Part1:TheAudience

ThetargetaudienceforthisInstructionalDesignSolutionisthesecondaryschoolfaculty
membersatCanadianAcademy.
CanadianAcademyisanonprofit,privateschoollocatedin
Kobe,Japan.TheschooloffersgradesK12instructionandfollowstheInternational
Baccalaureatecurriculum.TheschoolalsooffersaUSdiplomacertifiedbytheWestern
AssociationofSchoolsandColleges.Theteachersarediversifiedandcomeprimarilyfromnew
Zealand,Australia,England,India,Canada,andtheUS.Teachersarerequiredtohavea
NationalTeachersCertification.

Theproblemisthatstudentsandfacultyarecreatingmultimediapresentationsthatincorrectly
useand/orincorrectlyattributecopyrightedmaterial.Thisproblemfirstcametolightwhen
severalincidentsofplagiarismwerereportedbyteachers.Studentswerenotattributingthe
sourceofcopyrightedmaterialsuchasfilms,music,andimagesintheirwork.Further
investigationrevealedthatmanyteacherswerenotfamiliarwithattributionguidelinesandcould
notmodelorteachhowtoproperlyattributedigitalmedia.

Theneedforthisinstructioncamefromacriticalincidentinwhichstudentswerereprimanded
foracademicdishonesty.Followingtheseincidents,facultymembersexpressedtheneedfor
instructionincopyrightregulations.Currently,thereisnotaclearandconsistentinstruction
presentedtostudentsregardingtheuseandattributionofcopyrighteddigitalmedia.

Itwillbenecessarytogatherdataonthetypesofdigitalmediathatarebeingusedinthe
classroomsandthengatherdataonregulationsforusingandattributingthedigitalmedia.
Finally,aclearlyarticulatedpolicywillneedtobecreated,sharedpublicly,andthenpresented
tothefacultymembers.

Ultimately,thegoalisforallsecondaryschoolteacherstobeknowledgeableontherulesand
expectationsofusingandattributingdigitalmediasotheycanmodelappropriateattributionand
provideaconsistentsetofexpectationstothestudents.
AsInformationtechnologybecomes
evermorecomplex,andasinformationbecomesmorereadilyavailableindigitalformats,ithas
becomeincreasinglyeasiertousethecreativeworkandideasofothers.Oftentimes,students
andadultsmistakenlybelievethatideasandimagesfoundontheinternetarefreeforpublic
use.Itisimportantforeducatorstobeknowledgeableabouttheattributionofdigitalmediaso
thattheycanmodelandupholdtheprinciplesofacademichonesty.Teachersshouldbeableto
identifyroyaltyfreesourcesfordigitalmediaincludingimagesandsounds.Theyshouldalsobe
abletoillustratecorrectmethodsforattributionusingastandardsuchasMLAorAPA.

PartII:LearnerAnalysis:
YourLearneranalysismustincludethefollowingseven(7)sectionsinorder:

1. Introduction:
ThetargetaudienceforthisdesignisthesecondaryteachersatCanadianAcademy.Generaldata
wasobtainedbycontactingthesecretarytotheHeadmaster,YokoOkada.Oneofher
responsibilitiesistomanageworkvisasforoverseashiresandtoverifyworkcredentialsofthe
facultymembers.Yokosuppliedmewiththenamesandagesoftheteachersand,becauseIm
employedattheschool,Iwasabletodeterminethegenderandnationalityofthestaff.Canadian
Academyemploys35fulltimeteachersinthesecondaryschool20membersaremaleand15
arefemale.TeachersrepresentavarietyofnationalitiesincludingtheUnitedStates,Australia,
England,Canada,NewZealand,Ireland,andJapan.Theageofteachersrangesfrom28to65
(themandatoryretirementage)withtheaverageagebeing45.Allteachershaveatleasta
Bachelorsdegreeandmosthavegraduatedegrees.

2. EntrySkillsandPriorKnowledge
ThetechdepartmentsentoutsurveyinmidMaytodeterminethestrengthsandweaknessesof
ourstaffregardingtechnicalproficiency.Thepurposeofthesurveywastodeterminethemost
relevantPDneededfortheupcomingschoolyear20152016.Onequestionaskedteachersto
whatextentdoesyourteachinginvolvetheuseofmultimedia?withmultimediaincludingfilm
clipsfromtheinternet,imagesandmusic.90%oftheteachersrespondedatleastonceaweek.
AsecondquestiononthesurveyaskedteachersTowhatextentdoyoufeelthatyoumodeland
provideadequateinstructioninattribution?80%oftheteachersrespondedthattheyfeltvery
competent,Ialwaysmodelandexpectmystudentstousecorrectattribution.

Theresultsofthesecondquestionfromthesurveyruncountertowhathasbeenobservedinthe
classrooms.Asthesecondaryschoollibrarian,IoftenworkwithteachersonInformation
literacyandIaverageabouttwopushinclassesperweekinwhichteachatleastpartofthe
lesson.Inapproximatelyhalfofthesesessions,Ipersonallyobservedincompleteormissing
citations.Furthermore,intheinstanceswherecitationswerecomplete,severalcitationswerenot
readilyapparenttotheaudience.

However,teachersatCanadianAcademyareverycompetentwithusingAPAcitationsfor
printedtext.APAwasadoptedasastandardin2002andcitationsaremandatoryonall
externallymoderatedassessmentsforgrade12students.ThereisanAPAguidefoundonthe
librarypagethatlinkstothePurdueOWLcitationsiteandmanyteachersalsoshareasimilar
linkontheirclasswebpage.

3. AttitudesTowardContent&AcademicMotivation

Asadultlearners,theteachersatCanadianAcademyarehighlymotivatedtoimprovepractice
thatbenefitsstudents.ThereisauniversalvalueamongstteachersregardingAcademicHonesty
and,Ihaveobserved,thatallteachersbelievethatattributionisanimportantskillforstudents.

4. EducationalAbilityLevels
ThereisaveryhighEducationalAbilityLevelamongstthestaffatCanadianAcademy.As
mentionedintheintroduction,allteachersarerequiredtohavetheminimumofabachelors
degreeandmorethanhalfhaveagraduatedegree.Aninformalsurveyoftwelvestaffmembers
revealedarangeinthetypesofUniversitiesattendedbythestaff.Besidesattendinguniversities
fromvariouscountries,teachersalsoreceiveddegreesfromvarioustiereduniversities.Some
studentsgraduatedfromeliteuniversitiessuchasOxfordandYale,whileothershavetaken
onlinedegreesfromsmaller,lesserknownuniversities.

5. GeneralLearningPreferences
ProfessionaldevelopmentisimportantatCanadianAcademyandeveryWednesday,teachers
participateininhousePD.Studentsaredismissedanhourearly,at2:30,andteachers
participateinPDfrom2:30to4:30foratotalofabout60hoursofinhousePDduringtheyear.
DuringthisPDtime,Ihaveobservedmuchinregardstothelearningpreferencesoftheteachers
atCA.Oneobservationisthatteacherswanttoseetherelevancyofthetopicatthestartofthe
PDsessionortheyloseinterestandmotivation.Asecondobservationisthatteachersfeelthat
smallgroupcollaborationisoftenmisusedasatimefillerratherthanusedinaconsistently
meaningfulwaytoshareideas.Athirdobservedlearningpreferenceisthatteacherswantat
leastpartofthePDtimetobeusedtoapplytheskillspresented.

6. AttitudeTowardEducationinGeneral
TheteachersatCanadianAcademyhaveaverypositiveattitudetowardseducationingeneral.
Unlikemanyschoolsineconomicallydepressedareasthatoftenrelyoninexperiencedteachers,
theteachersatCAallhavepriorexperienceineducationbeforetakingajobhere.

Teachersattitudestowardstheirownpersonalcontinuingeducationaremoremixed.I
interviewedourteacherPDrepresentative,TonyBellew,todiscusshowteachersatCAareusing
theschoolsPDopportunities.IwasinformedthattheschoolhasagenerousannualPDbudget
of10,000,000or$80,000USandteachersareencouragedtoapply.Thefundsmaybeusedfor
reimbursementofworkshopfees,accommodations,transportation,andmeals.Duringthe
20142016schoolyear,noteacherwasdeniedforPDthatapplied.Fourteacherswereapproved
forthreePDopportunities,threeteachersappliedfortwoPDopportunities,andthreeteachers
appliedforonePDopportunity.Intotal,tenoutofthirtyfiveteachersappliedforandwere
approvedforPDopportunitiesthroughouttheyear.Mr.Bellewcommentedthathehasobserved
that,typically,thesameteachersapplyeachyearfordifferentPDopportunities.Thissuggests

thataboutathirdoftheteachersatCAhighlyvaluecontinuingeducationandabouttwothirds
seemtovalueitless.

7. GroupCharacteristics
Thesecondaryteachersareadiversegrouprangingfromage28to65andcomefromavariety
ofsocioeconomicbackgrounds.Teachersrepresentvariousnationalities,andmostcomefrom
countrieswhereEnglishisthefirstlanguagehowever,fiveteachersarenativeJapanese
speakers,andtwoarenativesofSpain.ThisinformationwasgatheredthroughYokoOkada,the
Headmasterssecretary.

CanadianAcademyisarelativelysmallschool,andIveobservedteachersatCAtendtoform
smallsocialgroupsbasedprimarilyonageandsecondarilybyacademicsubject.Thereisaalso
asmallcontingentofteacherswhohavetaughtatCApriortotheintroductionoftheIB:Middle
YearsProgramin2007thatareunifiedintheirinitialreluctancetoaccepttheprogram.While
thisunwillingnesstoadoptanewcurriculumwasatonetimevocalandpassionate,theyhave
nowacceptedtheprogramandaremoreunifiedbytheirpastexperiencethanbyamutual
pedagogicalconflict.

Whilepettydifferencesexistbetweenthestaffmembers,thereisanoveralllevelof
professionalismthatpervades,andteachersaremotivatedtolearnideasandskillsthatthey
perceivewillbenefitthemintheirprofession.

Part3:TaskAnalysis

Sincethegoalisforallsecondaryschoolteacherstobeknowledgeableontherulesand
expectationsofusingandattributingdigitalmediasotheycanmodelappropriateattributionand
provideaconsistentsetofexpectationstothestudents,Iidentifiedthatthistaskwillrequirea
significantamountoffacts,conceptsandrulesrelatedtoattribution.Therewillalsobesome
proceduralinstructionrelatedtothepresentationofthesourceinformationforattribution.

Therefore,Iwillbeconductingataskanalysisusingatopicanalysisandaproceduralanalysisto
includeboththeinformationthatmustbeincludedwhencitingmediaandalsotheprocedurefor
presentingtheinformation.

Ibeganbystartingbyimaginingmyselfasateacherandhavingapieceofmediabutnot
knowinghowtocorrectlyattributeit.Thisleadmetothebeginningsofmyflowchart.AsI
walkedthroughthevarioussteps,IcouldseewhatspecificfactswouldbeneededandIgathered
thatinformationasIwentthroughthesteps.Ialsorealizedthattherewillbeanumberofsteps
inwhichtheteacherdoesntknowtherightanswerandwill,therefore,needsomeadditional
instructionastohowfindtheinformationtheyarelookingfor.

ContentandProcedureOutline
I.
WhattypeofmediaamIusing?
A. Image,
B. Audio
C. Video
II.
ImageWheredidyouacquirethisimage?
A. MyImage
1. Providethetitle,yourname,thedatetheimagewascreated,andaURLif
ifpubliclyaccessible.
B. Fromafirsthandsource(friend,relative,teacher,student)
1. Providethetitle,yourname,thedatetheimagewascreated,andaURLif
ifpubliclyaccessible.
C. Fromabook
1. Providethetitle,yourname,thedatetheimagewascreated,andaURLif
ifpubliclyaccessible.
D. Fromtheweb
1. Isitroyaltyfree?
2. Isthewebpagetheoriginalsiteinwhichtheimagewaspublished?
III.
AudioWheredidyouacquirethisaudio?
A. Icreatedthemusic/sound

IV.

1. Consideraddingittothecreativecommons
2. Includeyourname,thedateitwascreated,andatitlefortheclip
B. Ipurchasethemusic/soundlegally?
1. Youcanuseuptotenpercentoftheaudiofornoncommercialpurposes
2. Includetheauthor,thetitle,thepublicationdateandwhereitcanbe
accessedbythepublic.
C. ItcamefromaCreativeCommonssource?
1. Lookcloselyattheauthorsrequirementsforusingthepieceandcitethe
author,title,publicationdate,andurl
D. ItcamefromYouTubeorasimilarpublicwebsite
1. Isitprofessionaloramature?
a) Professionalyoumayuseuptotenpercentlegally.Citetheartist,
thetitle,thedateoforiginalpublication,andthelink
b) Amateurchecktheauthorsspecificcommentsforusage.Ifno
commentsareavailable,youmayuseuptotenpercentfor
noncommercialpurposesandyoumustcitetitle,author,dateof
accessandtheURL.
VideoWheredidyouacquirethisvideo?
A. Ishotthevideoyourself
1. Consideraddingittothecreativecommons
2. Includeyourname,thedateitwascreated,andatitlefortheclip
B. Ipurchasedthefilmlegally
1. Youcanuseuptotenpercentoftheaudiofornoncommercialpurposes
2. Includetheauthor,thetitle,thepublicationdateandwhereitcanbe
accessedbythepublic.
C. ItcamefromaCreativeCommonssource
1. Lookcloselyattheauthorsrequirementsforusingthepieceandcitethe
author,title,publicationdate,andurl
D. ItcamefromYouTubeorapublicwebsite
1. Isitprofessionaloramature?
a) Professionalyoumayuseuptotenpercentlegally.Citetheartist,
thetitle,thedateoforiginalpublication,andthelink
b) Amateurchecktheauthorsspecificcommentsforusage.Ifno
commentsareavailable,youmayuseuptotenpercentfor
noncommercialpurposesandyoumustcitetitle,author,dateof
accessandtheURL.

SubjectMatterExpert

IrealizedearlyonthatIwillneedtwoSMEsforthistask.Asthesecondaryschoollibrarianand
havingstrongcontentknowledgeinresearchandcitations,Icanidentifytherequired
informationforcorrectattribution.IhaveaMastersinLiteratureforGeorgiaSouthernandhave
workedasanEnglishteacherforthirteenyearspriortomycurrentassignmentassecondary
schoollibrarian.AsanEnglishteacher,Ihaveassignedtaskstostudentsthatrequiredthemto
useoutsideinformationandincorporatethatinformationintoapresentation,bothwrittenand
oral.Ithasalwaysbeenaprioritytohavestudentsaccuratelyattributetheirsourcesandtomake
theattributionsapparenttotheiraudience.

Iwillalsoconsultwithourschoolstechcoordinator,Julie,toensurethatIhavethemostupto
dateinformationonroyaltyfreesourcesandlegalrequirementsforusingdigitalmedia.Juliehas
aMastersinEducationfromArmstrongStateUniversityandhastaughtfortwelveyears.She
hastaughtLiteratureandDesignTechnology.Lastyear,shecompletedaCertificatein
EducationalTechnologythrough
COETAIL
offeredbytheStateUniversityofNewYork.

PartIV:Objectives

TerminalObjective1:
Tocommunicateconceptstoanaudiencethroughtheuseofmultimedia
EnablingObjectives:
1A:
Toeffectivelyuseimages,audioandfilminclassroompresentations
2A:
Toexpectstudentstouseimages,audioandfilminclassroompresentations

TerminalObjective2:
Tomodelappropriateattributionfordigitalmedia
EnablingObjectives:
2A.
Toknowatleastonecitationmethodforattributinganimage,audio,andfilmsource
2B.
Todemonstratecorrectattributioninamultimediapresentationofanimage,audio,andfilm
source

TerminalObjective3:
Tovaluethecreativityofothersbyappropriatelyattributingtheir
contributions
3A.
KnowatleastoneCreativeCommonssourceforimages,audio,andfilm.
3B.
ShareatleastoneartisticcompositionwiththepublicthroughtheCreativeCommons

Content

Performance
Recall

Application

Fact

2A

2B

Concept

3A

3B

Principles

2B

Procedures

1A,2A

Interpersonal

Attitude

3B

InstructionalObjectives

ISTETeacherStandards

1,1A,2B.

2c.Communicaterelevantinformationandideas
effectivelytostudents,parents,andpeersusinga
varietyofdigitalagemediaandformats.

1A,2A,

4a.
Advocate,model,andteachsafe,legal,and
ethicaluseofdigitalinformationandtechnology,
includingrespectforcopyright,intellectualproperty,
andtheappropriatedocumentationofsources

1A,2A,3A,3B

4c.Promoteandmodeldigitaletiquetteand
responsiblesocialinteractionsrelatedtothe
useoftechnologyandinformation

Goals

Assessment

UDL

LESSON1

Studentsshould
acknowledgethevalue
ofusingmultimedia
presentationsinthe
classroomandthe
importanceofattributing
themediacorrectly

TerminalObjective3:
Tovaluethe
creativityofothersbyappropriately
attributingtheircontributions

Assessment1:
Each
groupwillberesponsible
forprovidingascriptofa
roleplaysharedonthe
discussionforum.
Example1A

Teacherswillbe
groupedbygrade
levelsothetaskwill
bemoreauthenticfor
theirspecificfield.
teacherscanchoose
toworkaloneorin
groups.

LESSON2
Studentswillexplore
variouswebsitesthat
providefairuseofmedia
suchastheCreative
Commons,theGoogle
Searchfeature,Compfight,
Youtube,Flickrand
Jamendo.

Studentswill
investigate
wheretofindroyaltyfree
mediaandhowtoadd
theirownpersonal
mediatothedatabases.

Objective3A.
KnowatleastoneCreative
Commonssourceforimages,audio,and
film.
Objective3B.
Shareatleastoneartistic
compositionwiththepublicthroughthe
CreativeCommons

Assessment2:
Each
studentwillprovideat
leasttwoexamplesof
royaltyfreemediafromat
leasttwomediumsthat
theyintendtouseintheir
finalassessment
presentation.Theymust
alsosubmitalinktoat
leastonemediumthat
theyhavesubmittedfor
freeuse.Linksshouldbe
providedinthediscussion
forum.

Teacherswillhave
thechoiceasto
whichtypeofmedia
thattheywishto
submittoprovide
flexibilitybasedon
theirmedia
experience.

LESSON3
StudentswilllookatAPA
andMLAmethodsofciting
imagesandadaptthemfor
Powerpoint,Keynote,and
oneotherpresentation
method.Theywillcreatea
mnemonicdevicefor
rememberingthe
componentsofalull
citation

Studentswill
understand
howtoadaptacommon
methodofcitationfora
varietyofmedia
presentationformats.

TerminalObjective2:
Tomodel
appropriateattributionfordigitalmedia
EnablingObjectives:
2A.
Toknowatleastonecitationmethod
forattributinganimage,audio,andfilm
source
2B.
Todemonstratecorrectattributionina
multimediapresentationofanimage,
audio,andfilmsource

Assessment3:
Students
willsubmittheir
mnemonicdevicetothe
discussionforum

Thereisagreatdeal
offlexibilityregarding
themnemonicdevice
thatmaybe
submitted.Weaker
studentsmayrequest
tobepairedwith
anotherstudentin
ordertoassistin
completingthetask.

LESSON4
StudentswilllookatAPA
andMLAmethodsofciting

Studentswill
understand TerminalObjective2:
Tomodel
howtoadaptacommon appropriateattributionfordigitalmedia
methodofcitationfora

Assessment4:
Students
willsubmittheir
mnemonicdevicetothe

Thereisagreatdeal
offlexibilityregarding
themnemonicdevice

Studentsdiscusstheuseof
multimediapresentationsin
theirclassroom.Theywill
workinsmallgroupstorole
playstudentsperspectivesof
poorlycitedmedia.

Objectives

filmandadaptthemfor
Powerpoint,Keynote,and
oneotherpresentation
method.Theywillcreatea
mnemonicdevicefor
rememberingthe
componentsofalull
citation

varietyofmedia
presentationformats

discussionforum
EnablingObjectives:
2A.
Toknowatleastonecitationmethod
forattributinganimage,audio,andfilm
source
2B.
Todemonstratecorrectattributionina
multimediapresentationofanimage,
audio,andfilmsource

thatmaybe
submitted.Weaker
studentsmayrequest
tobepairedwith
anotherstudentin
ordertoassistin
completingthetask.

LESSON5
StudentswilllookatAPA
andMLAmethodsofciting
audioandadaptthemfor
Powerpoint,Keynote,and
oneotherpresentation
method.Theywillcreatea
mnemonicdevicefor
rememberingthe
componentsofalull
citation

Studentswill
understand
howtoadaptacommon
methodofcitationfora
varietyofmedia
presentationformats

TerminalObjective2:
Tomodel
appropriateattributionfordigitalmedia
EnablingObjectives:
2A.
Toknowatleastonecitationmethod
forattributinganimage,audio,andfilm
source
2B.
Todemonstratecorrectattributionina
multimediapresentationofanimage,
audio,andfilmsource

Assessment5:
Students
willsubmittheir
mnemonicdevicetothe
discussionforum

Thereisagreatdeal
offlexibilityregarding
themnemonicdevice
thatmaybe
submitted.Weaker
studentsmayrequest
tobepairedwith
anotherstudentin
ordertoassistin
completingthetask.

LESSON6
Studentswillcreatea
usefulpresentationor
modifyapresentationusing
royaltyfreesourcesanda
standardforcitation

Studentswillgain
practicalexperienceby
applyingtheprinciples
learnedintheprevious
lessonstoa
presentationtheyintend
touseintheir
classroom.

TerminalObjective1:
Tocommunicate
conceptstoanaudiencethroughtheuseof
multimedia
EnablingObjectives:
1A:
Toeffectivelyuseimages,audioand
filminclassroompresentations
2A:
Toexpectstudentstouseimages,
audioandfilminclassroompresentations

Assessment6:
Each
studentisresponsiblefor
sharingamultimedia
presentationusingroyalty
freeresourcesthathave
beencorrectlyattributed
onthediscussionforum

Teachersareallowed
tosubmitanew
presentationorwork
onapresentation
theyvealready
completed.This
allowsforteachers
withmoreexperience
toavoidduplicatinga
tasktheyarealready
proficientin.

Assessment1Example:SampleScript

Sceneopensinatypicalclassroomwithteachersarrangedaroundawhiteboard.Theteacherisstandinginthefrontoftheclasswitha
presentationbehindhim.TheTitleofthepresentationis:
ContributingFactorstotheHighInfantMortalityRateinDevelopingCountries
BehindthetitleisahumorousimageofanIndianHindi,prayingwhilestandingonhishead.

Teacher:
...itsthoseeightfactorsthatpreventdevelopingcountriesfromachievingalowerInfantMortalityrate.Nextweek,youare
responsibleforchoosingoneofthefactorsandapplyingittoadevelopingcountryofyourchoiceandpresentingittotheclass.Youneedat
leasttwographsandtwovisualelements.

StudentA:Doweneedcitations?

Teacher:Ofcourse.Youshouldalwaysciteyoursources.

StudentA:APA?

Teacher:OK,orjustputthelinkattheendoftheslide.

Severalstudentsgiggle

Teacher:What?Doyouwanttodoafullcitation?

StudentB:
smiling
No,sir

Teacher:Thenwhat?

StudentB:Thelibrariansaysweshouldalwaysdofullcitationsevenifourteachertellsuswedonthaveto.

Teacher:Well,hesrightbutthisisjustaninformaltasktocheckyourunderstandingoftheconcepts.

StudentA:Didyouciteyourinformationinyourpresentation?

Teacher:NobecauseIknowthisstuff.

Assessment2Example:
S
haredMedia

Linktoamediafilesubmittedforpublicuse.

Assessment3,4,and5Example:MnemonicDevice

BasicFormatforanElectronicImage
A
uthor(RoleofAuthor).

Y
earimagewascreated.
T
itleofwork[Typeofwork],
R
etrievedfromURL(addressofwebsite)
Seemoreat:http://www.landmark.edu/library/citationguides/landmarkcollegecitationguides/apacitationstyleguide/#Images

MnemonicDevice:
A
ttributewhat
Y
ou
T
ake,
R
emember!

Assessment6Example:Presentationwithcitations

Linktoapresentationwithcitedmedia

Goals

UDL

Assessment

LESSON1

Studentsshould
acknowledgethevalue
ofusingmultimedia
presentationsinthe
classroomandthe
importanceofattributing
themediacorrectly

TerminalObjective3:
Tovaluethe
creativityofothersbyappropriately
attributingtheircontributions

Contentforthe
coursewillbe
providedina
downloadablepdffor
eachlesson.Also,a
videotutorialforthe
contentwillbe
provided.

Assessment:
Each
groupwillbe
responsibleforproviding
ascriptofaroleplay
sharedonthe
discussionforum

LESSON2
Studentswillexplore
variouswebsitesthat
providefairuseofmedia
suchastheCreative
Commons,theGoogle
Searchfeature,Compfight,
Youtube,Flickrand
Jamendo.

Studentswillknow
wheretofindroyaltyfree
mediaandhowtoadd
theirownpersonal
mediatothedatabases.

Objective3A.
KnowatleastoneCreative
Commonssourceforimages,audio,and
film.
Objective3B.
Shareatleastoneartistic
compositionwiththepublicthroughthe
CreativeCommons

Contentforthe
coursewillbe
providedina
downloadablepdffor
eachlesson.Also,a
videotutorialforthe
contentwillbe
provided.

Assessment:
Each
studentwillprovideat
leasttwoexamplesof
royaltyfreemediafrom
atleasttwomediums
thattheyintendtousein
theirfinalassessment
presentation.They
mustalsosubmitalink
toatleastonemedium
thattheyhavesubmitted
forfreeuse.Links
shouldbeprovidedin
thediscussionforum.

LESSON3
StudentswilllookatAPA
andMLAmethodsofciting
imagesandadaptthemfor
Powerpoint,Keynote,and
oneotherpresentation
method.Theywillcreatea
mnemonicdevicefor
rememberingthe
componentsofalull
citation

Studentswillknowhow
toadaptacommon
methodofcitationfora
varietyofmedia
presentationformats.

TerminalObjective2:
Tomodel
appropriateattributionfordigitalmedia
EnablingObjectives:
2A.
Toknowatleastonecitationmethod
forattributinganimage,audio,andfilm
source
2B.
Todemonstratecorrectattributionina
multimediapresentationofanimage,audio,
andfilmsource

Contentforthe
coursewillbe
providedina
downloadablepdffor
eachlesson.Also,a
videotutorialforthe
contentwillbe
provided.

Assessment:
Students
willsubmittheir
mnemonicdevicetothe
discussionforum

LESSON4
StudentswilllookatAPA
andMLAmethodsofciting

Studentswillknowhow
toadaptacommon
methodofcitationfora

TerminalObjective2:
Tomodel
appropriateattributionfordigitalmedia

Contentforthe
coursewillbe
providedina

Assessment:
Students
willsubmittheir
mnemonicdevicetothe

Studentsdiscusstheuseof
multimediapresentationsin
theirclassroom.Theywill
workinsmallgroupstorole
playstudentsperspectivesof
poorlycitedmedia.

Objectives

filmandadaptthemfor
Powerpoint,Keynote,and
oneotherpresentation
method.Theywillcreatea
mnemonicdevicefor
rememberingthe
componentsofalull
citation

varietyofmedia
presentationformats

EnablingObjectives:
2A.
Toknowatleastonecitationmethod
forattributinganimage,audio,andfilm
source
2B.
Todemonstratecorrectattributionina
multimediapresentationofanimage,audio,
andfilmsource

downloadablepdffor
eachlesson.Also,a
videotutorialforthe
contentwillbe
provided.

discussionforum

LESSON5
StudentswilllookatAPA
andMLAmethodsofciting
audioandadaptthemfor
Powerpoint,Keynote,and
oneotherpresentation
method.Theywillcreatea
mnemonicdevicefor
rememberingthe
componentsofalull
citation

Studentswillknowhow
toadaptacommon
methodofcitationfora
varietyofmedia
presentationformats

TerminalObjective2:
Tomodel
appropriateattributionfordigitalmedia
EnablingObjectives:
2A.
Toknowatleastonecitationmethod
forattributinganimage,audio,andfilm
source
2B.
Todemonstratecorrectattributionina
multimediapresentationofanimage,audio,
andfilmsource

Contentforthe
coursewillbe
providedina
downloadablepdffor
eachlesson.Also,a
videotutorialforthe
contentwillbe
provided.

Assessment:
Students
willsubmittheir
mnemonicdevicetothe
discussionforum

LESSON6
Studentswillcreatea
usefulpresentationor
modifyapresentationusing
royaltyfreesourcesanda
standardforcitation

Studentswillgain
practicalexperienceby
applyingtheprinciples
learnedintheprevious
lessonstoa
presentationtheyintend
touseintheir
classroom.

TerminalObjective1:
Tocommunicate
conceptstoanaudiencethroughtheuseof
multimedia
EnablingObjectives:
1A:
Toeffectivelyuseimages,audioand
filminclassroompresentations
2A:
Toexpectstudentstouseimages,audio
andfilminclassroompresentations

Contentforthe
coursewillbe
providedina
downloadablepdffor
eachlesson.Also,a
videotutorialforthe
contentwillbe
provided.

Assessment:
Each
studentisresponsible
forsharingamultimedia
presentationusing
royaltyfreeresources
thathavebeencorrectly
attributedonthe
discussionforum

PartVIII:CourseAssessmentTool

Attheendofeachlesson,teacherswillbeencouragedtoprovidefeedbackonthe
efficacyofthelessonandindicatetheirperceivedlevelofproficiencyoftheskillsof
eachlessonviaaGoogleForm.Theformwillbedirectlyemailedtothestudentsatthe
completionofthelessonandwillincludethelink.Furthermore,thestudentswillbe
madeawarethatthereplieswillbeanonymous.Teachersmaychoosenottorespondif
theyfeelthatthelessonwaseffectiveandtheyfeeltheygainedproficiency.

Teachersthatfeelotherwisecanrespondtothefollowingprompts:
1. Whichtopicdoyoufeelneededmoreexplanation?
2. Towhatextentdidyoufeeltheassessmentallowedyoutodemonstrate
yourproficiency?
3. Howusefulwerethedownloadablehandoutsheets?
4. Whatsuggestionsdoyouhavetoimprovethislesson?

TheresultsofthesurveywillbesharedwiththeSME,theDirectorofTechnologyofthe
school,toevaluatetheonlinemodule.Attheendofthesession,Iwillmeetwiththe
DirectorofTechnologytodiscussthefeedbackreceivedandtoreviewthelesson
modulestoidentifyareasforimprovement.