Multimedia Projects

Promoting Visual Learning Through an Interactive Timeline

An interactive animated timeline was created using TimeMapper to represent events in their chronological and geographical dimensions in multiple ways using different multimedia such as images, videos, text and maps.

Instructor: Soraya Altorki
Course: People and Cultures of the Middle East and North Africa
Department: Department of Anthropology
Semester: Fall 2014

Enhancing Analysis Using an Annotation Tool

Students explored and applied the theoretical knowledge of learning theories through the analysis of digital media, videos and pictures. The students used Media thread, a multimedia analysis platform that allows easy annotation of videos and images, to develop/create their assignments. Classroom assessment methods were conducted to collect the students’ feedback on the use of Media thread to critically analyze and support one’s argument.

Instructor: Heba Eldeghaidy
Course: Human Development and Learning Theories
Department: Graduate School of Education
Semester: Fall 2014, Spring 2014, Fall 2013

An Alternative LMS Using Google Suite for a Pilot Blended Course

An alternative course management system was developed using Google Suite apps, such as Google Sites, groups, calendar, and drive was chosen to structure a pilot blended course. The technology component was chosen to easily share resources, facilitate communication among students and build a learning community in the online environment.

Instructor: Stacie Rissmann-Joyce
Course: Foundations of Educational Leadership (EDL 501)
Department: Professional Educator Diploma, Graduate School of Education
Semester: Spring 2014

Instructional Blogging in a Social Psychology Course

Blogging, as a pedagogical tool, was chosen to engage students with social psychological concepts, theories, terms, and connect theoretical knowledge with their everyday life. Through their personal blogs, students reflected on personal experiences within the framework of social psychology, using diverse multimedia to support their arguments. CLT members supported the instructor in the design of the course assignments and rubrics that took into consideration the technology component. Quantitative and qualitative data were collected to assess the effects of the use of blogs on the students’ learning process.

Instructor: Mariham Iskandar
Course: Social Psychology
Department: Sociology, Anthropology, Psychology and Egyptology
Semester: Spring 2014, Fall 2013, Spring 2013

Extending Cooperative Learning into Wiki Venues

In this project, cooperative learning strategies were combined with the use of a class Wiki. Groups of three to four students utilize the class Wiki, as well as group-specific Wikis, to organize, strategize, research, prepare and present background information. The Wiki extended the cooperative learning structures, allowing students to jointly create their own textbook, participate in building assessments and express connections between course content and the variety of cultural phenomenon encountered in their own lives.

A classroom action research through class observations was conducted to assess and improve the implementation of cooperative learning strategies and the possible learning benefits related to the technology component.

Instructor: Chelsea Green
Course: World Music
Department: Arts
Semester: Fall 2013; Spring 2013

Think, Reflect, Speak: A Project Using an Asynchronous Web Tool
This project aimed to explore the use of asynchronous video communication technology to increase teacher immediacy, student engagement and social presence in an online environment. Students were encouraged to extend their discussions out of class using multimedia, text or audio via VoiceThread.  

A classroom action research was conducted to look into the contribution of VoiceThread in enhancing student engagement and collaboration online and its potential learning benefits through quantitative and qualitative data.

Instructor: Jennifer Skaggs
Course: Comparative Gender, Adolescent, Youth and Human Development Policy
Department: Graduate School of Education
Semester: Spring 2013

Enhancing Self-assessment Using E-learning Modules

In this project, interactive e-learning modules were created using Articulate to facilitate the students’ learning processes out of class. Learning modules can engage students with guided self-paced activities and tests that are repeatable,  stimulate their critical thinking skills and provides formative and tailored feedback.

Instructors: Aziza Ellozy, Hoda Mostafa
Course: Scientific Thinking
Program: Freshman Program

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