2020 Faculty Courses School of Environment and Society Department of Social and Human Sciences Graduate major in Social and Human Sciences
Educational Media and Design A
- Academic unit or major
- Graduate major in Social and Human Sciences
- Instructor(s)
- Masao Murota
- Class Format
- Lecture (Zoom)
- Media-enhanced courses
- -
- Day of week/Period
(Classrooms) - 5-6 Thu (Zoom)
- Class
- -
- Course Code
- SHS.M445
- Number of credits
- 100
- Course offered
- 2020
- Offered quarter
- 3Q
- Syllabus updated
- Jul 10, 2025
- Language
- Japanese
Syllabus
Course overview and goals
Students learn the cognitive theory of learning that utilizes the media, and discuss and propose guidelines for effective e-Learning content design. In addition, students specifically design e-Learning contents based on the guidelines.
The aimes of this course are to acquire practical knowledge and skills for effective e-Learning content design.
Course description and aims
By the end of this course, students will be able to:
1) learn a cognitive theory of learning utilizing media to propose specific guidelines for effective e-Learning content production.
2) design a e-Learning content based on the guidelines.
Keywords
e-Learning, Multimedia, Cognitive Model of Learning, Instructional Design, Media Design, Contents Design
Competencies
- Specialist skills
- Intercultural skills
- Communication skills
- Critical thinking skills
- Practical and/or problem-solving skills
Class flow
Each class will include lecture, groupwork, and workshop.
Course schedule/Objectives
| Course schedule | Objectives | |
|---|---|---|
| Class 1 | What is the learning by utilizing the media | Students can explain the significance of learning by utilizing the media. |
| Class 2 | Video content production technology | Students can explain video content production technology. |
| Class 3 | Cognitive Model of Learning | Students can explain how people learn from multimedia learning contents. |
| Class 4 | Learning contents design technology | Students can design learning contents based on a dual channel model of multimedia learning. |
| Class 5 | Peer review of learning content | Students can explain how to improve learning contents based on dual channel model. |
| Class 6 | Peer review of revised learning content and production guideline | Students can summarize production guidelines for multimedia learning contents |
| Class 7 | Learning contents design principle | Students will compare their guideline with the content design principle. |
Study advice (preparation and review)
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
Textbook(s)
Distributing the material, if necessary
Reference books, course materials, etc.
・Katsuaki Suzuki (2002), Teaching materials Design Manual, Kitaoji Shobo (in Japanese)
・Katsuaki Suzuki et al (2013), Instructional Design and Technology, Kitaoji Shobo (in Japanese)
・Robert A. Reiser et al (2011), Trends and Issues in Instructional Design and Technology, Allyn & Bacon
・Richard E. Mayer（2009）Multimedia Learning，Cambridge University Press
・Ruth C. Clark, Richard E. Mayer（2011） e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Pfeiffer
Evaluation methods and criteria
Intermediate reports (60%), and a final report (40%)
Related courses
- SHS.M446 ： Educational Media and Design B
- SHS.M463 ： Practice of Educational Media and Design A
- SHS.M464 ： Practice of Educational Media and Design B
Prerequisites
none