Course Description
The intent of this course is to help students explore multimedia learning and interactivity as they select and experiment with ways of combining digital and electronic representations of their learning. For this course, multimedia learning refers both to 1) the ways in which we understand learning via multimedia/multimodal representation and 2) the corresponding ways in which we apply our understanding in using multimedia to represent our learning. One informs the other.
Key focus of the course:
Multimedia learning is as much about creativity, perspective and differing “ways of knowing” as it is about the technical or digital process. Understanding foundational relationships between our own creative processes and their representation will allow us to better select, use and build multimedia for identified purpose and impact.
Creative Commons license
EDCI 337: Interactive and Multimedia Learning by Scott Gerrity is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported license.
Permissions beyond the scope of this license may be available from Scott Gerrity.
Sample Assignments
Below are a few simple but effective tasks, corresponding to weekly readings, that proved to have an impact on students' learning. I asked students to do these before viewing those of others posted to their group forums, and then to discuss how they evolved. For each week, I summarized student work in reflective statements, then posted my own finished assignments to show my own learning. Students used their completed tasks in their ePortfolios.
Assessment Criteria
My assessment of their ePortfolios was founded on four foundational questions (click Figure 2 below) regarding Pluralities (diversity of multimedia artifacts), Playfulness (exploration of tools and content), Possibilities (reflection on new application) and Participation (engagement, peer feedback). Critical thinking I assessed based on Bloom’s Digital Taxonomy higher order thinking indicators, which the students were introduced to and used in their own reflective syntheses.
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