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Enhancing Multimedia Literacy through Sakai at Saginaw Valley State University

This session explores the integration of Sakai in teaching Multimedia Software to graduate students at Saginaw Valley State University. We address common concerns such as performance issues, grade book usability, and resource sequencing challenges, while showcasing innovative solutions in online learning environments. The presentation highlights course goals, structure, and student projects, illustrating how Sakai facilitates collaboration, peer critique, and individual accountability. Discover effective strategies to leverage Sakai for improved student engagement and multimedia literacy in higher education.

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Enhancing Multimedia Literacy through Sakai at Saginaw Valley State University

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Presentation Transcript

  1. Multimedia Software and Design Instruction with Sakai Daniel Tyger Saginaw Valley State University

  2. Session Subtitles… • Sakai Performance & Usability Myth-busting • This Is Not Atlanta, This Is Sakai 2.4.x • “Slow loading discussions” • “Immature grade book” • “Resource sequencing and presentation” • “Difficulties with Assignments tool” • “Lack of group spaces / functionality” • “Not intuitive”

  3. Institutional Profile • Mid-MI Regional State Institution • Saginaw Valley State University (since 1963) • ~9500 Students • Blackboard (BASIC) since 2000 • Began piloting Sakai in SP ’06 • Around 50 / 50 adjunct / full-time faculty

  4. The Course • Introduction to Multimedia Software (a.k.a. Multimedia Literacy) • Cross-listed graduate class (ETD 514 / CDMD 510) • 8-24 students • Nursing Informatics, Education, CDMD (bulk) • 1/3 of students often international • Mid-MI, working adults, night class 1/week 4-7PM

  5. Course Goals • Course Goals & Description • Grow skills and apply major design software concepts (e.g. vector v bitmap imagery, layers, frames, time-based media, tweening, etc.) • Survey of professional software (Adobe CS3) • Individual Accountability: Compel students to produce (lots of) products • Investment in and persistence at learning software • Show course “Home” | Syllabus

  6. Does the CLE / LMS …?: • Reproduce and extend the classroom • Create comfortable places for Q + A (private and public) • Ability to showcase exemplary student work • Provide private teacher <> student consultation tools • Offer group sharing and discussion spaces • Opportunities for group synergy, peer critique, and collaboration • Aid with (not complicate) clerical tasks • Email, announcements, syllabus, schedule • Presentation of course materials (Resources) • Assessments, grades

  7. (J)Forums • Community activities • Public asynchronous discussion forums • Introductions - sample • Q + A; Problems & Solutions – sample 1, sample 2 • Site & feature sharing – sample • Recognized as online participation, valued • Largely student-led • Heavy student traffic and usage • Profiles and (private) messaging were also used

  8. Student Projects • Creative & Skill-Building Assignments • 1-1 Instructor-Student Consultation • Multiple-file and inline teacher-provided stimuli • Multiple-file and inline student submissions • Download All / Upload All • Rich options, release to grade book • “Allow Resubmission” • Show course assignments list

  9. Student Projects • Authenticity and Process Assessment • Layered artwork required, easily submitted & reviewed • Plagiarism and unsavory shortcuts inherently discouraged • Praise and critique spawn improvement • Rapport grows between instructor and each student • Show examples

  10. Grading: Sakai vs. Frank Dane • Students must complete and submit assignment 1 before assignment 2 (etc.) • Work may be submitted at any time during the semester, but a schedule of due dates is provided • Ongoing averages of “work submitted to date” are provided throughout the semester • Textual grades, points, and category weighting all used • All I needed was category weighting…

  11. Student Showcase • Exemplary works publicized for most assignments • Provides the “A” bar (+ “flack” reduction) • Reward high achievers • Inspire the under-performing • Can also be a “swap” space of all student works by changing (sub)folder permissions & letting students upload their pieces • Show Student Showcase

  12. Group Awareness • Targeted sub-audiences can be reached • (Informatics, Ed Tech, CDMD) • Announcements, Email, Resources, Assignments • Group collaboration with Discussion & PM • Private asynchronous discussion • Email • Private messaging • File exchange via attachments

  13. Final Project Wiki • Public, organic, authentic, evolving workspace • Client Sign-up • Project “preparation” work • Comment feature • Embedded and linked items from “My Workspace” and personal web space worked very well • Synergy and comradery were high • Links to final project sites for presentation, one-stop • Continuous revision, writing intensive, painless due to instantaneous results • Show Final Project Wiki

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