EDCT400 2015

EDCT400 2015 | PROJECT + ASSIGNMENT OUTLINES

Assignment Overview
Assignment

Due Date

Weight

In-Class and Online Exercises

Ongoing

10%

Each class includes exercises and activities

that will be assessed based on level of
completion and intellectual/technical
exploration.

Website Development

December 7, 2015

10%

Students will develop a website portfolio of

all projects throughout the course. The final
website portfolio is due on the last day of
class.

Collaborative Publication Project

Check-In 1: September 28
Check-in 2: October 26
Check-in 3: November 23

20%

Final Due Date:

December 7, 2015
Project Portfolio
Project 1: Media Analysis Project
Project 2: Sight Unseen (digital photo)
Project 3: Simulations (animation)
Project 4: Soundtrack to X (sound)
Project 5: Exquisite-film (digital film)
Project 6: Interactive Installation (Arduino)

October 5, 2015
October 19, 2015
November 2, 2015
November 16, 2015
November 30, 2015
December 7, 2015

60%

!1

EDCT400 2015

Grading & Assessment

Generally, evaluation will be conducted on the basis of the quality of critical engagement and
intellectual rigour demonstrated in written assignments, the professional initiative evident in class
seminars and online forums, and the evidence of learning articulated in the course of project and
studio based works. Each assignment/project will be graded based on a rubric outlining particular
expectations, as well as these general areas:
Critical engagement with ideas/concepts: Are you able to push your ideas into new spheres,
challenge common assumptions, and assert new ways of thinking about your own teaching practice?
Technical skill: Have you explicitly demonstrated the skills/strategies discussed in and out of class (in
this case, planning with inquiry in mind)?
Thoughtful treatment: Have you given careful and deliberate time and attention to both the the
development and implementation of the project (i.e. attention to details, follow-through)?
Risk-taking: Have you endeavoured to go outside your comfort zone and areas of expertise and
experiment with ideas?

A: In-Class and Online Exercises 10%

Each class will include specific in-class exercises to help you work through new tools and conceptual
ideas. You will post your exercises to your website each week. These exercises will then be assessed
based on the level of completion, critical engagement, and thoughtful treatment of the task at hand.
Exercises are outlined below, but are subject to change based on how the class progresses together.
Use this chart to keep track of your progress.
DATE

EXERCISE

Sept. 14

Curriculum Mapping

Sept. 21

Website Programming Challenges

Sept. 28.

Social Media Exercise

Oct. 5

Photoshop Practice Exercises

Oct. 19

Stop-Motion Practice Exercises

Oct. 26

TBD

Nov. 2

GarageBand Practice Exercises

Nov. 16

Video Editing Practice Exercises

Nov. 23

Video Shooting Exercises

Nov. 30

Arduino Challenges

COMPLETION

!2

EDCT400 2015

B. Website Development 10%

Overview
As an ongoing assignment throughout EDCT 400, you will develop and publish your work to an online
portfolio/website. This website will serve three main purposes:
1. Acquaint you with the basics of web design using online development tools.
2. Serve as a public forum for your work and a site to showcase your knowledge.
3. Serve as an archive of projects that might be used in the classroom and in the search for a
professional position.
Due Date
Initial Set up: September 14, 2015
Final Site: December 7, 2015
Process:
1. In class you will be introduced to the Weebly web development platform.
2. Complete in-class exercises to learn about this platform and its potential for customization.
3. Using Weebly, develop a personal site that will be used throughout the course to publish your work.
This site should have a clear purpose and audience.
4. Your site must include the following:
Requirement

Details

Home Page

This should outline your purpose and intent for the site.

About Me

Include information about you. This might include a biography,

teaching experiences, images/links relevant to your teaching, and any
other pertinent information.

In Class Exercises

This section will include all of your in-class exercises.

Project Portfolio

This is where you will publish all of your projects developed in the
course. You may choose to use separate tabs/pages for each project.

Completion

One Additional
Develop one additional page for your site. This might include a links
Page of Your Choice page, sample teaching materials, or a blog.

5. Your site should include a design that reflects your purpose, with images, links and text when
necessary and relevant. The site should be easy to navigate, clear, and purposeful.
Assessment
Assessment of the website will take place in two stages. You will receive initial feedback for your site
within the first few weeks of class. You will then be able to adjust and change the site in response to
the feedback given. A final assessment of the site will take place at the end of the term.
Resources: Weebly: http://www.weebly.com/
!3

EDCT400 2015

C. Collaborative Publication Project 20%

Overview
Students will work in collaboration to develop an online publication with the theme The Future of
Communication Technology. This project will unfold as an Inquiry-Based Project, where each student
takes a different role towards the completion of the project. This Project will be developed in stages
together in class. This Project will ask students to take leadership within their development in
communication technology, tools while modelling how the Inquiry-Based model works as a
pedagogical approach.
Due Date
Check-In 1: September 28
Check-in 2: October 26
Check-in 3: November 23
Final Due Date: December 7, 2015
Process
Planning for Inquiry Details
Planning Phase

Students will work together to outline goals of

the publication and breakdown tasks in relation
to these goals.

Retrieving Phase

Students will conduct research and gather

necessary infection required within each of their
own roles.

Processing Phase

Students will break down their individual focus

task and begin to process questions and
perspectives necessary to complete the task.

Creation Phase

Students will work together and individual to

organize, develop and create the necessary texts
to complete their individual task.

Sharing Phrase

Students will share work with one another and

outside audiences.

Evaluating

Students will complete a self-evaluation in

relation to their own learning.

Notes

Assessment
For this Project, you will be assessed based on a Self-Assessment (conducted by you) and an individual
assessment of your work (conducted by Jessie). Assessment details will be partially developed by the
group during the Planning Process of the assignment.

!4

EDCT400 2015

D. Project Portfolio 60 %
Project 1: Media Analysis Project
Overview
This project will ask you to analyze and present a media text in order to examine its impact on
personal and community interests, while asking you to explore the means and ends within which
media texts represent messages. Students will begin by analyzing a specific media text of their choice,
before posting this information to their website and sharing this text through a brief (5 minute) in-class
presentation.
Due Date: October 5, 2015. Publish to your website.
Process
1. Complete the in-class exercises on media analysis (Sept. 28) to help practice your analyses skills.
2. Choose an online media text that is of high interest to you. This could be an image, a song, a
video, a website/blog, a film clip, a commercial, or any other text that can be found online. (Try to
choose something that is audio/visual based as opposed to a written text.)
3. Analyze your media text using the prompts below. Complete your assignment by creating a page
on your website that includes all elements outlined below. How you display your information is up
to you, but remember it should be easy to follow, include links/images when necessary, and should
be formatted consistently. Your response should be approximately 1000 words in total.
BACKGROUND: Who/what produced the media text? Who/what is the audience for the media
text? Support your response with evidence from the text
REPRESENTATION: Who/what is represented in the text? How is that thing/person represented?
Why was this particular representation (this shot, these signs, this framing, this story, etc)
phrased in these terms? What was the producer trying to communicate?
ALTERNATIVES: Outline how the message could have been represented differently. How might
this change the overall message?
REFLECTIONS: What is your overall experience of the text? What questions/ideas does the text
provoke about representation and communication technology in general. (Hint- make
connections here to class discussions on representation!)
4. Present your analysis to the class on October 5, 2015. You will need to focus on specific elements
of the analysis in order to remain within the 5 minute time limit.

!5

EDCT400 2015

Assessment
This Project will be assessed based on the General Assessment Criteria for course project work
(outlined on Page 2) and the following specific objectives:

Media Analysis Project 10%

Criteria

Description

Media Analysis

BACKGROUND: Who/what produced the media text?

Who/what is the audience for the media text? Support your
response with evidence from the text

/2

REPRESENTATION: Who/what is represented in the text?

How is that thing/person represented?Why was this
particular representation (this shot, these signs, this
framing, this story, etc) phrased in these terms? What
was the producer trying to communicate?

/2

ALTERNATIVES: Outline how the message could have

been represented differently. How might this change the
overall message?

/2

REFLECTIONS: What is your overall experience of the

text? What questions/ideas does the text provoke about
representation and communication technology in general.
(Hint- make connections here to class discussions on
representation!)

/2

Did you provide a concise summary of the topic within the

time allotted?. Did you engage your audience through
multiple modes of representation (visuals, questions)?
Were you well prepared and able to speak to your analysis
in a clear and comprehensive manner?

/2

Presentation

Total

Weight

/10

!6

EDCT400 2015

Project 2: Sight Unseen (Digital Photo)

Overview
Through the creation of a Photo Essay, students will learn basic visual composition strategies, basic
digital photography applications, and photo editing strategies.
Details
Students will create a Photo Essay based on the theme Sight Unseen. This concept-based task asks
you to utilize the skills developed in class to create an essay based on elements, phenomena,
emotions, thoughts, etc. that remain largely hidden or overlooked on a day to day basis. You will
produce a series of photographs (eight to twelve) examining the chosen topic from a number of
creative and imaginative perspectives.
Due Date
October 19, 2015. Publish to your website.
Process
1. Complete the In-class exercises on visual composition and digital photography. This will provide
you with a basis to start your project.
2. Brainstorm concepts based on the theme Sight Unseen.
3. Begin shooting! Keep your camera with you if you can in order to capture things throughout your
days. You can use any digital camera that you have access to (including phone cameras). Keep in
mind the different elements of photography discussed in class.
4. Begin editing your photos using Photoshop strategies learned in class. All photo editing
techniques should be used to enhance your chosen theme.
5. Compile your photo essay and post as a Slideshow on your website.
6. Include a short paragraph (approx. 200 words) about your theme following the Slideshow.

!7

EDCT400 2015

Assessment
This Project will be assessed based on the General Assessment Criteria for course project work
(outlined on Page 2) and the following specific objectives:

Sight Unseen (Digital Photo)

Criteria

Description

Critical engagement
with ideas/concepts

Photos demonstrate critical engagement with the theme (Sight

Unseen) and push/pull ideas into new spheres, challenge
assumptions, assert new ways of thinking about photography,
representation, and media.

Technical Skill

Explicit demonstration of the skills/strategies discussed in and

out of class; demonstration of deliberate skill-building through
inquiry
in and out of class.

Thoughtful Treatment

Student demonstrates that thoughtful, careful, and deliberate

time and attention are given to both the development and
implementation of the project (i.e. attention to details, errors,
craftsmanship, follow-through).

Risk-taking and
Experimentation

Student endeavours to go outside her/his comfort zone and

areas of expertise, trying something new through
experimentation.

Total

Weight

/20

!8

EDCT400 2015

Project 3: Simulations (Stop-Motion Animation)

Overview
Students will create a one minute stop-motion animation that simulates a pedagogical concept in
relation to theme of change/mutation.
Details
Animation is a process of change; changing speeds, lines, shapes, movements, etc. In this animation
project, you will create a stop-motion animation (approx. 1 minute long) that conceptually simulates a
concept of mutation or change in relation to an area of teaching that interests you (this could be your
Major or Minor). This topic will be approached broadly as to accommodate a wide range of
interpretive possibilities (e.g. The changing landscape of Alberta, the birth of an idea, the life cycle of
a slime mold, etc.). You will first be asked to research the traits of mutation and adaptation,
incorporating your findings within the stop-motion process.
Due Date
November 2, 2015. Publish to your website.
Process
1. Complete animation in-class exercises.
2. Research and storyboard your animation concept (use any storyboarding template you like. Post
this storyboard with your final project).
3. Shoot your digital images and edit as necessary.
4. Compile Digital Images using iMovie or another movie-making software package. Add sound to
your animation (music, sound effects, narration) depending on your concept.
5. Publish to your website.
Top tips for making your Stop Motion Animation!
1. Plan ahead! Brainstorming and planning your visuals will save you time once you start shooting
your images.
2. Shoot to NOT edit! The point of a stopped motion piece is not individual photos. The point is
multiple image series capturing motion. You dont have the time to edit each individual shot, so
shoot with this in mind.
3. Consistency! Use a tripod when necessary, or create marks where you shoot in order to retain
consistency in your shot. Also, watch your lighting, shadows, object placement, etc... One strategy
to retain consistency is to shoot a scene in ONE SESSION.
4. Shoot tonnes! Always shoot more frames than you think you need. You can always delete frames,
but creating them out of nothing weeks later is not so easy.
5. Test it out! For anything but the simplest of shots, it's a good idea to do a dry run-through, testing
that the mechanics of the set and your characters are as you expect. Shooting stop motion
photography can be like driving down a one-way street- there's no turning back!
Tips adapted from: http://www.stopmotioncentral.com/articles-6.html

!9

EDCT400 2015

Assessment
This Project will be assessed based on the General Assessment Criteria for course project work
(outlined on Page 2) and the following specific objectives:

Simulations (Stop-Motion Animation)

Criteria

Key Questions

Pre-production:
Research
Storyboarding

Have you developed thorough and thoughtful research in

relation to your chosen concept? (Particularly in relation to the
idea of mutation/change)
Does the storyboard convey effectively the action that will
take
place in your movie?
Could you hand it to someone else to shoot and get exactly
what you had in mind?

Production:
Photography &
Animation
Technical/
Equipment
Use

Did you take an adequate amount of pictures?

Does the movement appear to be relatively smooth, with no
jumps or jerkiness?
Is there evidence of the principles of animation (changing
speeds, lines, shapes, movements) being incorporated into the
production?
Did you use the camera, composition strategies and lighting
effectively?

10

Post-production:
Editing
Final Product

Have music/sound effects been used successfully?

Have you used titles effectively (intro/closing credits, text if
necessary)?
Are transitions between scenes logical and smooth?
Is the final movie cohesive (all parts seem to make sense
together)
Does the full package (music/video/titles) work together to
successfully illustrate the concept you chose?

TOTAL

Weight

/20

!10

EDCT400 2015

Project 4: Soundtrack to X (Digital Sound)

Overview
Students will create a short (1-2 minute) soundtrack using a variety of digital audio tools and editing
software.
Details
What would a life, an experience, a place, or an idea sound like? In this assignment, you willutilize
prerecorded loops, effects, and original compositions in order to create a conceptual
soundtrack.This conceptual soundtrack will attempt to translate a non-sonic phenomenon into sound.
While theselection of this phenomenon is ultimately up to you, you will be responsible for defending
your selectionsand decisions in a written reflection.
Due Date
November 16, 2015. Publish to your website (through YouTube or Soundcloud).
Process
1. Complete in-class exercises in relation to sound creation and editing strategies.
2. Choose and research your non-sonic phenomenon. Brainstorm the various elements you would like
toinclude in the soundtrack.
3. Create! Soundtracks must include the following elements:
Musical typing or MIDI tools
Pre-recorded loops/songs/audio
Effects and volume modification to modify the loops/audio
Live recorded sound
5. Export and publish your soundtrack (to YouTube or Soundcloud).
6. Create a short written statement (approx. 500 words) that outlines the following points/questions:
What was your concept/theme?
What audio strategies did you use to support this concept/theme?
What was successful about the soundtrack?
What might you change/add given more time?
What was your experience of working with sound? How did you find this media different/similar
to visual media?
7. Post your Soundtrack to X and Written Statement on your website.

!11

EDCT400 2015

Assessment
This Project will be assessed based on the General Assessment Criteria for course project work
(outlined on Page 2) and the following specific objectives:

Soundtrack to X (Digital Sound)

Criteria

Key Questions/Considerations

Technical
Components

Does your soundtrack include all of the required elements

outlined above? Have you mixed the soundtrack to create a
unified audiocomposition? Does your soundtrack
demonstrate competency with theaudio tools to create a
composition relative to your topic?

10

Conceptual
Components

Have you chosen a non-sonic phenomenon to illustrate?

Does the soundtrack work in a cohesive way to illustrate
thephenomena?Have you carefully and thoughtfully worked
to enforce your concept through your technical choices?

Reflection

Does your written reflection clearly and concisely outline

HOW your composition reflects a nuanced and
insightfultreatment of your topic? Have you commented on
both the successes and challenges, in a clear and analytical
manner?

Total

Weight

/20

!12

EDCT400 2015

Project 5: Exquisite-film (Digital Film)

Overview
Students will work collaboratively to create a series of short digital films. Through this process,
students will learn basic film strategies, including pre-production, production and editing techniques.
Students will work in pairs to develop a short film (1 minute in length)
Details
Exquisite corpse, is a creative game invented by the Surrealists by which a collection of words or
images is collectively assembled. Each collaborator adds to a composition in sequence, either by
following a rule or by being allowed to see only the end of what the previous person contributed. For
this film project, students will work in pairs to create a short film. For the film, each pair of students will
be given a description of a beginning shot and end shot. Students will then fill in the middle using
ideas and strategies learned in class. All short films will be submitted to Jessie and compiled to create
a final cut, an Exquisite-Film!
Due Date
November 30, 2015. Submit to Jessie via email (for compilation) and publish to website (both group
members must publish their work).
Process
1. Complete in-class activities on Digital Film: pre-production, production, post-production.
2. Idea Generation. Work in pairs to develop concepts in relation to the start/final shots given to you.
3. Pre-production. Complete planning process including storyboarding and all elements of
preproduction.
4. Production. Shoot your film. Remember, the more planning you do, the easier your shooting and
editing will be.
5. Post-production. Edit your video and add sound, titles and transitions as necessary.
6. Submit final film to Jessie for screening on November 30, 2015. Publish film to website.

!13

EDCT400 2015

Assessment
This Project will be assessed based on the General Assessment Criteria for course project work
(outlined on Page 2) and the following specific objectives:

Exquisite-film (Digital Film)

Criteria

Key Questions

Preproduction

Have you developed thorough and thoughtful plans in relation

to your chosen concept?
Does the planning log convey effectively the production
elements required to create the film?
Could you hand it to someone else to shoot and get exactly
what you had in mind?

Production

Are the camera shots clearly focused and camera movements

smooth and of appropriate length?
Did you make effective use of a variety of camera angles/shots
to best illustrate your concept/idea?
Did you make effective use of continuity (or discontinuity) in
order to best illustrate your concept/idea?
Has sound been used in a way that is clear, audible and
appropriate for your concept?

Postproduction

Have you made effective use of transitions to segue between

shots and scenes?
Have you made thoughtful use of audio to balance between
speech, music and other sounds? Is the audio clear and
appropriate for the concept/idea?
Are the shots/scenes of an appropriate length? Does the pace
maintain/capture the audiences attention?
Have you used titles effectively (intro/closing credits, text if
necessary)?
Is the final movie cohesive as per your concept/idea? (all parts
seem to make sense together)
Does the full package (audio/video/titles) work together to
successfully illustrate the concept/idea you chose?

TOTAL

Weight

/20

!14

EDCT400 2015

Project 6: Interactive Installation (Arduino Platform)

Overview
Students will work collaboratively to plan, develop, implement and assess and interactive installation in
response to a specific challenge.
Details
What is the future of communication technologies? To what extent does our environment itself act as a
communication technology through which we perceive stimulus?In an exploration of interactive
media, you will work collaboratively to plan, program and install a multi-media interactive installation.
Using the Arduino open source hardware and creative computing technologies, you will develop a
responsive, interactive environment that incorporates light and sensors. This project will be assessed
using a Self-Assessment including a short written reflection.
Due Date
December 7, 2015 (In Class)
Process
1. Introduction to interactive media projects.
2. Complete Arduino exercises in class (November 30, 2015)
3. Arduino installation (Completed in class on December 7). In class you will work together to build
and install an interactive installation on University grounds. You will be given directions and the
necessary tools. This project will be inquiry-based and will involve working collaboratively to come
up with a solution.
4. Observations. We will observe people as the interact with the installation.
5. Writing. You will complete a self-assessment and write a one-page statement reflecting on the
process and observations in relation to the larger conceptual questions of the class.

!15

EDCT400 2015

Assessment
This Project will be assessed based on the General Assessment Criteria for course project work
(outlined on Page 2) and the following specific objectives:

Interactive Installation (Arduino Platform)

Project Criteria

Questions to consider

Arduino Exercises

Have you completed the in-class exercises? Have you

worked collaboratively with your peers to problem-solve,
support and challenge?

Have you worked collaboratively as a class/group to plan

and implement the project? Have you communicated
your ideas, questions, concerns throughout the process?
Have you taken risks and been open to experimentation
throughout the process? Have you been a positive group
member and encouraged/ helped others when needed?

(In class)
Arduino Installation
(In class)

Weight

**This part will be a self assessment to be handed in at

the end of class on December 1.
Written Statement

Have you reflected on the process and your

observations? Have you critically engaged with the
content/ideas of the project in relation to your response?
Have you linked your reflection to broader course goals
and implications for teaching/learning? Is your response
clear; have you developed your position effectively?

10

!16