Multimedia Education

Code:

MM0040

Acronym:

EDM

Keywords
Classification	Keyword
OFICIAL	Education

Instance: 2014/2015 - 1S

Active?	Yes
Responsible unit:	Department of Informatics Engineering
Course/CS Responsible:	Master in Multimedia

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MM	8	Syllabus	1	-	6	45	162
			2

Teaching language

Suitable for English-speaking students

Objectives

1. Train critical and reflective professionals and researchers in the field of multimedia in education
2. Promote, in general, the use of information and communication technologies for educational purposes.
3. Improve and acquire new skills for handling digital learning platforms and tools of “Web 2.0”.
4. Extend the range of valences of collaborative.
5. Increasing the ability to present ideas orally with clarity and accuracy.

 

Learning outcomes and competences

 

1. Interdisciplinary understanding of relevant academic discussion about multimedia applied to education.

 

1. Autonomy and initiative in the acquisition and integration of knowledge in the area of multimedia technologies applied to education.

 

1. Ability to work in multidisciplinary teams in the development and application of multimedia projects aimed at teaching.

 

1. Critically evaluate multimedia practice in education.

 

1. Ability to use the media to stimulate learning communities.

 

1. Development of transferable skills which might be relevant to students’ professional lives.

 

Working method

Presencial

Program

1 - GENERALITIES ABOUT THE TRIANGLE SOCIETY-EDUCATION-TECHNOLOGY

1.1 - (Re) thinking school with ICT: the new society, the new students and the new challenges of education

1.2 - Arrangements for computer use in education
1.3 - Major learning theories: behaviorism to connectivism
1.4 - Current usage panorama of ICT in education: national and international perspectives

2 - MULTIMEDIA MATRIX AND ITS EDUCATIONAL ASPECTS

2.1-Image and Animation
2.2-Audio and Video
2.3 Text and Graphics
2.4-Interface and Virtual Reality

3 - EDUCATION AND TECHNOLOGY IN FORMAL AND NON FORMAL CONTEXTS

3.1 - Web 2.0 and the new learning spaces (Learning Spaces)
3.2 - Informal and collaborative learning (in network) and self-regulated learning
3.3 - The school and mobile technologies
3.4 - Edutainment or "education" + "entertainment"

Mandatory literature

Banerji, A., & Ghosh, A.; Multimedia Technologies, New Delhi: Tata McGraw Hill, 2010

Teaching methods and learning activities

- Lectures.
- Practice testing of Educational Software.
- Developing individual and group work.
- Oral presentation of work.

Some classes pieces will have a style admittedly "masterful" (in a good sense of the word) although it encourages student participation. Powerpoint presentations will be used as guidance for the students, but it resorts with great frequency to show simulations, digital games, dynamic pictures and other tools of virtual environment, as we shall see.
All texts, simulations and associated materials to the discipline are available to students in the associated e-learning platform. This virtual area empowers and "extends" the classroom, in space and time: forums continue conversations, texts extend readings, simulations can be re-visited, students documents can be shared.
A bibliographical list, available on paper but also in most cases, available digitally, it is offered to students. The classes will be very proactive, encouraging the students participation and, in some cases, becoming small workgroups. Students will have small projects and tasks assigned to them, they will they will develop either individually or in small groups. These studies will be submitted by uploading to a digital platform of the discipline and, some of them, presented orally. Paper versions will tend to be unused.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	5,00
Teste	20,00
Trabalho escrito	75,00
Total:	100,00

Eligibility for exams

2/3 attendance rate. Some absences may be compensated with virtual participations.

Calculation formula of final grade

The evaluation will have continuous and formative components, combining flexible parameters with other more “conventional”, like a test. There will be moments of self and hetero-assessment in presentations of the undertaken tasks. Evaluations of the practical tasks depend on the work itself and the presentation. The task of participating in forums will be subject to critical evaluation of the teacher, with a statistical look at the frequency of posts (provided the platform backoffice) and a quality assessment of all inputs. In all cases, the activities of the students are typically buoyed by four criteria:

a) Scientific accuracy.
b) Creativity/originality.
c) Clarity.
d) Commitment/presentation.

In addition to the tasks  there will be a theoretical test relatively short, with a group of open questions (students choose two of a set of three). On a scale of 0 to 20, the final grade will have the following profile:
A - The continuous-formative assessment.
B - Evaluation of the execution and presentation of the performed tasks.
C - Final written test.

Weighting:
A- 5%
B - 75% (25% for each unit tasks)
C-20%

The final score for each student will be: 0,05 x A + 0,75 x B + 0,2 x C

Special assessment (TE, DA, ...)

As described by FEUP. Exceptions shall be considered on a case-by-case basis.

Classification improvement

Without a final examination. Final mark can only be improved by re-attending the course in the following school year.

Observations

 

• Area, M. M. (2008). Educar para la sociedad informacional: Hacia el multialfabetismo. Revista Portuguesa de Pedagogia, 42 (3), 7-19.

 

• Arvaja, M., Häkkinen, P., & Kankaanranta. (2008). Collaborative Learning and Computer Supported Collaborative Learning Environments. In J. Voogt, & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education New York: Springer Science - Business Media, LLC. (pp. 267-280).

 

• Bailey, R. W., & Kayani, S. J. (2007). Research-Based Web Design & Usability Guidelines. U.S. Department of Health and Human Services. Obtido em http://www.usability.gov/pdfs

 

• Bessa, N., & Fontaine, A. (2002). Cooperar para aprender: Uma introdução à aprendizagem cooperativa. Porto: Edições ASA.

 

• Banerji, A., & Ghosh, A. (2010). Multimedia Technologies, New Delhi: Tata McGraw Hill.

 

• Boyle, T. (1997). Design for Multimedia Learning. London: Prentice Hall.

 

• Castells, M. (1999). A Sociedade em Rede (Vol. I). São Paulo: Paz e Terra.
  Castells, M. (2004). A Galáxia da Internet, Lisboa, Fundação Calouste Gulbenkian.

 

• Cranny-Francis, A. (2005). MultiMedia: texts and contexts, London: Sage Publications, Ltd.

 

• Davis, N. E., & Roblyer, M. D. (2005). Preparing teachers for the "schools that technology built”. Journal of Research on Technology in Education, 37 (4), 399-409.

 

• Dewey, J. (2002). A Escola e a Sociedade e a Criança e o Currículo. Lisboa: Relógio d`Água.

 

• Gee, J. P. (2003). What Video Games Have to Teach Us about Learning and Literacy, New York: Palgrave Macmillan.

 

• GEPE. (2008). Modernização tecnológica do ensino em Portugal. Estudo de Diagnóstico. Lisboa: Gabinete de Estatística e Planeamento da Educação (GEPE), Ministério da Educação.

 

• GEPE. (2009). Modernização Tecnológica das Escolas 2007/08. Lisboa: Gabinete de Estatística e Planeamento da Educação (GEPE), Ministério da Educação.

 

• Guerrero, N. B. (2004). Proyectos Multimedia. Imagen, Sonido y Vídeo. Madrid: Ediciones Anaya Multimedia.

 

• Jonassen, D. H. (2007). Computadores, Ferramentas Cognitivas: desenvolver o pensamento crítico nas escolas. Porto: Porto Editora.

 

• Matta, R. (2006). Tecnologias de aprendizagem em rede e ensino de história – utilizando comunidades de aprendizagem e hipercomposição. Brasília: Líber Livro Editora.

 

• Mayer, R. (2001). Multimedia Learning. New York, NY: Cambridge University Press.

 

• Toledo, C. (2007). Digital Culture: Immigrants and tourists responding to the native´s drumbeat. International Journal of Teaching and Learning in Higher Education, 19 (1), 84-92.

 

• OCDE. (2006). Are students ready for a technology-rich world? What PISA studies tell us. Paris: Organização para a Cooperação e Desenvolvimento Económico (OCDE).

 

• OCDE. (2010). Are the new millennium learners making the grade. Technology and educational performance in PISA. Paris: Organização para a Cooperação e Desenvolvimento Económico (OCDE).

 

• Patrocínio, T. (2002). Tecnologia, Educação e Cidadania. Lisboa: Instituto de Inovação Educacional.

 

• Pedro, N., Wunsch, L., Pedro, A. & Abrantes, P. (2010). Tecnologias, inovação e desenvolvimento profissional docente no século XXI (ou, pergunte-se aos alunos o que os professores precisam de aprender). ticEDUCA2010 - I Encontro Internacional TIC e Educação, Lisboa.