CIT314 - Multimedia Design and Production Course Syllabus

Course Name Multimedia Design and Production

Course Code CIT314
Type of Course COMPULSORY
Course Level UNDERGRADUATE
ECTS Credits 5
Weekly Theory Hour 2
Weekly Practice Hour 2
Weekly Laboratory Hour -
Year 2013-2014
Term SPRING
Instructor (s) Assist. Prof. Dr. Seren Başaran
Teaching System Lecturing.
This course utilizes the Moodle course management system to
share information and resources. To access the course site, log
on to this link: http://elearning.gau.edu.tr and select the
course from list of courses. All course materials will be posted
here.
Education Language ENGLISH
Prerequisite Course -
Other Recommended Matters -
Training Status -
Course Objectives The major goals of this course are:
1. Learn how learning theories influence the development of
multimedia product
2. Explore a brief history of multimedia in education;
3. Develop competencies in designing and creating interactive
multimedia applications by explaining how elements of these
applications reflect a theory of how learning will occur;
4. Work with all aspects of text, audio, images and video;
5. Learn the phases involved in multimedia planning, design
and production;
7. Be able to use various multimedia authoring tools
8. Be able to design and create interactive multimedia
products
9. Develop competencies in designing and producing
instructional multimedia
10. Apply contemporary theories of multimedia learning to the
development of multimedia products.
11. Evaluate existing multimedia products that can be used to
design instructional and informational material.
12. Analyze instructional and informational media (print
materials, audio/visual materials and/or web-based materials,
games/simulations, etc.)
 13. Apply theory and principles of learning, instructional
design, and perception to the design of instructional media
products
14. Demonstrate proficiency with common software
applications used to create multimedia assets
Learning Outcomes Upon successful completion of the course, students should be
able to:
Knowledge and understanding :
1. Understand the concepts and processes which underpin the
design and development of multimedia products.
2. Understand the techniques and technologies used in the
development of multimedia solutions.
Intellectual / cognitive skills:
3. Plan the development of an idea into the realisation of a
product.
4. Design and implement multimedia solutions.
Practical, research and independent learning skills:
5. Use appropriate tools for the design, development and
creation of digital media artefacts.
6. Locate relevant information from a variety of sources and
assimilate, interpret and apply knowledge.
7. Can positively influence educational improvement through
altering classrooms, schools, and school systems.
8. Learn how to be proactive and reflective
Transferable / key skills:
9. Manage time and prioritise workloads
10. Communicate effectively through written and electronic
means
11. Function effectively in diverse educational settings with
competencies that are instrumental to planning,
implementing, assessing, and re-evaluating existing or
proposed practices
12. Become successful decision makers, lifelong learners and
adaptive
13. Work collaboratively
14. Culturally sensitive and empathetic
Course Content Introduction of course development software, electronic
courseware planning, design and development stages, screen
design principles, digital image/audio/video software,
animation, user interaction, feedback techniques, navigation,
multimedia courseware packaging, evaluation. Creating,
publishing and evaluation of multi-media applications. This
course introduces students to the design and production
process of developing interactive multimedia, a combination
of text, sound, animation, graphics, and video. Students will be
given an opportunity to work with a variety of software
including programs used for sound and video production,
multimedia presentations & image editing.
 TOPICS
WEEK
Theorotical Lab (Prtactical)
Weekly Detailed Plan 1 Introduction to Multimedia and Discussing
Hypermedia. history, benefits
Brief history of multimedia, benefits,
examples of multimedia, hypermedia,
hypertext. Diferences between these three
terms
2 Theories of Multimedia Learning Assignment 1:
Cognitive Theory of Multimedia, Instructional
Dual Coding Theory Poster
Introduction to Multimedia Principles Introducing
An Integrated Model of Text and Picture Multimedia
Comprehension authoring
The Four‐Component Instructional Design softwares
Model: Multimedia Principles in required for
Environments for Complex Learning projects
3 Implications of Cognitive Load Theory for Applications
Multimedia Learning with Adobe
The Signaling Principle Fireworks&
The Segmenting Principle Adobe
The Modality Principle Photoshop
The Multimedia Principle
The Coherence Principle
Visual Design Principles:
Balance, Harmony, Closure, Proximity,
Contrast, Color, Alignment, Emphasis
4 Functions of Graphics Applications
How can we improve multimedia learning? with Adobe
Techniques for Reducing Extraneous Fireworks&
Processing Adobe
Coherence principle Photoshop
Signaling principle
Redundancy principle
Spatial contiguity principle
Temporal contiguity principle
5 Techniques for Managing Essential Assignment 2:
Processing Instructional
Segmenting principle Audio
Pre-training principle Introducing
Modality principle Audacity (Audio
Techniques for Fostering Generative Authoring
Processing Software) for
Personalization principle creating a
Voice principle podcast
6 Revision Quiz1
7 Mid Term
 8 Creating Multimedia Applications
Text, Sound, Images, Video and with Audacity
animation
9 Principles of Stack Design Assignment3:
Video Project
Introducing
Windows Movie
Maker
10 Publishing Multimedia Applications
Planning and Costing with Windows
Designing and Producing Movie Maker
Delivering
11 Multimedia Learning in Advanced Assignment 4:
Computer‐Based Contexts Ineractive
Multimedia Learning with Animated Multimedia
Pedagogical Agents Project
Multimedia Learning in Virtual Reality Introducing
Multimedia Learning with Games, Scratch
Simulations, and Microworlds
Multimedia Learning with Hypermedia
Multimedia Learning in e‐Courses
12 Advanced Multimedia Principles Applications
Guided-discovery with Scratch
Worked out example
Collaboration
Self-explanation
Animation and interactivity
Navigation
Site map
Prior knowledge
Cognitive aging
13 Evaluation Criteria for Multimedia Product Quiz 2
14 Revision
15 Final

Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge

Textbook/Recommende University Press. MA: Course Technology.
d Readings Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E.
(1999). Instructional media and technologies for learning. Upper Saddle
River, NJ: Prentice-Hall.
Alessi,S. & Trollip,S.(2001) Multimedia for Learning . Needham, MA:
Allyn & Bacon, 2001
Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning.
New York: Cambridge University Press
Adobe Fireworks CS5 Classroom in a Book:Adobe Training book
Audacity. The Free, Cross‐Platform Sound Editor
(http://audacity.sourceforge.net)
 Scratch: http://scratch.mit.edu/

ASSESSMENT METHODS
Term Activities Number Semester(Year) Contribution %
Assignment1 1 8
Assignment2 1 8
Assignment3 1 8
Assignment4 1 13
Quiz 2 8
Midterm 1 20
Final 1 35
TOTAL 100

Percentage of Classroom Activities 65

Percentage of Final Activities 35
TOTAL 100

Calculation work load within the framework of learning, teaching and evaluation activities
Time
Activities Number Total Work Load (hour)
(Hour)
Weekly Theory Hour 14 2 28
Weekly Practice Hour 14 2 28
Assignment 1 1 20 10
Assignment2 1 20 10
Assignment3 1 20 10
Assignment4 1 25 25
Quiz 2 5 10
Midterm 1 12 12
Final 1 20 20
TOTAL WORKLOAD (hour)= 153
COURSE ECTS CREDIT=Total Work Load (hour) /(30 hour/ECTS)= 153 / 30 = 5

Programme and learning outcomes

Learning
Outcomes Programme Outcomes (PO)
(LO)
PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
LO1 5 3 3 5 5 4 5 3 5

LO2 5 4 3 5 5 4 5 3 5

LO3 5 3 3 5 5 4 5 3 5

LO4 5 3 3 5 5 4 5 3 5

LO5 5 3 3 5 5 4 4 5 3 5

LO6 5 4 3 5 5 5 5 3 5

LO7 3 5 5 2 5 5

LO8 5 4 4 4 5

LO9 2 3 5
L10 5 3 3 4

L11 5 5 4 5 5 5 4 5

L12 4 3 4 5 5 4 4 5

L13 2 4 5 5

L14 3 5 5 5

Contribution Level:
1 very low
2 low
3 medium
4 high

Additional Information about the Assignments(100 points each):

Individual projects are assigned to students on a specific topic and at a given grade level that is
previously determined by the instructor.
Students should apply the principles of multimedia learning, instructionaland visual design, and
the pedagogical principles during the production of each project.
Assignment 1: Students will create an instructional poster by using Adobe Fireworks/Photoshop
on a given topic assigned by the instructor.
Assignment2: Students will create an instructional audio podcast by using Audacity on the same
topic.
Assignment3: Students will create a video including an introduction of the topic by recorded by
themselves, relevant images with provided background music and related videos on thesubject
matter.
Assignment 4: Students will create an interactive multimedia game on the same topic by using
Scratch.
CITT Department Programme Outcomes

1. Having adequate level of knowledge and skills in current/new computing and

educational technologies.
2. Having sufficient communication and teaching skills in teaching profession.
3. Being able to teach updated computing technologies efficiently in English.
4. Being able to identify information technology problems through using various
analysis and synthesis.
5. Being pragmatic to develop and apply persistent information technology solutions to
educational and business problems.
6. Being able to use critical and computational thinking skills to produce alternative
solutions at every level of project development life-cycle.
7. Being capable to work in disciplinary and interdisciplinary teamwork.
8. Being sensitive, reactive and responsive to professional, social and ethical issues.
Having social and ethical awareness in teaching and in providing solutions to problems.
9. Having adequate level of knowledge and skills in current/new computer hardware,
operating systems and computer networks.
10. Adequate level of knowledge and skills in current/new programming languages,
programming paradigms (procedural and object-oriented) and programming
environments (visual, console-based programming).
11. Being able to analyse, plan and manage educational software design and project
development.
12. Having the capability of evaluating and criticising educational software design and
development.
13. Adequate level of knowledge in using and integrating current/new e-learning and
distance education systems such as learning management systems (LMS).
14. Having sufficient skills and knowledge in using instructional technology and material
design.
15. Having skills to apply and use special teaching approaches, theories, teaching
strategies, methods and techniques (such as to those people with disabilities).
16. Using appropriate measurement and evaluation techniques to assess students'
learning and development in addition to supporting them with good level of feedback.
17. Having sufficient knowledge in the process of establishment of Republic of Turkey.
Identifying social, cultural, political and economic problems through understanding
Ataturk’s principles and revolution.