| CODE | EDU4520 | |||||||||||||||
| TITLE | Media Processes and On-Line Learning | |||||||||||||||
| UM LEVEL | 04 - Years 4, 5 in Modular UG or PG Cert Course | |||||||||||||||
| MQF LEVEL | Not Applicable | |||||||||||||||
| ECTS CREDITS | 4 | |||||||||||||||
| DEPARTMENT | Faculty of Education | |||||||||||||||
| DESCRIPTION | This unit comprises 4 themes (4 ECTSs). It is organised around four core themes in media design and on-line learning. Through the proposed activities, participants will be guided to understand the processes underlying the design of digital images for learning, video-based documentaries, web-based environments and on-line learning. Theme 5: Designing and developing image-based resources Use of digital cameras to acquire images. Image composition considering images needed for the designed topic and related resources, personal website and on-line learning. Saving and managing images (file formats, compression). Using on-line freeware tools for editing, managing and sharing images (Eg. Picasa and Picnik). Integrating images in teaching/learning resources (Eg. MS Collage, Glogster). Assignment: To develop instructional resources that include: - a thematic poster in relation to identified topic in area of specialisation - An on-line interactive Poster using Glogster. Theme 6: Designing and Developing video-based resources The objective of this theme is to have students design and author video based resources for use in their specific field of expertise/study. Participants will be introduced to the different roles they will have to adopt during the different stages of the process i.e. script writer, storyboard artist, director and cameraperson. Each of the three sessions of the module will be dedicated to a particular stage in the development of a documentary or one-minute film. The pre-production stage will be focus on scripting and storyboarding. The second session will be dedicated to Production involving the filming (using personal digital cameras) and familiarisation with on-line video resources (referring to downloading and conversion of video clips available on-line). The third stage will focus on video editing and the production of a one-minute documentary or film. Assessment: Both the process and the products of this module will be assessed. The global mark of 100% will comprise: • 50 % for participation in their groups while executing the different roles involved in the media process • 50% for the final documentary / film Theme 7: Web Design The students will be introduced to the principles underlying the design of a website including: creating a site map, naming a home page, website navigation. The focus of the web authoring will be to organising a subject-oriented website to be integrated in and out of class learning. Students will be introduced to page linking, linking to images, embedding sound and video resources. During the authoring processes web design tools such as Google Sites, MS SharePoint will be used however the awareness of code (html) underlying web design will be promoted. The main components of webpages are identified including Text – Alignment, fonts and colour; Imagery – Size considerations, quality and format; Links – relative, absolute ; Tables – rows, columns, padding, spacing and formatting. Interactive components of websites are emphasised through the inclusion of blogs, forums, embedded videos/sound, quizzes and survey tools. Assessment: Individual/Group assignment: Developing and publishing a subject-related website and linking it to personal ePortfolio. Theme 8: On-line Learning The objective in this theme is that of getting students to actually collaborate and share resources through the online environment. Students can choose from a number of resources found online to be able to share resources. Students are getting used to having their own voices heard through their use of social networks. This theme aims to make use of such resources so that students can start building their own online learning environment, to be shared by peers as well as students in schools. This theme will explore different collaborative tools, like Wikis, Blogs and Micro-blogs (such as Twitter, or EdModo), as well as their use for reflection both as a teaching and as a learning exercise. It will also explore the notion of assessment of learning online, as well as introduce students to concepts of PLNs (Personal Learning Networks) and Connectivism in Learning, both build upon constructivist principles in pedagogy. Students will get the opportunity to experiment in class with online tools which best suit their expertise and field of study, and show that they can start building their own online learning environment to share both with their students and with their peers. Assessment: Students should work in groups and produce a series of events/working models, choosing one or two online tools of their choice in which they use one specific topic/subject of their choice and start delving deeper into the mechanics of analysing and evaluating aspects of it. Evidence of sharing, collaboration, reuse of resources as well as the creation of new ones, (as integrated from Theme 4) need to be present in the online model. Reading List Set Textbook: - Smaldino, S.E., Lowther, D. L., Russell, J. D. (2007). Instructional Technology and Media for Learning (9th Edition). Prentice Hall. Additional Reading: - Pozzi, F., Persico, D., (eds) 2011. Techniques for Fostering Collaboration in Online Learning Communities. Information Science Reference. - Colvin Clark, R., Mayer, R. 2008. e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia learning. John Wiley & Sons Inc., USA. - Colvin Clark, R., Kwinn, A. 2007. The New Virtual Classroom – Evidence-Based Guidelines for Synchronous e-Learning. John Wiley & Sons Inc., USA.. Online Resources: Stephen Downes’ Website: http://www.downes.ca/me/articles.htm eLearning Learning: http://www.elearninglearning.com/ eLearn Magazine: http://elearnmag.acm.org/index.cfm |
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| ADDITIONAL NOTES | Pre-requisite study-units: Designing Technology-Enhanced Learning | |||||||||||||||
| STUDY-UNIT TYPE | Lecture | |||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Christopher Azzopardi Josmar Borg Leonard Busuttil Patrick Camilleri Simon Caruana Riccardo M. Flask David Micallef Mark C. Mifsud Sharon Role |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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