Educational Technology 0850-620, Spring 2017

Keywords: studio pedagogy, interaction design, multimedia learning, digital studio, ed tech capstone, instructional design, infosec, hackers, cybersecurity, privacy

Description: How can digital media best support learning? Working on semester-long projects, students learn about interaction and instructional design. In this hands-on studio, develop and extend skills in multimedia authoring: digital images/audio/video, and interactive web development. Apply these skills to create a original educational resources.

A studio is a place where people gather to exercise and develop skill and interest, an art, a techne. A studio provides the tools of a techne and opportunities for their use, invitations for their development, a challenge to accomplished performance within a community of peers.
— Robbie McClintock, StudyPlace

Governments of the Industrial World, you weary giants of flesh and steel, I come from Cyberspace, the new home of Mind. On behalf of the future, I ask you of the past to leave us alone. You are not welcome among us. You have no sovereignty where we gather.
— John Perry Barlow, A Declaration of the Independence of Cyberspace

Spring 2017 Studio: Hackers

Each semester the multimedia studio features a different challenge, dealing with an important, global topic. Students will be asked to work on a semester long multimedia project that teaches some aspect of this challenge.

The Spring 2017 Studio theme is information security, hackers, and digital privacy. We believe that cyber-security is an increasingly important digital literacy, and that a broad understanding of issues in this arena are necessary for robust public discourse and democratic processes. By the end of 2016, cyber-security and computer “hacking” had become topics that can no longer be easily ignored, with high profile issues such as:

  • State sponsored Russian hacks aiming to influence the 2016 U.S. presidential election
  • Major security breaches, such as Yahoo Mail’s disclosure that half a billion emails were compromised
  • Debates over widespread use of encryption and government “back doors” (such as the Apple/FBI showdown over unlocking the San Bernadino shooter’s iPhone)

Each student will study an aspect of information security in depth, and then complete a multimedia educational project that aims to explain and enrich our understanding of the topic.


This course is designed to challenge students to develop their abilities as instructional designers and as authors and producers of digital media for learning. Specifically, they should learn to:

  • design an effective digital learning environment that is intuitive to use and follows principles of Universal Design for Learning
  • develop in-depth skill in one area of digital production: video editing, graphic design, game design, computer programming, web design, etc.
  • understand key concepts of instructional design, including meeting the needs of the target audience, assessing learning outcomes, and following sound and ethical pedagogical principles
  • think creatively about far-reaching challenges in teaching and learning

At the end of the studio, every student will have a high quality, published multimedia artifact that will be part of their portfolio.

Online resources for information security

Class meetings

Session Date Due
1 1/24
2 1/31 briefing 1
3 2/07
4 2/14
5 2/21 book talk
6 2/28 pitch
7 3/07 briefing 2
no class 3/14 Spring Break
8 3/21
9 3/28 midpoint critique
10 4/04
11 4/11
12 4/18
no class 4/25 Research Day
13 5/02
14 5/09
15 5/16 final project


The studio format allows for frequent and ongoing evaluation of student work. An important aspect will be invited guests who will also come into the studio to consult with students and to offer informal feedback. There will be formal mid-point and final critiques.

The main, semester long project for this course is the development of a multimedia learning work related to our topic of information security. Your project should teach something worth learning and effectively use multimedia to do so. Past Studio projects include

  • instructional videos
  • animations
  • data visualizations
  • infographics
  • (analog) learning games
  • documentary videos
  • captivate courses
  • self-paced online courses
  • simulations

Grading & due dates

Assignment due % of final grade
briefings 10%
book talk 10%
pitch 10%
mid-term critique 20%
final project 50%


The two “briefing” sessions will help us develop our domain knowledge of cyber security. You will choose a specific topic of your choice related to information security and then write a short (300 word) report and create a bibliography of sources on the topic. We will discuss reports in class, but no formal presentation is required. Post your report to Slack before the class session when it’s due.

Book talk

Choose one of the books from the recommended books list (above). Read the book and prepare an 8 minute (exactly) presentation on the book. Make your presentation targeted and interesting. Unlike the briefings, for this assignment you must have a multimedia presentation to go along with your talk. Some tips for giving a great presentation:

  1. Write out your talk and practice it.
  2. Look at your audience, not the screen or your notes.
  3. Don’t repeat what’s on the screen.
  4. Have a point: like a good essay, a good talk should deliver an original, targeted point of view that you will logically and rhetorically convey.


In this class session you will formally pitch your idea for your your final project. The purpose of the pitch is to propose your project in a way that makes it sound exciting, worthwhile, and feasible. You want to tell a good story about what you plan to develop. You should also have some sketches, mockups, sample art, etc. that may be required to make your point.

Plan for a 5 minute presentation and 3 minute Q&A session after.

Midpoint and Final Evaluation Criteria

Refer to these criteria for the evaluation of your multimedia project.

Originality & innovation

Does the project take a novel approach to teaching with digital media? Does it combine existing practices in new ways, for a new effect? Does it address an important topic, or hard to teach concept that is relevant to the topic of the studio? In other words, how important is the learning goal for the project?

Students will lose points in originality for verbatim translating of existing learning solutions to the new problem space.


The design of the project encompasses the information, interaction, and visual design. Points to consider when evaluating the design:

  • is the navigation consistent, logical, and easily understood?
  • does the graphic design engage users?
  • does the look and feel support the learning goals of the project?
  • does the user interface take advantage of existing conventions, UI widgets, and user patterns?
  • are there clear paths through the system to accomplish user goals?
  • are system messages and instructions consistent and clear?
  • does the overall design exhibit a level of professionalism and polish that supports trust by the user?
  • is the design accessible?
    • does it support the widest possible range of computer systems (including OS, web browser, screen size/mobile, processor speed, internet connection quality)
    • can it be accessed by users with disabilities, where appropriate?


The project’s technique reflects the proficiency of the producer with the tools of the digital studio. All aspects of the project should be well tested for smooth operation. Users should not easily “break” the system. The specifics of development depend on the media. So, each of the various skills required for the course will be evaluated based on the practice of expert practitioners.

  • is video composed and edited like an expert video?
  • does software meet the speed and reliability that an expert would expect?
  • etc.

Learning science

At the end, this studio challenge is about learning. Points in this category are awarded for exhibiting a thorough understanding of how people learn with digital artifacts. Successful projects will account for the cognitive, social, pragmatic, ethical, and aesthetic implications of their design, as it impacts learning.

Academic Assistance for Students with Disabilities

As the instructors of this course, we are responsible to do everything within reason to actively support a wide range of learning styles and abilities. This course has been designed according to principles of Universal Design for Learning. Feel free to discuss your progress in this course with us at any time.

If you have a disability that may significantly impact your ability to carry out assigned coursework, please contact the Student Access Office, (formerly the Office of Disability Support Services) located in Post Hall, First Floor, 516-877-3145,

The staff will review your concerns and determine, with you, appropriate and necessary accommodations. When possible, please allow for a reasonable time frame for requesting ASL Interpreters or Transcription Services; a minimum of four (4) weeks prior to the start of the semester is required.

Writing Center

The Writing Center is a free service available to all Adelphi University undergraduate and graduate students. We can assist students in all disciplines to become more effective and confident writers, and to hone the craft of critical thinking in approaching the writing process.

Learning Center

The Learning Center promotes not only academic success, but also an enriched scholastic experience. We foster critical thinking and the development of creative strategies, and offer a springboard into the intellectual world beyond college.

University Statement on Academic Integrity

You are expected to behave with the highest level of academic integrity. Cheating and other forms of dishonesty will not be tolerated and will result in the proper disciplinary action from the university. Classroom behavior that interferes with the instructor’s ability to conduct the class or ability of students to benefit from the instruction will not be tolerated. All beepers and cellular phones should be turned off while class is in session. You are expected to come to class prepared - this means having read and studied the assigned chapters before class. By having prepared in this manner, you will be able to maximize your time spent in class.

Adelphi University demands the highest standards of academic integrity. Proper conduct during examinations, the proper attribution of sources in preparation of written work, and complete honesty in all academic endeavors is required. Submission of false data, falsification of grades or records, misconduct during examinations, and plagiarism are among the violations of academic integrity. Students who do not meet these standards are subject to dismissal from the University.

Use of Candidate Work

All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the state education department. For these purposes samples of students’ work are made available to those professionals conducting the review. Student anonymity is assured under these circumstances. If you do not wish to have your work made available for these purposes, please let the professor know before the start of the second class. Your cooperation is greatly appreciated.

Creative Commons License
Educator’s multimedia studio was created by: This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.
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Last modified: Monday, 17. June 2019 12:43PM