2018 | Educational Media and Design A

2018　Educational Media and Design A

Font size S M L

Academic unit or major: Graduate major in Social and Human Sciences

Instructor(s): Murota Masao

Class Format: Lecture

Media-enhanced courses

Day/Period(Room No.): Thr5-6(W9-202)

Group: -

Course number: SHS.M445

Credits: 1

Academic year: 2018

Offered quarter: 3Q

Syllabus updated: 2018/9/27

Lecture notes updated: -

Language used: Japanese

Access Index

Syllabus

Course description and aims

Students learn the cognitive theory of learning that utilizes the media, and discuss and propose guidelines for effective e-Learning content design. In addition, students specifically design e-Learning contents based on the guidelines.

The aimes of this course are to acquire practical knowledge and skills for effective e-Learning content design.

Student learning outcomes

By the end of this course, students will be able to:
1) learn a cognitive theory of learning utilizing media to propose specific guidelines for effective e-Learning content production.
2) design a e-Learning content based on the guidelines.

Keywords

e-Learning, Multimedia, Cognitive Model of Learning, Instructional Design, Media Design, Contents Design

Competencies that will be developed

✔ Specialist skills

Intercultural skills

✔ Communication skills

Critical thinking skills

✔ Practical and/or problem-solving skills

Class flow

Each class will include lecture, groupwork, and workshop.

Course schedule/Required learning

	Course schedule	Required learning
Class 1	What is the learning by utilizing the media	Students can explain the significance of learning by utilizing the media.
Class 2	Video content production technology	Students can explain video content production technology.
Class 3	Cognitive Model of Learning	Students can explain how people learn from multimedia learning contents.
Class 4	Learning contents design technology	Students can design learning contents based on a dual channel model of multimedia learning.
Class 5	Peer review of learning content	Students can explain how to improve learning contents based on dual channel model.
Class 6	Peer review of revised learning content and production guideline	Students can summarize production guidelines for multimedia learning contents
Class 7	Learning contents design principle	Students will compare their guideline with the content design principle.
Class 8	Summary of e-learning course design	Students will reflect on the relationship between the design guide and cognitive model of learning.

Textbook(s)

Distributing the material, if necessary

Reference books, course materials, etc.

・Katsuaki Suzuki (2002), Teaching materials Design Manual, Kitaoji Shobo (in Japanese)
・Katsuaki Suzuki et al (2013), Instructional Design and Technology, Kitaoji Shobo (in Japanese)
・Robert A. Reiser et al (2011), Trends and Issues in Instructional Design and Technology, Allyn & Bacon
・Richard E. Mayer（2009）Multimedia Learning，Cambridge University Press
・Ruth C. Clark, Richard E. Mayer（2011） e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Pfeiffer

Assessment criteria and methods

Intermediate reports (60%), and a final report (40%)

Related courses

SHS.M446 ： Educational Media and Design B
SHS.M463 ： Practice of Educational Media and Design A
SHS.M464 ： Practice of Educational Media and Design B

Prerequisites (i.e., required knowledge, skills, courses, etc.)

none

TOKYO INSTITUTE OF TECHNOLOGY