(see website for days and hours).
Phone: (202) 319-4286 Email: cua-writingcenter@cua.edu Web: english.cua.edu/wc/
The Math Center is staffed with Math Faculty and Tutors who are trained to assist
students struggling in areas ranging from the basics to complex problems in calculus and
statistics. Any student who feels he or she may need assistance in this or any other math
class is welcome to visit the Math Center in Pryz 204 Monday through Thursday between
the hours of 4:00 and 10:00pm. No appointment is necessary and services are absolutely
free.
Phone: (202) 319-5655 Email: cua-academicsuccess@cua.edu
Disability Support Services provides programs and services designed to support and
encourage the integration of students with disabilities into the mainstream of the
university community.
Phone: (202) 319-5211 Email: cua-disabilityservices@cua.edu Web: dss.cua.edu
The Counseling Center provides free individual and group counseling services,
psychiatric consultation, alternative testing, and emergency services to CUA students. In
addition, we provide consultation services and outreach programs to the CUA
community. Appointments can be scheduled in person in 127 OBoyle Hall, or by phone.
Phone: (202) 319-5765. Web: counseling.cua.edu

Assessment
Grading
Grades for this course will be based upon
the following elements:
Component
Participation
-class and
online
Assignment
1
Assignment
2
Assignment
3
Total

Percent
30%

Final Grades will be assigned as follows:

Letter
A
AB+
B
BC
F

15%
30%
25%
100%

Numeric
Range
94-100
90-93
86-89
82-85
78-81
70-77
Below 70

All assignments are to be submitted electronically through the designated site or posted
online as instructed.
Late work: Your grade will be reduced by 5 points If an assignment is submitted late,.
Each day it is late thereafter you will lose an additional 1 point (e.g., submitting one day
late would reduce your grade by 6 points). For example, the full credit for the assignment
is 100 points. Submitting one day late takes 5 + 1 = 6 points from the 100 starting the
grading from 94 points. Late work puts you at risk for lower grades.
Makeup work: If a student has a legitimate reason, such as a medical or family
emergency, the instructor may allow a student to do makeup work. The amount and
nature of the work is up to the instructor's discretion. It will be graded at term's end.
Documentation of the emergency (e.g. a doctor's letter) may be required.

University grades:
The University grading system is available at
http://policies.cua.edu/academicundergrad//gradesfull.cfm#II for undergraduates and
http://policies.cua.edu/academicgrad//gradesfull.cfm#iii for graduate students.
Reports of grades in courses are available at the end of each term on
http://cardinalstation.cua.edu .

Course Schedule
Each F2F class will consist of: Presentation, collaborative/hands-on activity, and discussion.
The class will take place in a computer lab; a portion of the class will be used for group
collaboration and exploration of tools. Instructor presentations on various topics will be included
in the f2f classes.
Dates
Week
1
May
30
F2F

Topics
Assignments
Introductions, course overview,
Due:
syllabus review, requirements, and
assignments.
Readings
The digital landscape in education.
Lab: Technology tool exploration.
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Dates
Week 2
June 6

Topics
Principles of multimedia
production and design.

Assignments
Due:
Discussion question

Considerations for multimedia

production and design for k-12
instruction.
Standards: AASL, NETS, P2, CCSS,
etc.
Student vs Educator
Infrastructure, access, ADA, etc.
Policies, rules, and laws
Week 3
June 13

Digital Tools: creation, curation,

communication, collaboration,

Due:
Discussion question

Visuals: digital, virtual,

physical/tangible
Pedagogy: TPACK, Blooms,
Week 4
June 20
F2F

Instructional Strategies

Due:

Lesson Planning

Promotional Piece

Lab: Technology tool exploration

Week 5
June 27

Week 6
July 4

Responsibilities and Ethics:

Creative Commons, Fair Use,
Copyright, Intellectual Property,
etc.

Due:

Multi-media Inquiry Based or

Problem Based Learning

Due:

Discussion question

Continue working
on your tutorial

Critical Thinking
Integration

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Dates
Week 7
July 11
F2F

Topics
Designing multi-media projects for
students.

Assignments
Due:
Tutorial

Virtual Environments.
Media Release/permissions

Questions for
Guests

Guest Lectures: Principles in

Practice
Week 8
July 18

Designing multi-media projects for

core subjects

Due:
Discussion question

Authentic Project-Based Learning

Week 9
July 25

Week 10
August 1

Week 11
August 8
F2F

Digital Citizenship
Collaboration
eRate
AUP
Safety
CIPA
COPPA

Due:

Assessments and Outcomes

Formative
Summative
Performance
Standardized

Due:

Emerging Trends

Due:

Course evaluation

Final Projects

Discussion question

Discussion question

Lab: Technology tool exploration

Note: This schedule provides an overview of topics and major assignments. Detailed
information will be provided in class and on the class site/Blackboard. This schedule and
syllabus is subject to change as needed.
Final Exam
A culminating assignment will take the place of a final exam in this class.
Bibliography
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References, supplementary readings, websites of interest will be provided through

Blackboard and posted as a separate document.

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