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Visual and Media Literacy for Teaching and Learning MEDT 7490
Semester/Year
Spring 2015
Time/Location
Instructor
Office Location
Office Hours
Online Hours
Telephone
Online Support
Activity
Participating in Online
Discussion Sessions
Number of
Session
# of
Minutes
60 minutes
180
minutes
180
minutes
180
minutes
180
minutes
180
minutes
180
minutes
Completing Project 1
Completing Project 2
Completing Project 3
Completing Project 4
Completing Project 5
Completing Project 6
(Presentation)
Completing
Assessment Activities
*** There is a 3rd
Assessment as part of
the field experience.
Completing Project
Peer Reviews
Completing All
Exercises
Participating in Virtual
Classroom Sessions
Professionalism
75 minutes
180 minutes
180 minutes
180 minutes
180 minutes
180 minutes
180 minutes
150 minutes
Additional
Minutes
720
360
360
360
360
360
360
300
10
30 minutes
(Estimate)
2
Instructional
Equivalent to
Seat Time
360 minutes
180
minutes
300 minutes
360 minutes
600
720
For this course, the professor will deduct a maximum of 15 points for
unprofessionalism (in addition to the total points) demonstrated in the
Additionally, it is anticipated that students will need to work independently for twice the number
minutes listed above to complete the online activities.
Students are expected to develop skills in managing multi-platform delivery applications. Given
this, students will access the course site for content, and the Learning Management System for
pass-word protected submission, online discussions, and assessment including feedback on
assignment completion. Most of the course content will be access through a faculty-developed
course site except for specific resources under the fair use guidelines. Finally, students will
access the library database to identify research literature to support class discussions and
assignments.
COURSE OBJECTIVES
Students will:
1. DEVELOP an awareness of the roles and applications of visual and media literacy
to the instructional process, and as a means of enhancing learning and motivation with
all types of learners
References: Frazel, 2010; Goldman-Segall, 1998; Hobbs, 2011; Kyker &
Curchy, 2003; Millerson, 2001; Pogue, 2001; Zettyl, 2001
Conceptual Framework Descriptors: Knowledgeable, Reflective, Inquisitive,
Decisive, Adaptive, Proactive, Leading, Collaborative, Culturally Sensitive,
Empathetic; Knowledgeable, Reflective
Professional Standards: AASL 2; NBPTS 2, 3; NBPTS SLM V; AASL 1.1,
1.4, 2.2, 2.4, 5.1, 5.2, 5.3; GaPSC 1i, 1iv, 2ii, 2iv, 5i, 5ii, 5iii )
2. DEVELOP competencies in operating equipment needed for taking and editing
digital photographs and videos for use in the work place (i.e., digital camera, tripod,
flash, computer, mouse, video camera, video recorder, lights, microphone mixers,
microphone, editing machine, computer graphic programs and photo/video editing
software)
References: Ang, 2007; Greenwood, 2003; Kyker & Curchy, 2003; Millerson,
2001; Pogue, 2001; Shyles, 2007; Zetty, 2001
Conceptual Framework Descriptors: Knowledgeable, Decisive, Inquisitive,
Adaptive, Collaborative, Knowledgeable, Reflective
Professional Standards: AASL 2; NBPTS 2, 3; NBPTS SLM III; AASL 1.4,
7.1; GaPSC 1iv, 7i
Baker, F. W. (2012). Media literacy in the K-12 classroom. Eugene, OR: ISTE.
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels,
anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks,
CA: Corwin Press.
Golombisky, K., & Hagen, R. (2010). White space is not your enemy: A beginner's guide to
communicating visually through graphic, web & multimedia design. Boston, MA: Focal
Press.
Supplementary Text(s)
Other Resources
LEARNING ACTIVITIES
The table below outlines the various instructional activities that will support student learning in
this course.
Project Title
Project 1 (Course Objectives 1, 2, 3, 4)
Project 2 (Course Objectives 1, 2, 3, 4, 5)
Project 3 (Course Objectives 1, 2, 3, 4)
Project 4 (Course Objectives 1, 2, 3, 4)
Project 5 (Course Objectives 1, 2, 3, 4, 5)
Project 6 (Course Objectives 1, 2, 3, 4, 5)
Online Discussion (1-6) (Course Objectives 1, 2, 3, 4, 5)
Assessments (Course Objectives 1, 2, 3, 4, 5)
Interactive Exercises (Course Objectives 1, 2, 3, 4)
ASSESSMENT OF LEARNING
Evaluation Procedures
Completion
Accountability
Individual
Individual
Individual
Individual
Individual
Individual
Individual
Individual
Individual
Actual Points
Earned
Project 1
100
Project 2
100
Project 3
100
Project 4
100
Project 5
100
Project 6 Presentation
100
Online Discussion 16
Assessments
(Pre/Post) + Peer
Reviews
Interactive Exercises
Professionalism
180
150
100
(Estimate)
0
Assessment Tools
Rubric based on
Instructions
Rubric based on
Instructions
Rubric based on
Instructions
Rubric based on
Instructions
Rubric based on
Instructions
Rubric based on
Instructions
Rubric based on
Instructions
Rubric based on
Instructions
Weight
Final Points
20%
(P1+P2+P3)
60
30%
(P4+P5)
10%
60
25%
45
10%
10
Completion
5%
Rubric based on
Instructions
As appropriate given that every
unprofessional behavior will merit a
point deduction up to a total of 15.
TOTAL
10
5
(Estimate)
195
For this course, students must attempt all projects in order to qualify for a grade. If you
missed completing and submitting a project in the designated drop box, you will receive a failing
grade. Remember that earning an F or two grades of C in your graduate courses will
result to a suspension in the following term.
If you are enrolled in one of the IT Certification courses (7464, 7468, 7476, or 7490), then nonsubmission or incomplete submission of required TK20 artifacts will result in a failing
grade. Please contact the TK20 Coordinator or your professor if you have questions regarding
this.
Grading
Actual Points Earned X Weight (%) = Final Points
195
The percentage point equivalent to a letter grade is shown below:
= Percentage Points
B
89.99 80%
C
79.99 - 70%
F
Below 70%
which is the official means of communication between the University and student. It is the
students responsibility to check this email account for important University related information.
Once the semester starts, all course-related communication should be sent through the email
feature of the learning management system (D2L).
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If you or someone you know is in a distressing situation, support is available at
http://www.westga.edu/UWGCares/ The website contains access to helpful resources and phone
numbers related to emergency or crisis situations and safety concerns, medical concerns,
multicultural, psychological and personal issues and interpersonal conflict.
Course-Specific Deductions