[ COURSE SYLLABUS ]
COURSE PROJECT & ASSIGNMENTS
1. LEARNING MEDIA DESIGN INQUIRY PROJECT
Anchoring learning media methods course work is a design challenge. Students will be assigned to work in small interdisciplinary groups to (re)design and refine a sequence of technology supported activities and learning interactions that promote learning, and fit within the constraints of a real-world mobile learning system.
Dr. Jolene Zywica with the Opportunity Education Foundation (OEF) is leading the development of a next generation open learning platform. OEF will provide a design challenge the first week of class. Using this mobile learning context as our starting point, students will work individually and in small groups over the course of the semester to define and scope the design challenge through readings and related design research activities. Project teams will develop a focused statement of what objectives their design intends to accomplish for learners using the particular affordances of mobile web applications and digital media to foster learning interactions. In developing design concepts, students may focus on the representational and communication aspects of system infrastructure, the curricular activity system, or the integration of features that support effective instructional practices and routines.
In the last class session, teams will present their final project concepts to an OEF representative, and an interested review panel. For this final critique session, each group should plan a 15 minute presentation that documents key inflection points in the design process, describes a set of theory-based learning goals that the group established to guide the project design, and provide a logic model that links learning goals to embodied features in the design and to learning outcomes which could be assessed. The presentation should also convey the engagement cycle a learner (or group of learners) would experience when using your mobile learning system. Allow for an additional 10 minutes of discussion afterwards with questions from the class and the review panel. Project details and the design brief can be found under the Design Challenge.
To protect OEF’s intellectual property, the design brief page requires a password for access. *Please do not share this material beyond the class*
1. LEARNING MEDIA DESIGN INQUIRY PROJECT
Anchoring learning media methods course work is a design challenge. Students will be assigned to work in small interdisciplinary groups to (re)design and refine a sequence of technology supported activities and learning interactions that promote learning, and fit within the constraints of a real-world mobile learning system.
Dr. Jolene Zywica with the Opportunity Education Foundation (OEF) is leading the development of a next generation open learning platform. OEF will provide a design challenge the first week of class. Using this mobile learning context as our starting point, students will work individually and in small groups over the course of the semester to define and scope the design challenge through readings and related design research activities. Project teams will develop a focused statement of what objectives their design intends to accomplish for learners using the particular affordances of mobile web applications and digital media to foster learning interactions. In developing design concepts, students may focus on the representational and communication aspects of system infrastructure, the curricular activity system, or the integration of features that support effective instructional practices and routines.
In the last class session, teams will present their final project concepts to an OEF representative, and an interested review panel. For this final critique session, each group should plan a 15 minute presentation that documents key inflection points in the design process, describes a set of theory-based learning goals that the group established to guide the project design, and provide a logic model that links learning goals to embodied features in the design and to learning outcomes which could be assessed. The presentation should also convey the engagement cycle a learner (or group of learners) would experience when using your mobile learning system. Allow for an additional 10 minutes of discussion afterwards with questions from the class and the review panel. Project details and the design brief can be found under the Design Challenge.
To protect OEF’s intellectual property, the design brief page requires a password for access. *Please do not share this material beyond the class*
2. READING ASSIGNMENTS
*Find reading assignments with PDF links under Syllabus >> Readings
a. Written Reflections
Many of the class sessions are structured around a selected set of readings to support in-class discussion and related activities that will engage us in thoughtful analysis of the author(s) arguments, methods, and findings, and which will inform our design inquiry process. To ensure this class discussion and knowledge-building activity is vibrant, it is critical that each student comes to class having read the assigned materials, and spent time considering the relevance and applicability of the ideas to course assignments and the learning media design challenge.
To encourage this preparation, students need to submit short (approx. 500 words) reading reflections. These written reflections can be conversational in tone, but should include a brief summary of the key ideas/arguments presented in the article, note the methods used to study learning outcomes, consider what design implications could be drawn from the readings, and how they might influence or improve your group’s approach to the learning media design challenge.
One of the key benefits of technology is that it provides a medium for making our thinking public and sharable. These reflections are is an important tool for your own learning and for others in the class, and for those who might be interested in our discussion of the application of research and theory to the design of mediated learning experiences. For this reason, we have set up a course blog where you can choose to post reflections for public comment and discussion.
The assigned written reflections must be turned in 1 hour before the next class session. Some readings may come with a guiding question or prompt in the associated blog post where you can submit your reflections in the comment section. Alternatively, if you prefer not to share your reflection publically, please upload your response as text file using the Reflection Submit Form in the Readings section. Use the file labeling convention: Reflection#_LastName (e.g. Reflection1_Louw.pdf).
Reading reflection assignments are worth 3 points. Responses submitted after class will be docked 1 point. Reflections that do not thoughtfully address the criteria above, simply paraphrases language, are error-ridden, or fall significantly short of the word count will also lose 1 point.
b. Leading Group Discussions of Articles
As part of your project design work, student groups (TBD) will be responsible for leading a group discussion once over the course of the semester, depending on the final class roster. Each small group will be expected to meet outside of class, prepare a set of guiding questions and/or an inquiry activity, and lead a provocative 15 minute class discussion to engaged the class in analyzing the readings, making connections to course assignments, and address the design implications of these readings for improving mobile learning interactions and experiences. Article discussion leaders should:
(Optional) I encourage you and/or your group to consider starting a project blog, or some media-rich method for systematically documenting your design thinking and process for this class. Not only is this a good design practice, but also it will be useful in the preparation your final group presentation. For students in the IDeATe Learning Media concentration and minor, an online design process book will be a required course element for the Fall 2015 Learning Media Design [05-291] course.
*Find reading assignments with PDF links under Syllabus >> Readings
a. Written Reflections
Many of the class sessions are structured around a selected set of readings to support in-class discussion and related activities that will engage us in thoughtful analysis of the author(s) arguments, methods, and findings, and which will inform our design inquiry process. To ensure this class discussion and knowledge-building activity is vibrant, it is critical that each student comes to class having read the assigned materials, and spent time considering the relevance and applicability of the ideas to course assignments and the learning media design challenge.
To encourage this preparation, students need to submit short (approx. 500 words) reading reflections. These written reflections can be conversational in tone, but should include a brief summary of the key ideas/arguments presented in the article, note the methods used to study learning outcomes, consider what design implications could be drawn from the readings, and how they might influence or improve your group’s approach to the learning media design challenge.
One of the key benefits of technology is that it provides a medium for making our thinking public and sharable. These reflections are is an important tool for your own learning and for others in the class, and for those who might be interested in our discussion of the application of research and theory to the design of mediated learning experiences. For this reason, we have set up a course blog where you can choose to post reflections for public comment and discussion.
The assigned written reflections must be turned in 1 hour before the next class session. Some readings may come with a guiding question or prompt in the associated blog post where you can submit your reflections in the comment section. Alternatively, if you prefer not to share your reflection publically, please upload your response as text file using the Reflection Submit Form in the Readings section. Use the file labeling convention: Reflection#_LastName (e.g. Reflection1_Louw.pdf).
Reading reflection assignments are worth 3 points. Responses submitted after class will be docked 1 point. Reflections that do not thoughtfully address the criteria above, simply paraphrases language, are error-ridden, or fall significantly short of the word count will also lose 1 point.
b. Leading Group Discussions of Articles
As part of your project design work, student groups (TBD) will be responsible for leading a group discussion once over the course of the semester, depending on the final class roster. Each small group will be expected to meet outside of class, prepare a set of guiding questions and/or an inquiry activity, and lead a provocative 15 minute class discussion to engaged the class in analyzing the readings, making connections to course assignments, and address the design implications of these readings for improving mobile learning interactions and experiences. Article discussion leaders should:
- Summarize the main points of the reading for the class with supporting details and evidence (3 mins.)
- Pose 2 to 3 questions that you want the class to discuss, or develop an inquiry activity to prompt analysis or application of the ideas (7 mins. )
- Share your group’s perceptions about the relevance of the reading to our design challenge, and your emerging design concepts (5 mins.)
(Optional) I encourage you and/or your group to consider starting a project blog, or some media-rich method for systematically documenting your design thinking and process for this class. Not only is this a good design practice, but also it will be useful in the preparation your final group presentation. For students in the IDeATe Learning Media concentration and minor, an online design process book will be a required course element for the Fall 2015 Learning Media Design [05-291] course.
3. DESIGN RESEARCH ASSIGNMENTS
*Assignment details and grading rubrics available in the Assignments section of the syllabus, and discussed in class. Late assignments are liable to lose a half to full letter grade.
Assignment 1: Powerful Learning Stories/Insight Boards
DUE: 29 March for class presentation
Assignment 2: Design Precedents Analysis
DUE: 7 April for class presentation, and submit by next class
Assignment 3: Mentoring & Facilitating User Studies
DUE: 19 April for class presentation, and submit by next class.
Assignment 4: Learning Design Concept Final Presentation
DUE: 3 May for class presentation; final documentation submitted by 5/5/15 at 5pm
*Assignment details and grading rubrics available in the Assignments section of the syllabus, and discussed in class. Late assignments are liable to lose a half to full letter grade.
Assignment 1: Powerful Learning Stories/Insight Boards
DUE: 29 March for class presentation
Assignment 2: Design Precedents Analysis
DUE: 7 April for class presentation, and submit by next class
Assignment 3: Mentoring & Facilitating User Studies
DUE: 19 April for class presentation, and submit by next class.
Assignment 4: Learning Design Concept Final Presentation
DUE: 3 May for class presentation; final documentation submitted by 5/5/15 at 5pm
GRADING & ATTENDANCE
Your grade will be determined by your class attendance, the timely submission of thoughtful reflections on readings, participation in class discussions, and your performance in course assignments and the final group presentation. Grading rubrics will be given with assignments.
You will be graded on a percentage scale:
• Reading Reflections & Participation [25%]
• Design Research Assignments [40%]
• Final Project Presentation (Design Concept & Learning Outcomes Statement) [30%]
Late reading reflections will be docked 1 point each time. Late design research assignments will lose a half to a full grade.
You are required to attend class every session. You may miss one session without penalty to your grade; however, for each additional session missed without prior approval, you will lose half a letter grade from your final grade. Please notify me at least two weeks in advance if you know you must miss class for a scheduled reason or medical appointment. In case of an emergency or religious obligation, we can discuss adjusting the assignment due dates.
PARTICIPATION & COLLABORATION EXPECTATIONS
The teaching team will do our best to ensure equitable participation in class by maintaining the following norms in class discussion and group activities:
Attention is a form of respect and participation.
During class time, you may not use online devices and social media applications for communication and pursuits not directly related to the course. Unwarranted use and distraction from class activities will affect your participation grade.
Listen carefully to everyone’s ideas and build on them.
Everyone’s ideas are worthy of your consideration. Making use of others’ ideas when you speak in class conveys your respect for the person and their contribution. Referencing another’s idea doesn’t mean you have to agree with it,
When making claims, support them with evidence.
When you make a claim in class or in an assignment, support it with evidence. For this class, evidence from well-designed, empirical research studies (i. e. course readings) is valued most highly. Experience counts too, especially where it offers an alternative perspective on findings from empirical research.
Take personal responsibility for contributing to the intellectual life of the classroom, and to improving your understanding of the material and learning new collaboration skills.
You are in charge of your own learning. What you get out of the class depends on what you put in. Stretch yourself, try out new premises, ideas, and tools for thinking, revising and expressing your design ideas. You share responsibility for the collective learning that happens in class, during breakout sessions and through the group work.
ACADEMIC SUPPORT
The easiest and most reliable way to get in touch with the instructor is by email <[email protected]>. Please feel free to contact me you have questions related to the course. I will respond as soon as I can, but not always instantaneously. After most class sessions, Soniya and I will be available to meet for 15 minutes, either in Studio B or the library lounge area. If you’d like to schedule a meeting time with me to discuss the readings, projects, assignments, or other considerations related to the course, please email me to arrange a mutually convenient time during the week.
For questions related to IDeATe facilities and equipment use, first please check the web site http://ideate.andrew.cmu.edu/ or ask the IDeATe facilities person on duty. For additional information, contact P. Zach Ali by email [email protected], or phone 412.913.1951.
The teaching team will do our best to ensure equitable participation in class by maintaining the following norms in class discussion and group activities:
Attention is a form of respect and participation.
During class time, you may not use online devices and social media applications for communication and pursuits not directly related to the course. Unwarranted use and distraction from class activities will affect your participation grade.
Listen carefully to everyone’s ideas and build on them.
Everyone’s ideas are worthy of your consideration. Making use of others’ ideas when you speak in class conveys your respect for the person and their contribution. Referencing another’s idea doesn’t mean you have to agree with it,
When making claims, support them with evidence.
When you make a claim in class or in an assignment, support it with evidence. For this class, evidence from well-designed, empirical research studies (i. e. course readings) is valued most highly. Experience counts too, especially where it offers an alternative perspective on findings from empirical research.
Take personal responsibility for contributing to the intellectual life of the classroom, and to improving your understanding of the material and learning new collaboration skills.
You are in charge of your own learning. What you get out of the class depends on what you put in. Stretch yourself, try out new premises, ideas, and tools for thinking, revising and expressing your design ideas. You share responsibility for the collective learning that happens in class, during breakout sessions and through the group work.
ACADEMIC SUPPORT
The easiest and most reliable way to get in touch with the instructor is by email <[email protected]>. Please feel free to contact me you have questions related to the course. I will respond as soon as I can, but not always instantaneously. After most class sessions, Soniya and I will be available to meet for 15 minutes, either in Studio B or the library lounge area. If you’d like to schedule a meeting time with me to discuss the readings, projects, assignments, or other considerations related to the course, please email me to arrange a mutually convenient time during the week.
For questions related to IDeATe facilities and equipment use, first please check the web site http://ideate.andrew.cmu.edu/ or ask the IDeATe facilities person on duty. For additional information, contact P. Zach Ali by email [email protected], or phone 412.913.1951.
POLICIES
Familiarize yourself with CMU’s Academic Standards. Definitions of plagiarism and cheating are available at the Policy on Academic Integrity and include (1) submitting work that is not your own for papers, assignments, or exams; (2) copying ideas, words, or graphics from a published or unpublished source without appropriate citation; (3) submitting or using falsified data; and (4) submitting the same work for credit in two courses without prior consent of instructor. Any student who is found cheating or plagiarizing on any work for this course will receive no credit for that work. Further action will also be taken if necessary.
Program Grievance Procedures:
IDeATe students’ respond to a Faculty Course Evaluation anonymously for all courses they have taken in a given year. In addition, students are welcome to talk over any concerns they might have with the instructor, teaching assistant and the IDeATE Program Manager, Kelly Delaney <[email protected]>.
Familiarize yourself with CMU’s Academic Standards. Definitions of plagiarism and cheating are available at the Policy on Academic Integrity and include (1) submitting work that is not your own for papers, assignments, or exams; (2) copying ideas, words, or graphics from a published or unpublished source without appropriate citation; (3) submitting or using falsified data; and (4) submitting the same work for credit in two courses without prior consent of instructor. Any student who is found cheating or plagiarizing on any work for this course will receive no credit for that work. Further action will also be taken if necessary.
Program Grievance Procedures:
IDeATe students’ respond to a Faculty Course Evaluation anonymously for all courses they have taken in a given year. In addition, students are welcome to talk over any concerns they might have with the instructor, teaching assistant and the IDeATE Program Manager, Kelly Delaney <[email protected]>.