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Week |
Subject |
Related Preparation |
1) |
Orientation Tools, Align, Timeline, Layers, Library, Masks, Importing objects to library or stage Motion Guide, Timeline Effects, Motion – shape tween
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2) |
The promise of Multimedia World • Introduction to Multimedia • Working with Multimedia Technologies • A Brief History of Multimedia Introducing AS 3.0 Variables, Operators, Loop statements, Conditionals, Arrays
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Chapter 1: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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3) |
Cognitive Theory of Multimedia Learning • Implications of Cognitive Load Theory for Multimedia Learning • An Integrated Model of Text and Picture Comprehension • The Four-Component Instructional Design Model: Multimedia Principles in Environments for Complex Learning Methodologies I • Tutorials, Hypermedia, Drills Functions, Base Objects (radio buttons, check boxes, etc.), Buttons
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Chapter 2,3,4, and 5: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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4) |
Methodologies II • Simulations, Educational Games Movie clips, Navigating to any link
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5) |
A Multimedia Starter Kit: Motivation, Tools, Skills • Planning • Fair Use Guidelines Events, Mouse Events, Drag and drop operations, Keyboard Events
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6) |
Basic Principles of Multimedia Learning – I • Multimedia Principle • Split-Attention Principle • Modality Principle • Redundancy Principle Timer Events, Date and Time Operations, Text functions, Cookies
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Chapter 6,7,8,9, and 10: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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7) |
Basic Principles of Multimedia Learning – II • Principles for Managing Essential Processing: Segmenting, Pre-training, and Modality Principles • Principles for Reducing Extraneous Processing: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles • Principles Based on Social Cues: Personalization, Voice, and Image Principles Dynamic Tween and Transition Effects, Image Galleries, Using of Loader – UI Loader
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Chapter 11,12, and 13: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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8) |
Creating Multimedia – I • Text, Sound, Images Audio Controls
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9) |
Creating Multimedia – II • Animation and Video Video and Animation (SWF files) Controls
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10) |
Advanced Principles of Multimedia Learning - I • The Guided Discovery Principle in Multimedia Learning • The Worked-Out Example Principle in Multimedia Learning • The Collaboration Principle in Multimedia Learning • The Self-Explanation Principle in Multimedia Learning XML Controls (1), Dynamic Menus
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Chapter 14,15, 16, and 17: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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11) |
Advanced Principles of Multimedia Learning - II • The Animation and Interactivity Principles in Multimedia Learning • Navigational Principles in Multimedia Learning • The Site Map Principle in Multimedia Learning • The Prior Knowledge Principle in Multimedia Learning • The Cognitive Aging Principle in Multimedia Learning XML Controls (2), Various XML using examples in dynamic programming
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Chapter 18,19, 20, 21 and 22: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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12) |
Multimedia Learning in Advanced Computer-Based Contexts • Multimedia Learning with Animated Pedagogical Agents • Multimedia Learning in Virtual Reality • Multimedia Learning with Games, Simulations, and Micro worlds • Multimedia Learning with Hypermedia • Multimedia Learning in e-Courses Drawing Events
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Chapter 31,32, 33, 34 and 35: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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13) |
Publishing Multimedia • Planning and Costing • Designing and Producing • Delivering MySQL connection through PHP web page
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14) |
Project Presentations |
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Program Outcomes |
Level of Contribution |
1) |
Students will be able to demonstrate theoretical and practical knowledge in the areas of Educational/Instructional Technology. |
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2) |
Students will be able to conduct research in the area of Educational/Instructional Technology. |
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3) |
Students will be able to plan and evaluate in the process of teaching information technologies. |
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4) |
Students will be able to select and implement appropriate strategies and techniques for teaching information technologies. |
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5) |
Students will be able to put their theoretical information into practice in the area of Educational/Instructional Technology. |
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6) |
Students will be able to design and develop educational materials, software and games. |
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7) |
Students will be able to implement information technologies effectively in and outside of educational environments. |
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8) |
Students will be able to measure and evaluate learners' performances in educational environments. |
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9) |
Students will be able to self-improve their knowledge continuously in information technologies. |
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10) |
Students will be able to act ethically in electronic and non-electronic educational environments, and pass these values to next generations. |
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11) |
Students will be able to plan, manage, and evaluate educational projects. |
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12) |
Students will be able to find out the technologic necessities of companies, and set up these technologies. |
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