Module: Meaning Making with Multimedia

Module Specifications.

Current Academic Year 2024 - 2025

All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).

As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.

Date posted: September 2024

Module Title	Meaning Making with Multimedia
Module Code	SG207 (ITS) / EDP1037 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Hsiao-Ping Hsu
Module Teachers	Deirdre Butler, Margaret Leahy
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
re-submitted coursework

Description

Major Specialism Module

Learning Outcomes

1. Critically evaluate how the integration of multimedia production (e.g. photostories, film, virtual reality (VR), and generative artificial intelligence (Gen AI) into everyday classroom practise can support and enhance teaching and student learning
2. Draw on the principles of multiliteracies (Cope & Kalantzis, 2009) to create a range of digital artefacts including photostories, VR resources, short films and Gen AI resources
3. Justify the design of the digital artefacts/curriculum in relation to research literature and key concepts related multiliteracies
4. Reflect on the learning activities in relation to their own learning and classroom practice

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	24	Computer lab based – workshop format
Total Workload: 24

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content
In workshops, students will design and create stories using image, animation and digital video (film-making). Students will be provided with the opportunity to design and create a range of multimedia curriculum resources for use in their own practice. The learning activities are design provide explicit opportunities for learners to explore multimedia in the context of the primary school curriculum while developing their range of digital competencies. Content includes: • Introduction and application of Dimensions of Meaning Framework –image, sound, gesture (Cope & Kalantzis, 2009) • Taking photographs, photo/image editing and creating photostories/curriculum resources using a range of applications suitable for use with learners in primary school • Analysis of journalistic photographs e.g. New York Times: Intriguing photos to make students think. • Evaluation, design and creation of VR and Gen AI resources and short films • Reflection on personal learning and application to the primary school classroom.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Digital Project	Student to construct a website over the module duration which documents their learning and contains the following: Task1: Create a photostory using a set of 10-12 photographs on a theme of choice. Add an appropriate soundtrack to your slideshow (matching words of song to image, pacing, pan & zoom effects etc.). With reference to the readings, write a short description of a) the key message of the slideshow and b) how you constructed it. Task 2: Create a VR tour of a community/village/place of choice in which you include at least five panoramas. Each panorama should have at least two hotspots. Write a short rationale to explain how you constructed the tour and how you would use it	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Cope, B & Kalantzis, M: 2009, Learning by Design, Common Ground,
Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L.: 2016, Literacies, Cambridge University Press.,
Rodney H. Jones,Christoph A. Hafner: 2012, Understanding Digital Literacies, Routledge, 9781136212888

Other Resources

65232, website, 0, Kodak Top Ten Tips for Taking Photographs, http://apps.kodakmoments.com/top-10-tips-for-great-pictures/, 65233, website, New York Times., 2022, Intriguing Photos to make students think, https://www.nytimes.com/2016/09/22/learning/40-intriguing-photos-to-make-students-think., 65246, website, 0, Film in Schools (FÍS), https://fisfilmproject.ie/, 65247, website, Open AI, 2022, ChatGPT, chatgpt.com, 65248, website, Microsoft, 2023, Copilot, https://copilot.microsoft.com/,