(Individual) Media search and sharing 10%
(Individual) Image processing 10%
(Individual) Audio processing 10%
(Individual) Website design 10%
(Individual) Online discussion 10%
(Group) Top tool presentation 20%
(Group) Final Project: ASSURE lesson plan and trial teaching 30%
Non-graded Assignments (for bonus scores)
Over 90% attendance rates, active sharing of thoughts and resources during and after class, and helping other classmates during computer operations will be considered for bonus scores.
Alignment between Goals, Achievements, and Evaluation
Top Tool Presentation
Understand the definition, category, and historical development of educational media.
Explore and be familiar with the Top learning tools and their instructional applications.
Search for open and free online educational resources.
Systematically design technology-enhanced instruction with the ASSURE model.
Carry out the ASSURE lesson plan and related media/materials in the classroom.
Grading Rubric for the Final Project
ASSURE Lesson Plan
Media & Materials
Trial Teaching Video
Project Presentation (20%)
- Align with the ASSURE structure
- Instructional activities address student characteristics and needs
- Instructional activities integrate technology, teaching methods, and course content
- Stimulate student preparation and participation
- Multiple evaluation of student performance
- Balance between homemade, modified, and collected media
- Media suitable for student level and the learning topics
- Creative utilization of top learning tools
- Fluent and clear instruction
- Sophisticated operation of technological software and devices
- Students motivated and engaged all of the time
- Fluent and clear presentation
- Include all required sections (plan, media, video, reflection)
- Frequent interaction with listeners
- On time
- Align with most of the ASSURE elements
- Instructional activities partially address student characteristics and needs
- Instructional activities partially integrate technology, teaching methods, and course content
- Stimulate student preparation or participation
- Monolithic evaluation of student performance
- Imbalanced inclusion of homemade, modified, and collected media
- Media suitable for student level or the learning topics
- Mundane utilization of top learning tools
- Clear instruction but with some interruptions
- Smooth operation of technological software and devices without errors
- Students motivated and engaged most of the time
- Clear presentation but with some interruptions
- Missing one of the required sections (plan, media, video, reflection)
- Occasional Interaction with listeners
- On time
- Fail to follow the ASSURE format
- Instructional activities neglect student characteristics and needs
- No evidence to demonstrate integration of technology, teaching methods, and course content
- No evidence to require student preparation and participation
- Inadequate evaluation of student performance
- Only include collected media
- Media unsuitable for student level and the learning topics
- Non-utilization of top learning tools
- Ambiguous and unfocused instruction
- Awkward operation of technology with evident failures
- Students unmotivated and distracted
- Ambiguous and unfocused presentation
- Missing more than one required sections (plan, media, video, reflection)
- No interaction with listeners
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2014). Instructional technology and media for learning (11th ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
Sharon E. Smaldino/等著，/羅綸新等譯，張霄亭校閱。(2012)教學科技與媒體 (Instructional Technology and Media For Learning ) 台北市：華騰。
Summerville, J., & Reid-Griffin, A. (2008). Technology integration and instructional design. TechTrends, 52(5), 45-51.
( https://link.springer.com/article/10.1007%2Fs11528-008-0196-z?LI=true )
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.