Appendix A: Project Outlines EDCT400 Fall 2014

Assignment & Project Outlines

Grading & Assessment (General)
Generally, evaluation will be conducted on the basis of the quality of critical engagement and
intellectual rigor demonstrated in written assignments, the professional initiative evident in
class seminars and online forums, and the evidence of learning articulated in the course of
project and studio based works. Irregular attendance, tardiness, and undistinguished
participation will have a negative impact on the quality of your work and the evaluation of that
work. Each assignment/project will be graded based on a rubric outlining particular
expectations, as well as these general areas:

Critical engagement with ideas/concepts: Are you able to push your ideas into new spheres,
challenge common assumptions, and assert new ways of thinking about your own teaching practice?

Technical skill: Have you explicitly demonstrated the skills/strategies discussed in and out of class (in
this case, planning with inquiry in mind)?

Thoughtful treatment: Have you given careful and deliberate time and attention to both the the
development and implementation of the project (i.e. attention to details, follow-through)?

Risk-taking: Have you endeavoured to go outside your comfort zone and areas of expertise and
experiment with ideas?

Assignment/Project Due Date Weight
In Class Exercises

Completed daily; participation and completion.
Ongoing 10%
Online Blog: Issue Reporting

Total 6 entries; submitted bi-weekly
Sept. 22 ____
Oct. 6 ____
Oct. 20 ____
Nov. 3 ____
Nov. 17 ____
Dec. 1 ____
15%
Focus Teaching Presentation

Beginning Sept. 22, two students will present each
class.
My presentation date:
______________
25%
Project 1: Website Creation Initial Design: Sept. 22
Final Site: Dec. 1
50%
Project 2: Sight Unseen (Digital Photo) Oct. 6
Project 3: Simulations (animation) Oct. 20
Project 4: Soundtrack to X (sound) Nov. 3
Project 5: Exquisite-Film (digital lm) Nov. 17
Project 6: Interactive Installation (Arduino) Dec. 1
Appendix A: Project Outlines EDCT400 Fall 2014
ONLINE BLOG: ISSUE REPORTING
15%

Overview
In this ongoing assignment, you will be asked to keep a blog that will be used to report on
issues related to course content, education, and media technologies in the 21st century. You will
also use your blog as a forum to reflect on projects, teaching experiences, and collaborative
practices both in and outside of the classroom.

Every two weeks, a short question/statement will be posed in relation to course themes and
content. You will be expected to gather information, write, post links and comment on the topic
at hand. The purpose of the blog is to extend classroom discussion and ideas beyond the lab
and to develop the habit of performing research and making connections as a future educator.

You are expected to fulfill the minimum requirement of 6 written entries (250 words or more),
however, students are encouraged to use this blog as an active research site that can be built
out throughout the semester.

Due Date
Bi-weekly with Check-ins on the following dates:

Sept. 22 ____
Oct. 6 ____
Oct. 20 ____
Nov. 3 ____
Nov. 17 ____
Dec. 1 ____

Process
1. Refer to course content/discussion for Blog topics.
2. Post often and using a variety of media! You can respond to the weekly theme, as well as any
other thoughts/issues/reflections about class discussions or communication technology
happenings in the world!
3. You must include at least 6 written entries (of 250 words or more) throughout the course of
the semester.

Assessment
Your blog will be read on an ongoing basis by both myself and your peers throughout the
duration of the course. I will give feedback along the way, in the form of comments and
questions. At the end of the course, you will be assessed on the following criteria:


Criteria Description Weight
Critical engagement with
ideas/concepts
Blog posts push ideas into new spheres, challenge assumptions, assert new
ways of thinking. Student demonstrates strong critical thinking skills, ability
to question own assumptions and intellectual rigor in writing.
5
Exploration/
Experimentation
Blog posts explore themes/questions from a multiplicity of angles,
perspectives, questions, and with diverse media.
5
Connections Blog posts actively respond to weekly themes/questions, while making
multiple connections to class discussions, other resources, and colleague
websites.
5
Appendix A: Project Outlines EDCT400 Fall 2014
FOCUS TEACHING PRESENTATION
25%

Overview
For this project, you will research, plan, and deliver a mini lesson to your peers, based on a
CTS project idea and a media artifact of your choice. The purpose of this lesson will be to
practice lesson planning and project development, while incorporating media studies in an
interesting, relevant, and engaging way.

Details
This project entails two parts: the creation of a Communication Technology project that can be
used with high school students and the planning and delivery of a mini lesson that will support
that project. You will pitch your project, as well as a 10 minute lesson to your peers in order
to share your plan. Your lesson should involve the use of a media artifact that works to open a
larger discussion about media and communication technologies with your students. As an
inquiry-based assignment, the development and implementation of the lesson will be open to
you to decide and work through.

Full presentations will be limited to 20 minutes (maximum) and must include these elements:

Presentation of a CTS Project Idea (The Pitch)

Connection to the Alberta Education POS & Inquiry Learning

Inclusion of a Media Artifact

Lesson Plan related to Project Idea (to be shared with peers)

Due Date
My presentation date: _________________

Process

1. Review the POS and decide what area you would like to pursue. Choose an area of
interest, or an area about which you would like to learn more. Brainstorm projects that are
both engaging and productive for the high school level.
2. Create your overall Project Pitch using the Inquiry-based Learning Planning Template (we
will work through this in class on Sept. 15).
3. Develop your presentation. The format of this is up to you but must include the following
elements:
# Overview of your Project Pitch with connections to POS
# Overview of how this project works as an inquiry project
# Inclusion of media artifact
# 10 minute lesson that supports the project
4. Deliver the lesson to your peers on ___________________________.
5. Hand in planning template and any other materials to Jessie. You will be assessed on your
written work as well as your presentation.



Appendix A: Project Outlines EDCT400 Fall 2014
Focus Teaching Assessment
This planning project will be assessed based on the general assessment criteria for course
project work (outlined on page 1) and the specic considerations outlined below:


















Criteria Considerations Value
Project Idea Have you outlined your project idea in a way that is easily
communicated and clear? Does your project incorporate a media
artifact? Does the project incorporate an inquiry-based approach to
learning?
3
POS Connections
and Pedagogical
Goals
Have you clearly outlined both POS and personal pedagogical
outcomes? Does the overall project meet these objectives? Have you
incorporated POS objectives that focus on media in the classroom?
3
Task Analysis Have you completed a task analysis that is clear, thorough, and
demonstrates you have fully analyzed learner needs for this task?
4
Lesson
Sequencing
Have you sequenced lessons with the task analysis and project goals
in mind? Are the lessons appropriately chunked and sequenced? Is
there adequate scaffolding to facilitate learner success?
5
Mini Lesson Plan
& Delivery
Does your lesson support overall project goals? Is the lesson support
inquiry-based learning? Did you think about student learning
throughout the lesson? Did you endeavour to engage learners through
meaningful, contextual and personalized approaches to using
technology/media?
10
Total 25
Appendix A: Project Outlines EDCT400 Fall 2014
FOCUS TEACHING PLANNING TEMPLATE

Student Name
Project Name
Project Overview
Include a description of the project, the technology used, and how this project supports inquiry-based
learning.
POS Connections
List the relevant areas of the POS that this project supports.
Broad Pedagogical Goals/ Throughlines
What are your aims for the project in your own words? What do you want to students to be able to do, both
technically and conceptually?
Task Analysis
What will the students need to know/do to complete the project?
Student Knowledge Student Skills
Lesson Sequence
Use the chart below to list the main goals/content and activities that you will need to teach to support student
learning.
Planning For
Inquiry
Lesson Focus/
Goals
Main Activities Other Notes
Planning Phase
Retrieving Phase
Processing Phase
Creation Phase
Sharing Phase
Evaluating Phase
Appendix A: Project Outlines EDCT400 Fall 2014
PROJECT 1: WEBSITE CREATION

Overview
As an ongoing assignment throughout EDCT 400, you will develop and publish your work to an
online portfolio/website. This website will serve three main purposes:

1. Acquaint you with the basics of web design using online development tools.
2. Serve as a public forum for your work and showcase your knowledge.
3. Serve as an archive of projects that might be used in the classroom and in the search for a
professional position.

Due Date
Initial Set up: September 22, 2013
Final Site: December 1, 2013

Process:
1. In class you will be introduced to the Weebly web development platform.
2. Complete in-class exercises to learn about this platform and its potential for customization.
3. Using Weebly, develop a personal site that will be used throughout the course to publish
your work. This site should have a clear purpose and audience.
4. Your site must include the following:
a. A home page: This should outline your purpose and intent for the site.
b. A projects page: This is where you will publish your projects.
c. A blog: This is where you will complete your Issue Reporting assignments
d. An About Me page with a bio, CV, or other pertinent information.
e. One additional page of your choice. This could include a links page, sample teaching
materials, or any other page you feel is relevant to your site.
5. Your site should include a design that reects your purpose, with images, links and text
when necessary and relevant. The site should be easy to navigate, clear, and purposeful.

Assessment
Assessment of the website will take place in two stages. You will receive initial feedback for
your site within the rst few weeks of class. You will then be able to adjust and change the site
in response to the feedback given. A nal assessment of the site will take place at the end of
the term.

Resources
Weebly: http://www.weebly.com/









Appendix A: Project Outlines EDCT400 Fall 2014
PROJECT 2: SIGHT UNSEEN (Digital Photography)

Overview
Through the creation of a Photo Essay, students will learn basic visual composition strategies,
basic digital photography applications, and photo editing strategies.

Details
Students will create a Photo Essay based on the theme Sight Unseen. This concept-based
task asks you to utilize the skills developed in class to create an essay based on elements,
phenomena, emotions, thoughts, etc. that remain largely hidden or overlooked on a day to
day basis. You will produce a series of photographs (eight to twelve) examining the chosen
topic from a number of creative and imaginative perspectives.

Due Date
October 6, 2014. Publish to your website.

Process
1. Complete the In-class exercises on visual composition and digital photography. This will
provide you with a basis to start your project.
2. Brainstorm concepts based on the theme Sight Unseen.
3. Begin shooting! Keep your camera with you if you can to capture things throughout your
days. You can use any digital camera that you have access to (including phone cameras).
Keep in mind the di$erent elements of photography discussed in class.
4. Begin editing your photos using Photoshop strategies learned in class. All photo editing
techniques should be used to enhance your chosen theme.
5. Compile your photo essay and post as a Slideshow on your website.
6. Include a short paragraph about your theme following the Slideshow.
7. Be prepared to share your slideshow in class on October 2, 2014.

Assessment

Criteria Description Weight
Critical engagement
with ideas/concepts
Photos demonstrate critical engagement with the theme (Sight
Unseen) and push/pull ideas into new spheres, challenge
assumptions, assert new ways of thinking about photography,
representation, and media.
5
Technical Skill Explicit demonstration of the skills/strategies discussed in and out
of class; demonstration of deliberate skill-building through inquiry
in and out of class.
5
Thoughtful Treatment Student demonstrates that thoughtful, careful, and deliberate time
and attention are given to both the development and
implementation of the project (i.e. attention to details, errors,
craftsmanship, follow-through).
5
Risk-taking and
Experimentation
Student endeavours to go outside her/his comfort zone and areas
of expertise, trying something new through experimentation.
5
Total
/20
Appendix A: Project Outlines EDCT400 Fall 2014
PROJECT 3: SIMULATIONS (Simple Animation)

Overview
Students will create a one minute stop-motion animation that simulates a pedagogical concept
in relation to themes of change/mutation.

Details
Animation is a process of change; changing speeds, lines, shapes, movements, etc. In this
animation project, you will create a stop-motion animation (approx. 1 minute long) that
conceptually simulates a concept of mutation or change in relation to an area of teaching that
interests you (this could be your Major or Minor). This topic will be approached broadly as to
accommodate a wide range of interpretive possibilities (e.g. The changing landscape of
Alberta, the birth of an idea, the life cycle of a slime mold, etc.). You will rst be asked to
research the traits of mutation and adaptation, incorporating your ndings within the stop-
motion process.

Due Date
October 20, 2013. Publish to your website.

Process
1. Complete animation and iMovie in-class exercises.
2. Research and storyboard your animation concept (use any storyboarding template you like.
Post this storyboard with your nal project).
3. Shoot your digital images and edit as necessary.
4. Compile Digital Images using iMovie or another movie-making software package. Add
sound to your animation (music, sound e$ects, narration) depending on your concept.
5. Publish to your website. Your animation should be published and ready to screen on
October 20, 2014.

Top tips for making your Stop Motion Animation!
1. Plan ahead! Brainstorming and planning your visuals will save you time once you start
shooting your images.
2. Shoot to NOT edit! The point of a stopped motion piece is not individual photos. The point is
multiple image series capturing motion. You dont have the time to edit each individual shot,
so shoot with this in mind.
3. Consistency! Use a tripod when necessary, or create marks where you shoot in order to
retain consistency in your shot. Also, watch your lighting, shadows, object placement, etc...
One strategy to retain consistency is to shoot a scene in ONE SESSION.
4. Shoot tonnes! Always shoot more frames than you think you need. You can always delete
frames, but creating them out of nothing weeks later is not so easy.
5. Test it out! For anything but the simplest of shots, it's a good idea to do a dry run-through,
testing that the mechanics of the set and your characters are as you expect. Shooting stop
motion photography can be like driving down a one-way street- there's no turning back!

Tips adapted from: http://www.stopmotioncentral.com/articles-6.html






Appendix A: Project Outlines EDCT400 Fall 2014
Simulations Assessment
This Animation project will be assessed based on the general assessment criteria for course
project work (outlined on Page 1) and the following specic objectives:



Criteria Key Questions Weight
Pre-production:
Research
Storyboarding
Have you developed thorough and thoughtful research in
relation to your chosen concept? (Particularly in relation to the
idea of mutation/change)
Does the storyboard convey effectively the action that will take
place in your movie?
Could you hand it to someone else to shoot and get exactly
what you had in mind?
5
Production:
Photography &
Animation
Technical/Equipment
Use
Did you take an adequate amount of pictures?
Does the movement appear to be relatively smooth, with no
jumps or jerkiness?
Is there evidence of the principles of animation (changing
speeds, lines, shapes, movements) being incorporated into the
production?
Did you use the camera, composition strategies and lighting
effectively?
10
Post-production:
Editing
Final Product
Have music/sound effects been used successfully?
Have you used titles effectively (intro/closing credits, text if
necessary)?
Are transitions between scenes logical and smooth?
Is the nal movie cohesive (all parts seem to make sense
together)
Does the full package (music/video/titles) work together to
successfully illustrate the concept you chose?
5
TOTAL
/20
Appendix A: Project Outlines EDCT400 Fall 2014
PROJECT 4: SOUNDTRACK TO X (Digital Sound)

Overview
Students will create a short (3-5 minute) soundtrack using a variety of digital audio creation and
editing tools.

Details
What would a life, an experience, a place, or an idea sound like? In this assignment, you will
utilize prerecorded loops, e$ects, and original compositions in order to create a conceptual
soundtrack.This conceptual soundtrack will attempt to translate a non-sonic phenomenon into
sound. While theselection of this phenomenon is ultimately up to you, you will be responsible
for defending your selectionsand decisions in a written reection.

Due Date
November 3, 2014. Publish to your website (through YouTube or Soundcloud).

Process
1. Complete in-class exercises in relation to sound creation and editing strategies.
2. Choose and research your non-sonic phenomenon. Brainstorm the various elements you
would like toinclude in the soundtrack.
3. Create! Soundtracks must include the following elements:
# Musical typing or MIDI tools
# Pre-recorded loops/songs/audio
# E$ects and volume modication to modify the loops/audio
# Live recorded sound
5. Export and publish your soundtrack (to YouTube or Soundcloud).
6. Create a short written statement (500-1000 words) that outlines the following points/
questions:
# What was your concept/theme?
# What audio strategies did you use to support this concept/theme?
# What was successful about the soundtrack?
# What might you change/add given more time?
# What was your experience of working with sound? How did you nd this media
di$erent/similar to visual media?
7. Post your Soundtrack to X and Written Statement on your website.

Assessment
This Audio project will be assessed based on the general assessment criteria for course project
work (outlined on Page 1) and the following specific objectives:

Criteria Key Questions/Considerations Weight
Technical
Components
Does your soundtrack include all of the required elements
outlined above? Have you mixed the soundtrack to create a unified
audio composition? Does your soundtrack demonstrate competency with
the audio tools to create a composition relative to your topic?
10
Conceptual
Components
Have you chosen a non-sonic phenomenon to illustrate?
Does the soundtrack work in a cohesive way to illustrate
the phenomena? Have you carefully and thoughtfully worked to enforce
your concept through your technical choices?
5
Appendix A: Project Outlines EDCT400 Fall 2014





































Reflection Does your written reflection clearly and concisely outline
HOW your composition reflects a nuanced and insightful treatment of your
topic? Have you commented on both the successes and challenges, in a
clear and analytical manner?
5
Total /20
Appendix A: Project Outlines EDCT400 Fall 2014
PROJECT 5: EXQUISITE-FILM (Digital Film)

Overview
Students will work collaboratively to create a series of short digital lms. Through this process,
students will learn basic lm strategies, including pre-production, production and editing
techniques. Students will work in pairs to develop a short lm (2-3 minutes in length)

Details
Exquisite corpse, is a creative game invented by the Surrealists by which a collection of words
or images is collectively assembled. Each collaborator adds to a composition in sequence,
either by following a rule or by being allowed to see only the end of what the previous person
contributed. For this lm project, students will work in pairs to create a short lm. For the lm,
each pair of students will be given a description of a beginning shot and end shot. Students
will then ll in the middle using ideas and strategies learned in class. All short lms will be
submitted to Jessie and compiled to create a nal cut, an Exquisite-Film!

Due Date
November 17, 2014. Submit to Jessie via email (for compilation) and publish to website (both
group members must publish their work).

Process
1. Complete in-class activities on Digital Film: pre-production, production, post-production.
2. Idea Generation. Work in pairs to develop concepts in relation to the start/nal shots given
to you.
3. Pre-production. Complete planning process including storyboarding and all elements of
preproduction.
4. Production. Shoot your lm. Remember, the more planning you do, the easier your shooting
and editing will be.
5. Post-production. Edit your video and add sound, titles and transitions as necessary.
6. Submit nal lm to Jessie for screening on November 17, 2014. Publish lm to website.

Assessment
Criteria Key Questions Weight
Pre-
production

Have you developed thorough and thoughtful plans in relation to your
chosen concept?
Does the planning log convey effectively the production elements
required to create the film?
Could you hand it to someone else to shoot and get exactly what you
had in mind?
4
Production Are the camera shots clearly focused and camera movements smooth
and of appropriate length?
Did you make effective use of a variety of camera angles/shots to best
illustrate your concept/idea?
Did you make effective use of continuity (or discontinuity) in order to
best illustrate your concept/idea?
Has sound been used in a way that is clear, audible and appropriate for
your concept?
8
Appendix A: Project Outlines EDCT400 Fall 2014



















Post-
production
Have you made effective use of transitions to segue between shots and
scenes?
Have you made thoughtful use of audio to balance between speech,
music and other sounds? Is the audio clear and appropriate for the
concept/idea?
Are the shots/scenes of an appropriate length? Does the pace maintain/
capture the audiences attention?
Have you used titles effectively (intro/closing credits, text if necessary)?
Is the final movie cohesive as per your concept/idea? (all parts seem to
make sense together)
Does the full package (audio/video/titles) work together to successfully
illustrate the concept/idea you chose?
8
TOTAL
/20
Criteria Key Questions Weight
Appendix A: Project Outlines EDCT400 Fall 2014
PROJECT 6: INTERACTIVE INSTALLATION (Arduino)

Overview
Students will work collaboratively to plan, develop, implement and assess and interactive
installation in response to a specific challenge.

Details
What is the future of communication technologies? To what extent does our environment itself
act as a communication technology through which we perceive stimulus? In an exploration of
interactive media, you will work collaboratively to plan, program and install a multi-media
interactive installation. Using the Arduino open source hardware and creative computing
technologies, you will develop a responsive, interactive environment that incorporates light and
sensors. This project will be assessed using a Self-Assessment including a short written
reflection.

Due Date
December 1, 2014 (In Class)

Process
1. Introduction to interactive media projects (THE FUTURE IS NOW!)
2. Arduino exercises in class.
3. Arduino installation (Completed in class on December 1). In class you will work together to
build and install an interactive installation on University grounds. You will be given directions
and the necessary tools. This project will be inquiry-based and will involve working
collaboratively to come up with a solution.
4. Observations. We will observe people as the interact with the installation.
5. Writing. You will complete a self-assessment and write a one-page statement reflecting on
the process and observations in relation to the larger conceptual questions of the class.

Assessment


Project Criteria Questions to consider Weight
Arduino Exercises (In class) Have you completed the in-class exercises? Have you worked
collaboratively with your peers to problem-solve, support and
challenge?
5
Arduino Installation (In class) Have you worked collaboratively as a class/group to plan and
implement the project? Have you communicated your ideas,
questions, concerns throughout the process? Have you taken
risks and been open to experimentation throughout the
process? Have you been a positive group member and
encouraged/ helped others when needed?
**This part will be a self assessment to be handed in at the end
of class on December 1.
5
Written Statement Have you reflected on the process and your observations?
Have you critically engaged with the content/ideas of the project
in relation to your response? Have you linked your reflection to
broader course goals and implications for teaching/learning? Is
your response clear; have you developed your position
effectively?
10