Fall 2018 - EDUC 890 G001

Educational Media as Foundations of Curriculum (4)

Class Number: 1951

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 4 – Dec 3, 2018: Thu, 4:30–8:20 p.m.
    Surrey

Description

CALENDAR DESCRIPTION:

Provides a historically-grounded treatment of the constructive role of technologies in the transmission and production of cultural knowledge and understanding. Students develop a grasp of the ways in which technologies have mediated and transformed the nature of knowledge, the knower, and processes of coming to know.

COURSE DETAILS:

Educational technology enthusiasts are prone to talk about the advantages of new modes of curriculum “delivery.” This language assumes that it is possible to separate curriculum from the media used to enact it. In this course, we will take seriously the proposition that it has never been possible to separate curriculum from the media used to implement it. We will explore this proposition both through literature and our own technology design efforts. In the literature, we will examine the history of various educational media and their use, as well as current technology trends and the scholarship around them. In the design field, students will examine the affordances and constraints of educational media currently in vogue, such as digital games, apps, wikis, blogs, podcasts, videos, virtual reality, and other interactive tools for teaching and learning. Students will apply the knowledge learned in this course by developing a technology-enabled system, curriculum, or artifact of some kind to address a problem of learning in a setting that is important to them. Students will benefit from critiques provided both by peers and the instructor before final submissions are due.

COURSE-LEVEL EDUCATIONAL GOALS:

At the completion of this course, students will be able to:

  • Understand the historical, philosophical, and political dimensions of educational media
  • Identify the educational affordances and constraints of popular digital media 
  • Appreciate some of the current issues and controversies in the field of Educational Technology and Learning Design
  • Achieve a working knowledge of software applications used for the design and development of educational media
  • Apply instructional design principles to develop curricula or artifacts that support learning

Grading

  • • App design challenge 20%
  • • Seminar leadership (groups of 3) 10%
  • • Between-class online discussions (evaluated by portfolio) 20%
  • • Design of a technology-based tool for teaching and learning (includes the artifact and a statement of design rationale) 40%
  • • Draft of your design and critique of a peer’s draft design 10%

REQUIREMENTS:

Attendance at all classes is essential and mindful engagement in discussions and activities is expected. The success of this class is dependent upon the preparation and participation of everyone in our learning community. The weekly learning labs will develop throughout the semester in response to class members’ interests and experiences. 

Materials

MATERIALS + SUPPLIES:

All course software is available for free. Students are highly recommended to have ready access to a laptop or desktop computer for use with this course, though it is not required. The weekly class meetings will be in a computer lab, and you will have card reader access at all times.

REQUIRED READING:

Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College
ISBN: 080772792X

RECOMMENDED READING:

A detailed syllabus with specific readings and media will be made available at the first class. All required texts will be listed on Canvas and accessible through the SFU Library system or other open‐sources. 


Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS