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Framingham State University

International Education Program

EDUC 932 Creative Teaching Techniques and Utilization of Multimedia

Multimedia and technology continue to change rapidly. Therefore, this course is likely to change
from time to time. The focus continues to be pedagogical in combination with how to apply
certain media tools. All technology and media skills developed in this course will be linked to
creative teaching techniques as indicated by the course title. The date of this revision is March 2015.

Instructor: Romeo Marquis was a high school teacher and principal before
becoming associate dean for academic technology and distance education at
Framingham State College. He has designed and taught several online courses in
instructional technology, multimedia and educational leadership and supervision.
He is currently the Executive Director of The Learning Curve Consortium, a nonprofit group of school districts seeking to redefine education through the development and
implementation of a comprehensive e-learning solution.

Official course description: An introduction to the appropriate use of media methods and
creative techniques that improve classroom communication. Familiarization with available
instructional multimedia and its proper utilization will be stressed. Emphasis also on
organizational development and analyzing effective presentation strategies. There are
opportunities, when appropriate, for on-site production experiences. "If we teach today's
students as we taught yesterday's, we rob them of tomorrow." (John Dewey)
Course overview: Twenty-first century multimedia tools are typically computer based.
Technology tools of various types are pervasive as mobility becomes ever more vital to our lives.
Societal expectations have become more oriented toward immediacy of information coupled
with interactivity and instantaneous communication. These factors influence the development of
changes in teaching and learning. Computer labs as we have known them are gradually
disappearing from schools and are becoming resource centers available on an as needed basis.
Expensive smart boards are sometimes under-utilized and will soon be unnecessary in some
situations. Even one-to-one programs originally designed as laptop initiatives are morphing into
new approaches.
This course is completely online and includes eleven integrated modules - a pre-course module
with relevant information and assignments plus ten online instructional modules. In addition, a
final project is due at the end of the course. Most participants in this course will find that they

can take part quite well with a smart phone or tablet coupled with occasional use of a laptop or
desktop computer for project development.
Tips for succeeding in an online course: One key to success in an online course is to become
familiar with the manner in which the course is organized; try to get the big picture of the
course objectives and the participant objectives (below). Stay current with all schedules and
assignments. Although this course is online and project development is individualized,
collaboration is an important course component. For example, while project development is
individualized, collaboration and peer review are extremely helpful. Built-in collaboration tools
are provided. Offline collaboration is also highly recommended. On the other side of the coin,
out of sight, out of mind can be disastrous. Since no formal class meetings are scheduled, it is
quite easy to delay focus on the tasks at hand, thereby making it difficult to catch up. Selfdiscipline is truly a virtue.

Each module in this course includes

a Help Desk forum for questions
and problem solving.

Course objectives: The purposes of this course are to:

1. to promote the use of selected Web based tools including interactive Web sites and
complete Learning Management Systems in a pedagogically sound manner including the
development of project based approaches,
2. to promote the use of devices including computers and mobile devices in a pedagogically
sound manner including the development of project based approaches, and
3. to cultivate an understanding of systemic change in teaching and learning.

Participant objectives: Each participant will:

1. develop a comprehensive media enhanced project to apply directly to his or her
teaching situation,
2. analyze and demonstrate changes in teaching and learning as a result of multimedia
integration, including the development of student activities and assignments within the
context of these changes,
3. demonstrate collaborative project based development at a professional level in an
online environment and in a face-to-face setting,
4. be a productive member of this course as a member of an online learning community,
5. submit a personal growth plan and a brief approach to professional development
within his or her teaching level or school.

Several CORE RESOURCES are listed here. Additional resources, especially videos, are
added to individual course modules depending on the topic.
1. Technology for Learning: A Guidebook for Change (pdf)
2. Fast Facts about Online Learning (pdf)
3. Flipping the Classroom (Vanderbilt Center for Teaching Web)
4. ISTE Standards for Students (pdf)
5. ISTE Standards for Teachers (pdf)
6. ISTE Standards for Administrators (pdf)
7. Digital Learning Now Personalized Learning (video)
8. Digital Learning Now Content (video)
9. Digital Learning Now Instruction (video)

Course modules: The following descriptions of course modules are for

preliminary study only. The Core Resources listed above can be reviewed by
following the links provided. The detailed descriptions of the course modules
appear in the online course site at and
include links to relevant resources and multimedia, online discussion forums,
required assignments, and online drop boxes for assignments.
Pre-course assignments: During this module we will experience online collaboration through
discussion forums. Through an online survey we will also develop a class profile of
technology and multimedia tools regularly used by course participants. We will also review
the National Technology Education Standards for Teachers published by the International
Society for Technology in Education. Participation in an online introductory forum is
required. Everything described in this module must be completed by 9:00 PM on Friday,
April 3 in order for the instructor to provide a summary for the opening of the course on
Monday, April 6 before noon.

Module 1 Monday, April 6 - Online learning and multimedia: Analysis of pre-course

assignment results and implications for individual project development. Topics introduced:
Forums, online storage, multimedia, collaboration. Cloud computing as an opportunity
for more effective and efficient use of resources. We will explore preliminary tools and
how they can be applied to collaborative learning both within this course and with the
students you teach.
Module 2 Tuesday, April 7 - Project based learning and multimedia: Analysis of Module 2
assignments. Topics introduced: Using a What if approach to project development.
Grade 5 in the rice fields. The use of positive and/or negative questions to focus on project
planning and development. Setting parameters through Dont just pile . . . create and
identifying a twang point. Applying multimedia embedding images, teaching with blogs,
creating videos. Storing and sharing content. Collaboration as professional development.

Module 3 Thursday, April 9 - Cloud computing in education: About online learning

various formats. Age appropriate factors. Topic introduced: Flipping the classroom within
an age-appropriate context. Find and apply/create and publish. We will consider what
"flipping" means at various ages, grades, and subjects taught. We will take another look at
online storage systems and how they are useful in a "flipping" environment.

Module 4 Friday, April 10 - Foundational content and school-home communication: Using

basic tools we all understand (or should). Topics introduced: Flipping the classroom
within an age-appropriate context. Find and apply/create and publish. We will consider
ways in which printed materials can be accessible anytime anywhere - no more lost notes or
papers. We will consider generally available materials plus teacher-prepared materials,
making both available through online storage and publishing.

Module 5 - Saturday, April 11 - Social media and educational implications: Facebook,

Twitter, and other social media tools are readily available and mostly free of charge as long
as you have internet access. All are capable of hosting content and generating interaction.
Blogging can be especially helpful as an interactive Web site for teaching and for keeping
parents informed. Topic introduced: Benefits and limitations of educational blogging. We
will explore two popular blogging tools - Blogger (by Google) and WordPress. Both are free
and quite easy to use. We will also consider the use of Learning Management Systems (LMS)
in education. A mid-term grade will be issued at the conclusion of this module.

Module 6 Saturday, April 11 Project development: We will evaluate preliminary project

plans within the framework of the highest level of social/instructional media tools available
at your school. Considerable time will be available for hands-on project development.
Subsequent modules in this course will continue to include new multimedia topics but will
also allow for hands-on project development.

Module 7 - Monday, April 13 - Systemic change in the classroom: One-to-one programs.

Why do some succeed while others fail? Thinking of your own project as a one-to-one
endeavor. Topic introduced: Redefining one-to-one initiatives within the framework of
emerging technologies and devices in your own teaching situation. This module will also
include time for hands-on project development including peer review and 1-to-1
communication with the instructor.

Modules 8, 9, 10 - April 13, 14, 16, 17 Applying multimedia: As you continue to develop
your individual projects, you will expand your projects student objectives, integrate
multimedia tools including images, audio, and video elements. Some of these will follow the
Find and apply approach while others will follow the Create and publish approach.
Topics reviewed and applied: Digital media applied to K-12 teaching and learning.
Topic introduced: Developing a new paradigm for professional development. Final
project and growth plan due. A one-week extension is available upon request.

Student assessment
Formative assessment: A mid-term grade will be issued shortly after the conclusion of
Module 5. It will reflect three elements: (a) participation in assigned forums including
collaboration with colleagues, (b) completion of modular assignments, and (3) quality of
Project Proposal draft #2.
Summative assessment: A final grade will be issued following the instructors review of all
projects and individual growth plans. The final grade will reflect (a) participation in assigned
forums including collaboration with colleagues, (b) quality of completed projects, and (3)
quality of personal growth plans. In addition, the instructor will provide brief feedback to
each participant relative to his or her project and personal growth plan.