Multimedia Education

Code:

MM0040

Acronym:

EDM

Keywords
Classification	Keyword
OFICIAL	Education

Instance: 2022/2023 - 1S

Active?	Yes
Web Page:	https://moodle.up.pt/course/view.php?id=1589
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	11	Syllabus	1	-	6	45	162
			2

Teaching language

Suitable for English-speaking students

Objectives

Multimedia Education is a mandatory curricular unit for the students of the specialization in Education and Society. In accordance with the objectives of the Master in Multimedia, the curricular unit intends to enable students:

• To understand the historical and epistemological developments in the multimedia education domain.
• To understand and take part in the debates about the articulation of digital media and education, in their different theoretical, critical, and technical perspectives.
• To know the relevant points of view to promote multimedia literacy in society; as well as, in particular, the integration of multimedia into formal and informal educational projects.
• To analyse and integrate latest research data in the conception and evaluation of products, processes, and services in professional contexts in the educational domain.

Learning outcomes and competences

Epistemological, historical, and social knowledge

• To know the historical development of multimedia education.
• To analyse the epistemological assumptions underlying educational multimedia integration (such as technological determinism and reductionism).
• To inscribe in and relate multimedia education with different social and political contexts.
• To characterize the main expectations and social representations about multimedia education.
• To relate multimedia education with new media literacies.

Theoretical knowledge

• To define key concepts of multimedia education.
• To distinguish educational contexts, from formal schooling to informal learning, from professional training to lifelong education.
• To characterize theoretical proposals such as the theory of multimedia learning, activities with parents in the computer or transformative play.

Analysis and planning of multimedia education scenarios

• To know national and international panoramas of multimedia integration in educational contexts.
• To evaluate the benefits and limitations of educational multimedia integration projects.
• To associate multimedia affordances to specific educational goals.
• To propose innovative educational multimedia integration scenarios with strong theoretical and empirical support.

Reflexivity and critical thinking

• To compare theoretical perspectives and empirical data on the educational integration of multimedia
• To evaluate the contributions of theoretical and empirical scholarship on multimedia education topics.
• To write a literature review on theoretical and empirical work on a given subject of multimedia education from a critical point of view.
• To discuss the place of multimedia education as a multidisciplinary research area.

Working method

Presencial

Program

Past and present of multimedia in / and education:

• History of the convergence of media and technologies into education;
• Methodological developments;
• Social representations of technology and multimedia education;
• New media literacies and the myth of the digital native;
• Panoramas of national and international multimedia education experiences;
• Impact of emergency distance education during the Covid-19 pandemic.

Multimedia education practices:

• Multimedia Learning Theory: technical characteristics and educational affordances;
• Models of multimedia integration in formal education contexts;
• The roles of fun and digital games in education: transformational play;
• Science communication and other non-formal contexts for multimedia education;
• Parental participation in learning with multimedia: bridging formal and non-formal education.

Future directions for multimédia education.

Mandatory literature

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

Comments from the literature

The reference list might be accessed in the Moodle page of the Curricular unit

Teaching methods and learning activities

Lectures concerning the foundational concepts and historical development of multimedia education;
Autonomous readings concerning the remaining contents and their roundtable discussion;
Exploration and debate of case studies and multimedia educational scenarios;
Development and presentation of individual and group work.

All texts, simulations and associated materials to the discipline are available to students in the associated Moodle platform. This virtual area will extend the classroom in space and time: apart from hosting the texts to be read in anticipation of classes, it will also host the continuation of discussions (in forums) and the materials brought by either professors or students to the sessions.

Students will be provided with a bibliography, which will be indicative. One of the main tasks, to be undertaken collectively during sessions and individually in the home, will be the production of literature reviews about multimedia education topics suited to the specific interests of each student. These texts will be submitted via Moodle and presented orally in a session to be scheduled.

In parallel, students shall build, throughout the semester, weblogs (or ‘digital notebooks’) accessible via Moodle or another platform of their choice, that document their study and research with relevant materials – e.g., news clippings, scientific articles, reading notes, videos, podcasts, etc.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Trabalho escrito	50,00
Participação presencial	25,00
Trabalho laboratorial	25,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Elaboração de projeto	80,00
Estudo autónomo	46,00
Frequência das aulas	36,00
Total:	162,00

Eligibility for exams

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

Calculation formula of final grade

Evaluation will comprehend formative and continuous components. The professors will arbitrate, moderate, and guarantee good judgement and transparency. In every case, the students’ activities are typically marked by four criteria:

1. Scientific accuracy.
2. Creativity/originality.
3. Clarity.
4. Commitment/presentation.

On a scale of 0 to 20, the final grade will have the following profile:

1. (25%) Participation and commitment during session, with particular emphasis on the roundtable discussions of the proposed readings;
2. (50%) Individual literature review article, including its formal presentation;
3. (25%) Semester-long maintenance of an individual weblog (or another type of ‘online notebook’) with news clippings, reading notes, reflections, and other contents about multimedia education.

The final score for each student will be: A*0,25+B*0,50+C*0,25

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.