This project unit—a multimedia self-portrait published in digital form—is the capstone of your students' high school careers. It is a chance for them to pause and reflect on where they've been, where they're going, and who they are as a person. Students will reflect on what they want others to know about them: what they want their message to be and what types of media they might use to convey that message. Students will have the opportunity to express themselves in many different formats—through writing, of course, but also through other media of their choosing. Students will be able to convey your message through visual art, photography, a graphic novel, audio, poetry, or video—practically any type of media they want!

ACCOMPLISHMENTS

Students will complete a multimedia self-portrait, capturing important aspects of the essence of themselves.
Students will contribute one chapter from their multimedia self-portrait to a class anthology.
Students will present one chapter from their multimedia self-portrait to the class.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How is late adolescence a moment of internal and external change?
What are the most important qualities of your character—past, present, and future?
How can you portray these key aspects of yourself using multimedia?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

If you were a government official trying to raise revenue, who would you tax? Pick whether to tax cigarettes, luxury goods, or oil and gas in this interactive game and Professor Art Carden of Samford University will explain how the market will react.

Este trabalho pretende funcionar como um guia de auxílio à pesquisa de elementos de média que constituam objetos de conhecimento com licenças abertas, permitindo a sua combinação e adaptação na a produção de Recursos Educacionais Abertos (REA).
Começa com uma introdução geral sobre os REA e os cinco princípios de abertura. Em seguida mostra a forma como devemos orientar a pesquisa de ficheiros com base nas suas licenças de modo a permitir a criação dum REA que respeite os cinco Rs.
Por último são explicados diferentes métodos de pesquisa de média com licenças abertas e indicados os principais repositórios onde podem ser encontrados, de acordo com a modalidade (imagem, áudio, vídeo, simulações e animações).

The US government debt is now bigger than the debt of any other government in human history. It is so big, that it is hard to comprehend just how big it is. This immersive 360 degree video helps illustrate the scale of the debt while Professor Antony Davies from Duquesne University breaks down the debt and explains its implications.

Looking for a powerful yet simple, low-tech way to integrate digital storytelling into your classroom? Then I’ve got an answer for you: Paper Slide Videos. Just like the name implies, this technique actually involves the sliding of papers to create a movie. Yep, without needing much time, effort and/or tech skills, a fabulous video can be produced. Here’s how:

Image Manipulation for Graphic Artists is an open source textbook formatted using Google Slides so that it can be embedded into the Canvas (digital) version of our own courses. You may post the slideshows as is or edit them to your liking. A PDF version of each slideshow can be downloaded via the embedded examples below. If you would like to download the Google Slides version of each slideshow for editing purposes you can do so here. The current version of this text is version 1.0. We are working to remove typos and to have the text peer reviewed. If you find typos or would like to help peer review please email opengraphicarts@gmail.com.

This text was developed for ART 1280 Photoshop Software at Salt Lake Community College. It is offered as a foundational skills-based Photoshop class for all Visual Art & Design students. It covers hundreds of learning objectives relating to image editing and manipulation for graphic artists. The goal of this course is to expose students to Photoshop’s breadth of possibilities and to ensure students have the knowledge and skillset necessary to properly prepare images for various output methods. Our programs are designed with one common foundational Photoshop course. Once a student completes this course he or she continues on to a program specific advanced Photoshop course that takes a deeper dive into the topics relating to a specific program (ex- photography, graphic design, multimedia).

This document serves as an implementation guide for multimedia-based and interactive content, presenting the results of the Erasmus+ "InterMedia Project."
It begins by exploring the concept of multiple devices, including an overview of their features and graphical representation. The devices used in adult education are discussed, along with challenges related to screen size and other identified issues. The document then analyzes the rationale for using interactive and multimedia-based tools in learning and training, categorizing different types of tools.
A comprehensive analysis of possible platforms, such as Masteriyo, LearnPress (Brainlog), Tutor LMS, and LifterLMS (Ajiter), is provided. A summary, recommendation, and comparison table of these platforms are also included. The document proceeds to offer examples and pilots for the implementation of multimedia-based and interactive content, highlighting basic considerations, preconditions, and implementation steps. Additionally, implementation examples and pilot projects are showcased.

Finally, information about the project and its partners, including AJITER, EUPHORIANET, BRAINLOG, and EUROPÄISCHE BILDUNGSINITIATIVE EBI/EIE, is presented. The findings and recommendations from the Erasmus+ "InterMedia Project" provide valuable guidance for implementing multimedia-based and interactive content in educational settings.

This course provides a critical analysis of mass media in our culture. Various types of media such as books, films, video games, and online interactions will be discussed and reviewed. This course will also evaluate how information and ideas travel between people on a large scale.

This is an introduction to voice-overs lesson that is designed to get students used to hearing their recorded voice.  This project or a similar project is completed prior to our multimedia unit of designing and recording PSA videos.  I have chosen to us Blabberize for this lesson but other options are available that would serve the same purpose.

The question of income inequality has become a key issue in contemporary politics. What caused the distribution of wealth in America to become so lopsided in favor of the 1%? What are the best ways to even the playing field? How can society best help its poorest? Does inequality even matter? The Institute for Humane Studies asked two professors-- Professor Steve Horwitz, economist at St. Lawrence University, and Professor Jeffrey Reiman, philosopher at American University- to answer questions about wealth, fairness, inequality in the United States. This is their debate.

Students participate in learning clubs, select content area topics, and draw on texts - including websites, printed material, video, and music - to investigate their topics, and share their learning using similar media.

Based on the latest findings at the intersection of neuroscience and modern digital technology, "Let’s Explore Arabic Alphabet: An Interactive Guide to the Arabic Writing System" is an interactive, multimedia course designed to build foundational skills required for fluent reading, writing, speaking, and listening. Along with aiming to help students learn and retain information at a more efficient pace, the course also seeks to make the entire learning process fun and enjoyable.

"Let’s Explore Arabic Alphabet: An Interactive Guide to the Arabic Writing System" avails itself of vivid illustrations and easily understood language to convey important, building-block lessons on reading, writing, identifying, and pronouncing Arabic letters. As an e-book, the course is available for download with iBooks on a Mac laptop, desktop, or iPad. Assuming no prior knowledge of Arabic on the part of its readers, the material is best suited for children eight years old and up.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"In a civil engineering class in Ireland, college students take their seats, open their tablets, cell phones, or laptops, and choose jerseys. They’re gearing up for a mad dash across Europe – cycling hard over hills and speeding through valleys – as they compete for best standing in Le Tour de France. To win the race, they need to answer questions on topics like structural engineering and stress analysis. But the game isn’t really about winning – it’s about making learning more effective, interactive, and fun. Designed by University College Dublin civil engineering professor Arturo Gonzalez, ‘Surviving Le Tour de France’ is a real-time assessment tool that improves the educational experience of both students and teachers alike. It works like this. A teacher prepares lectures and accompanying questions, which are delivered in stages. Each stage corresponds to a different leg of a simulated cyclist race that progresses over the course of a semester..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

During this problem-based blended learning module students will be designing their dream bedroom as well as creating a scale drawing of the items they chose to be in their bedroom.  The launch activity introduces the students to Scale City, which is a video that explores scale models in the real world. Students are then given dimensions for a fictional bedroom to furnish with items of their choosing. Price is not considered in this module, but a budget could be introduced as an extension of the module.  Students will then spend time researching items that they would want to place in their bedroom with the area constraints given. Students will have the opportunity to provide each other peer feedback on their bedroom designs.  Once students have a rough idea of their bedroom design, they will spend some time creating a scale drawing of their bedroom on graph paper. This will give students the opportunity to use a scale factor to create a scale drawing. Students will again be provided feedback on their designs and be given time to reflect and redesign as needed.  If students need extra time to practice using a scale factor and creating scale models, a station rotation lesson has been included as an optional resource.

This seminar provides intensive study of exciting texts by four influential American authors. In studying paired works, we can enrich our sense of each author’s distinctive methods, get a deeper sense of the development of their careers, and shake up our preconceptions about what makes an author or a work “great.” Students will get an opportunity to research an author in depth, as well as making broader comparisons across the syllabus.

This seminar provides intensive study of texts by two American authors (Herman Melville, 1819-1891, and Toni Morrison, 1931-) who, using lyrical, radically innovative prose, explore in different ways epic notions of American identity. Focusing on Melville’s Typee (1846), Moby-Dick (1851), and The Confidence-Man (1857) and Morrison’s Sula (1973), Beloved (1987), Jazz (1992), and Paradise (1998), the class will address their common concerns with issues of gender, race, language, and nationhood. Be prepared to read deeply (i.e. a small number of texts with considerable care), to draw on a variety of sources in different media, and to employ them in creative research, writing, and multimedia projects.

This class provides an introduction to modern art and theories of modernism and postmodernism. It focuses on the way artists use the tension between fine art and mass culture to mobilize a critique of both. We will examine objects of visual art, including painting, sculpture, architecture, photography, prints, performance and video. These objects will be viewed in their interaction with advertising, caricature, comics, graffiti, television, fashion, folk art, and “primitive” art.

This course analyzes major modern plays featuring works by Shaw, Pirandello, Beckett, Brecht, Williams, Soyinka, Hwang, Churchill, Wilson, Frayn, Stoppard, Deveare Smith, and Kushner. The class particularly considers performance, sociopolitical and aesthetic contexts, and the role of theater in the world of modern multimedia.

Study the motion of a toy car on a ramp and use motion sensors to digitally graph the position data and then analyze it. Make predictions about what the graphs will look like, and consider what the corresponding velocity graphs would look like.

This activity helps the students to understand the different types of color schemes in multimedia