Merging Educational Goals and
Interactive Multimedia Projects® Online

Merging Educational Goals and Interactive Multimedia Projects
Develop a technology rich classroom in which interactive projects based on standards facilitate student use of technology. Empower students to create meaning from learning, improve communication, and develop responsibility through project-based learning.

• Apply technology in creative ways.
• Integrate technology standards with multimedia projects.
• Empower students with real-world problem solving.

"I found it rewarding to work along side my students as a collaborative team member as they designed their multimedia projects."

Target Audience: All K-16 educators

Prerequisite: entry-level technology skills

Time Requirement: 6-8 hours per week

Course Format: Nine-week, facilitator-led with weekly assignments, and 24/7 online access

Preferred Operating Systems: Windows 2000, Windows XP, or Mac OS 10.3

Preferred Browsers: Blackboard does not operate properly when using AOL. For an optimal experience use Internet Explorer 6.1 (PC), Internet Explorer 5.2 (Mac), or Safari 1.2 (Mac).

Required Software: Microsoft Word®

Required Web Browser Plug-In: Adobe® Acrobat® or Adobe® Reader™

Required Textbook: Participants are responsible for acquiring Increasing Student Learning Through Multimedia Projects by Michael Simkins, Karen Cole, Fern Tavalin, and Barbara Means, published by ASCD.

Graduate Credit: 3 semester hours or 4.5 quarter hours

This course is in limited release.

Develop new approaches to teaching that integrate National Educational Technology Standards and state, local, and district standards into classroom activities and projects. Engage and empower students as they create and present multimedia projects.

• Apply the power of multimedia to interactive projects that are meaningful for learners.

• Establish a learning environment that reflects real-world problem solving and encourages collaboration between teacher and student.

• Design projects that empower students to take more control and responsibility for their own learning.

• Create "how-to" step-by-step instructions for using various computer applications and technology tools.

• Use the Project Life Cycle model to integrate technology tools across the curriculum.

What is an "Online" course?
PLS uses the terms "Online course" to refer to courses in which participant/facilitator interaction takes place primarily through the Internet. Our facilitators will guide you through the course, give and grade weekly assignments, and lead discussions. However, there are no scheduled course meetings, and all interaction takes place through a Learning Management System (LMS) platform on the Web with 24/7 online access.

What benefits does taking a course online offer?
Many students find the convenience of taking an online course to be the greatest benefit of all. All interaction takes place through the Internet, so there are no live classes to attend. Additionally, our online courses are asynchronous, which means there are no scheduled course meetings, so participants can work whenever it's convenient for them.

Another benefit of taking an online course is the opportunity to learn and practice your computer skills with the support of the facilitator.

Are there any drawbacks to taking an online course?
Some people find the lack of face-to-face communication difficult. But many people find that the discussion tools are an adequate substitute and offer participants the unique opportunity to interact with fellow teachers from all over the country and the world.

Are there any face-to-face meetings in online courses?
No, you may be anywhere in the world, as long as you have Internet access.

How much interaction is there between the facilitator and participants?
A lot. The facilitator oversees the course for the entire eight-week period. From a welcome phone call prior to the start date, to a detailed weekly overview of assignments, to comments on the discussion board, the facilitator is an integral part of the course experience. Part of the facilitator's responsibility is to assign and give feedback on participants' course work, and you will find that she or he is always ready to help, either by phone or email.

Are there scheduled meeting times?
No, the facilitator will assign weekly coursework, which you must complete and return within a given timeframe. You will also participate in an asynchronous online class discussion, posting and reading comments at times that are convenient to you.

Do the students pace themselves from week to week?
The assignments are all due within a specific week, and should be posted within that week. However, if a student needs to be away during the class, arrangements can be made at the discretion of the facilitator for the student to work ahead. Also, since the course can be accessed from any Internet-connected computer, often a student can log-on from his or her current location.

How are assignments completed and submitted?
Assignments are sent electronically to the facilitator. Some assignments are posted to a common "bulletin board" in discussion rooms that reflect the various threads of the course. Other assignments are sent by attachment to the facilitator, or attached to an area of the course platform where they can only be viewed by the facilitator.

How many online hours do you estimate your online courses consume each week?
The time you spend in one of PLS's online courses will be comparable to the time spent in and out of any traditional seat-based course. Time online depends on your working style and may range from 6-8 hours each week.

Do I need special software or technology?
There is no special software required. All you need is access to the Internet and an active email account. All material will be provided as part of the course.

What level of computer experience is required?
The computer expertise is that of an intermediate/beginner. If you can send email, you will be able to navigate the course. Sending attachments is also required, but the facilitator will give step-by-step directions if necessary. Whatever your level of expertise, you will refine those skills that you have and learn new ones.

What if I'm not currently teaching?
When a participant is not currently in the classroom, assignments are "tweaked" as necessary by arrangement between the participant and the facilitator.

How can I register?
You can register for all our online courses by calling 1-866-PLS-CLASS or by clicking on the course section that fits your needs in the box to the right.

What if I have further questions?
If you have additional questions not answered by these FAQs, call 1-866-PLS-CLASS

** PLEASE NOTE: Registration for online courses closes ten business days before the start date. Registration materials will be sent to your home address prior to the beginning of class.


Note: Students who have taken the on-site version of Merging Educational Goals and Interactive Multimedia Projects® cannot register for this online course.

Course Description Download Syllabus (PDF)
Merging Educational Goals and Interactive Multimedia Projects® Online is a Performance Learning Systems® online course that helps experienced and beginning K-12 educators in all subject areas build expertise in using technology as effective tools to support and enhance learning in their classrooms. This course responds to the growth of educational technology and the increasing expectations for its regular implementation in the classroom. The focus of this course is on using multimedia tools for three specific instructional purposes: first, to increase the effectiveness of their instructional delivery of content; second, to develop interactive, engaging, standards-based learning experiences for students; and third, to create an environment that reflects real-world problem solving, where students work collaboratively with their teachers to meet curriculum standards and where making meaning through problem-solving, collaborating, researching, designing, testing, and communicating is an everyday event.

Course Outcomes
Upon completion of this class, the learner is expected to be able to:
1. Discuss how educational research supports using multimedia projects to increase student learning.
2. Discuss the expectations placed on today’s teachers to use technology in their classrooms, the range of skills teachers need to learn as a result, and the standards that guide instruction and professional development.
3. Describe the ideal learning environment for technology-infused classrooms, qualities of the teacher-student relationship in a collaborative setting, including the critical thinking skills that are supported.
4. Distinguish among types and characteristics of interactive multimedia projects (IMPs) and their purposes in the teaching/learning process (information acquisition, online correspondence, competitions, interactive writing projects, online conferencing, multimedia presentations, electronic field trips, WebQuests, etc.).
5. Understand how to guide students through the process of multimedia project development.
6. Demonstrate instructional applications of multiple technologies, including graphics and images, linear and non-linear PowerPoint presentations, Filamentalities, and a class Web page.
7. Explain the purpose of and steps in the Project Life Cycle as a tool to connect multimedia project planning and management with technology standards for teachers and students, research, and assessment of proficiency.
8. Use Project Life Cycles to create and evaluate a series of multimedia projects designed to build the following areas of instructional proficiency: a single PowerPoint slide, a linear PowerPoint, a nonlinear PowerPoint, Filamentality, and a class Web page.
9. Demonstrate understanding of copyright and fair use guidelines for educators, and explain their application to multimedia projects used or created in the classroom.
10. Understand and use a broad range of online resources for student multimedia project planning, development, and evaluation.
11. Generalize this course content to reflect how the multicultural and diverse populations within classrooms have their needs met via the application of the skills, strategies, and knowledge of this course.
12. Reflect upon and continuously evaluate personal practice, adjust accordingly, and actively seek out opportunities to grow professionally using the knowledge and skills of this course.
13. Work collaboratively to share knowledge, skills, and experiences, refine understanding of content, give and receive feedback, and improve expertise.

Required Text
Increasing Student Learning Through Multimedia Projects by Simkins, Cole, Tavalin, and Means. Instructors and learners will also use instructor-generated materials, learner-generated materials, and Web-based resources to facilitate learning.

Topical Outline

Introduction to Interactive Multimedia Projects:
Definition of interactive multimedia projects (IMPs); impact of multimedia; levels of IMP complexity; types of IMPs (information acquisition: online correspondence; competitions, interactive writing projects, online conferencing, multimedia presentations, electronic field trips, WebQuests); self-assessment of course skills; why IMPs work; research supporting technology use in education; PowerPoint Bio Slide activity; IMP evaluation based on levels of cognition in Bloom’s taxonomy.

Roles and Goals
Evolving roles of teachers and students; the teacher’s mission; relating to students; setting up the environment; National Educational Technology Standards for Teachers and Students; technology and education reform; authentic uses of technology; PowerPoint presentation to administrator.

Graphics, Procedures, and Copyright
Graphic and image applications in IMPs; writing procedural outlines for skills used in multimedia projects; Alpha and Beta testing multimedia projects; copyright and fair use guidelines for teachers; copyright quiz; copyright issues for multimedia projects;

Storyboards and Linear PowerPoints
Examples of student- and teacher-created linear PowerPoints; the storyboarding process and how it applies to IMPs; storyboard creation and application; creating a linear PowerPoint; peer review and evaluation.

Non-Linear PowerPoints
Examples of student- and teacher-created non-linear PowerPoints; creating a linear PowerPoint; peer review and evaluation.

Project Planning and Assessment
Knowing one’s students; online exploration of multimedia projects for resources for information acquisition, online correspondence, competitions, interactive writing projects, online conferencing, multimedia presentations, electronic field trips, and WebQuests; explanation of the Project Life Cycle (PLC) Model (Goals and Objectives, Standards Integration, Description with Components and Timeframes, Assessment Criteria, Research, Design and Production, Testing, Debriefing); purposes and processes for each phase of the PLC; application of PLC to course projects; assessing student-produced multimedia projects; assessment rubrics for student-produced multimedia projects;

Project Implementation and Management
Continued online exploration of multimedia projects for resources for information acquisition, online correspondence, competitions, interactive writing projects, online conferencing, multimedia presentations, electronic field trips, and WebQuests; application of PLC to a specific IMP; communication with parents.

On the Web
Filamentality explanation and creation; class Web page creation; exploration of blogs, podcasts, rss, streaming video, and other innovative technologies; Internet resources for teachers including Web site awards, portfolios, places to publish online, subject area specialties and skills, information directories, libraries and museums, communications media, professional resources, verifying information, citing information, and authoring information; post-assessment.

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