WELCOME TO ETAP 523
MEDIA in TEACHING & LEARNING

This course surveys the major categories of non-print media that can be effectively integrated into the teaching and learning process. (Print, of course, is a medium. We assume, however, that you have already learned a lot about using print.) It is designed for new and practicing professional educators interested in better understanding ways to harness the power of media for instructional purposes. Through readings, discussion, applications assignments, and reflection, we will be exploring optimal uses of graphical, audio, video, and computing media.
 
 

The major objective for this course is that each of you become skilled and conversant in the real and potential uses of media in the instructional process. This includes understanding the characteristics of the various media, particularly their specific symbolic systems and how these relate to critical literacy as well as processes of teaching and learning in the content areas. Additionally, it is our aim that you relate what you are learning to your own experiences and professional goals.

Properly used, every medium of communication can provide unique opportunities for human learning and development. This course will explore the particular strengths and weakness of various instructional media and how these can be exploited to enhance teaching and learning. Its approach will be both theoretical and practical, with particular emphasis placed on new technologies of instruction and the integration of a variety of media therein.
 
 

This course was written by Drs. Carla Meskill and Karen Swan. In keeping with the changing nature of teaching and learning in technology-based classrooms, this course is entirely online and coursework will be portfolio-based.
 
 

Each media category -- graphics, audio, video, and computing -- is represented as a module in this course. Each module is divided into sections by the kinds of activities they entail -- readings, discussion, assignments (construct), and journal entries (reflect). The readings, discussion, and assignment sections are public spaces -- you are invited to participate in all of them. The journal space is a personal space -- your journal is open only to you and me.
 
 

At a meta-level, ETAP 523 explores media in teaching and learning in practice. We believe this course should be online because it is only through struggling with the design (me) and the completion (you) of this course that we can begin to understand how the unique characteristics of this new medium might support (and constrain) teaching and learning.
 
 

That is why ETAP 523 emphasizes personal reflection and class discussion. You will be required to make weekly postings to both your personal journals and the class discussion. We urge you to take these assignments seriously and to follow the discussion conscientiously. Entrees to both of these sections must be posted no later than one week after that module is finished (see Course Schedule) will not be counted toward your grade.
 
 

Many have argued that the most important thing about the academe is the culture of thinking and learning it fosters. A major question for us will be whether and how we can evolve a virtual culture of the academe online.
 
 

All cultures are essentially social. A place to begin building the ETAP 523 culture, our culture, might be by Meeting Your Classmates, and introducing yourself to them. We suggest you do that now and then return to this Orientation section and carefully finish reading and printing out all the documents in it.

COURSE ACTIVITIES & EVALUATION
 
 

In keeping with the changing nature of teaching and learning in technology-based classrooms, this course is entirely online and coursework will be portfolio-based.
 
 

Each media category -- graphics, audio, video, and computing -- is represented as a module in this course. Each module is divided into sections by the kinds of activities they entail readings,discussion,assignments(construct),and journal entries reflect. The readings, discussion, and assignment sections are public spaces -- you are invited to particpate in all of them. The journal space is a personal space -- your journal is open only to you and me.
 
 

In each module, there are four major types of learning activities. These are explained below:

READ
 

The text for this course (available through SUNY Learning Net and in the University at Albany bookstore) is Haunch, Melon, Russell, and Smaldino; Instructional Media and Technologies for Learning from Merrill. This book provides a wealth of information on how to use media in classrooms and how to incorporate such usage in teaching and learning.
 
 

Specific reading assignments from the text are given in the READINGS section of each module. Also in each module are self-tests on the textbook readings designed to help you know what you have gleaned from the readings. You may or may not do these tests -- but if you do, I will look at them.
 
 

In each module, there are also introductory and supporting (linked) readings. These are organized into subsections on symbol systems, teaching and learning, and critical literacy which you should print out, highlight, and refer to in the subsequent activities.
 
 

There are no points given for the reading sections because you will be applying concepts you have acquired therein in the other course activities.
 
 

DISCUSS
 

Each week you will be assigned a discussion question to address. Your response to this question becomes a public document that will be read and responded to by your classmates. You should post an answer to each week's question in a timely fashion. One week after the end of the suggested time period for each module, it will be shut down, and all discussion cut off. You will be given one point for your answer to each question.
 
 

Each week you should also read and respond to your classmates' responses. Your thoughtful reflections on your colleagues' work is a highly valued component of this course. You are required to post two discussion responses each week. Discussion responses are also given one point each.
 

CONSTRUCT
 
 

For each module in the course, you will be required to do two creative assignments:
 
 

CRITICAL ANALYSES

For each module, you will asked to undertake a critical analysis (or analyses) of topics on or works in the medium currently being examined. These critiques should be tightly written (no more than a single, single-spaced page) pieces in which apply the concepts from the readings and discussion and which will be available to the whole class as public documents. Each critique will count 6 points towards your final grade and should be Saved for Class so that everyone can read it.
 
 

LESSON PLANS

For each module you will also be asked to create a lesson plan that applies the points and principles presented in each module's readings and discussion will be available to the whole class as public documents.Lesson plans should follow a particular form which is given under the Lesson Plan sections of each module and should be submitted using the lesson plan forms given therein. Each lesson plan will count 6 points towards your final grade and should be Saved for Class so that everyone can read it.
 
 

Both the critical analysis and lesson plan databases to which you contribute are public. You are encouraged to peruse your classmates' contributions to these databases and to add your thoughts and commentary to these.

REFLECT
 
 

Besides posting messages to the public discussion each week, I would like you to reflect privately on your own learning experiences in this course and relate them to your students and your teaching. These are for your and my eyes only and they should be "created" from the Learning Journal part of each module of the course. It's up to you whether or not you want to print and include these in your portfolio.
 
 

I will respond to each of your postings. Our responses will be separate documents attached to yours, and (God willing and the creeks don't rise) they will be found in the Learning Journal section of each module.
 
 

It is very critical that you post a reflection every week for the cumulative reflections to record progress/changes over time. Even if you do nothing but post to the discussion, post to your journal. Remember, you will never again know as little as you know now and it might be useful to remember how it feels. You should have an initial and a final journal entry and at least three postings for each module in the course. Your initial (See ) and final (Reflections on this Course) journal posting will count for 2 points each. Each posting within modules will count for 1 point towards your final grade. Entries posted later than one week after a module is over (see Course Schedule) will not be counted towards your grade.

As detailed above, each of your assignments for this course will be weighted as follows:

You will be given specific evaluations on each of your submitted assignments (except class discussion). These evaluations are accessible only by you and cannot be seen by your classmates. In addition, in theGrades module, you will find a Grades form which will look something like the above chart but will also show how many points you have accumulated at any given point in time.