P. Monaco and R. Schumaker (USA)
Instruction, multimedia, collaboration, community, cognitive complexity, critical thinking
This paper, Multimedia and Cognitive Complexity: The Shakespeare Project at the University of Maryland University College, has a double focus. First, it will examine a two week segment of an actual online course in order to show the relationship between the use of multimedia in course design and the resulting cognitive sophistication of student-student and student teacher discussions. Specifically, this paper-presentation explores the use of carefully selected and edited film clips in the discursive material of an online course. Owing to the thoughtful integration of these clips into the course, sophisticated cognitive responses on the part of the students are elicited. Second, this presentation outlines the institutional relationships that make a course such as this possible. In particular, this presentation will detail the relationships between the University of Maryland University College’s English Department, Center for Teaching and Learning, Center for the Virtual University, and Center for Intellectual Property. This presentation plots the decade-long journey that began in 1995 with faculty designing their own online courses in relative isolation to the current situation at the University of Maryland University College in which instructors and technicians from different departments collaborate to create cognitively complex online courses.
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