CO 7728 - Online Content Construction and Remixing

Part of the IT&DML Program at the University of New Haven. Students learn to identify, plan, construct, and integrate online content into instruction using convergent media production tools, guided by Critical Literacy and New Literacies frameworks.

Course Description

Online content construction (OCC) is a process by which K-12 students construct and redesign knowledge by actively encoding and decoding meaning through the use of ever-shifting multimodal convergent media production tools. Remixing, or mashups, involve the rearrangement or reconstruction of online content already available and constructed by others — allowing individuals to provide social commentary or critique what is considered truth online. When guided by Critical Literacy and New Literacies frameworks, these practices enable activism on the part of the individual. OCC gives students opportunities to learn powerful new tools for teaching and learning by combining technologies such as video, audio, graphics, interactivity, and text.

Learning Objectives

Identify, select, and use appropriate convergent media tools to construct online content for teaching and learning.
Identify and evaluate software and hardware for classroom use.
Debate and critique the ethical and legal issues associated with online content construction in and out of educational settings.
Evaluate the affordances of various OCC tools and determine the most appropriate for use with students and other educators.
Construct and implement rubrics used to assess multimodal and convergent media productions in an educational context.

Required Readings

All readings posted to the class Pinterest page. Suggested texts:

Crane, B. (2009). Using Web 2.0 Tools in the K-12 Classroom. Neal-Schuman Publishers.
Counts, E. L. (2003). Multimedia Design and Production for Students and Teachers. Allyn and Bacon.

Assignments

Class Discussions Online (25%) — Active participation in both in-class and online discussions. Each week, read or view selected readings, teacher blogs, and video posts and respond. Rubric assesses involvement, attention to literature, and depth of discussion.
Teaching Online Content Tools (25%) — Identify an OCC product or service and create a lesson via Pinterest using the product or service informed by research. Lesson should be the equivalent of a 10-minute instructional guide geared toward the student's field or area of expertise. Include text, graphics, audio/video, and interactive elements. Materials added to the 6YC IT&DML Wiki for public use.
Remixing/Mash-up Assignment (20%) — Work in groups of 2–3 to create a short video project utilizing research skills in the group members' areas of expertise and digital technology skills. Goal: develop an assignment students will find engaging and memorable. Post and pin to Pinterest.
Online Content Construction Lesson Plan and Final Project (30%) — Develop a complete lesson plan for your content area with students constructing online content as part of the lesson. Implement the lesson yourself as if you are the student and complete it using video ethnography as a means of telling the story. The video ethnography should reflect the passion and purpose behind the topic — a powerful and growing field in education.

Grading

Grade	Percentage
A	95–100
A-	90–94
B+	87–89
B	84–86
B-	80–83
C+	77–79
C	74–76
C-	70–73
F	Below 70