Registry

Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

Major Specialism Module

Learning Outcomes

1. Critically evaluate how the integration of multimedia production (e.g. photostories, Claymation, film, virtual reality and augmented reality) into everyday classroom practice 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, Claymations, virtual/augmented reality resources and short films
3. Justify the design of the digital artefacts/curriculum in relation to research literature and key concepts related multiliteracies
4. Design and create multimedia curriculum resources with a small group of children (VR resource/short film)
5. 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 and well as to engage with a small group of children to design and create a short movie and/or an AR/VR resource. 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 AR and VR resources, claymations and short films • Creation of AR and VR resources/short films with a small group of children. • Reflection on personal learning and application to the primary school classroom.

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

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

53179, website, 0, Kodak Top Ten Tips for Taking Photographs, http://apps.kodakmoments.com/top-10-tips-for-great-pictures/, 53180, 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., 53181, website, 0, Film in Schools (FÍS), https://fisfilmproject.ie/,

Programme or List of Programmes

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