LEAP Projects (300 pts). You will create media as digital authors and reflect on your learning experiences. Three LEAP activities are designed to support the development of your digital authorship skills and help you develop collaboration and project-management skills. Each of the LEAP experiences contributes to the development of your personal and professional identity. In these projects, you will have choices as you experiment with representing your learning through various media forms, genres and formats to accomplish your goals.

Class Participation (300 points—20 points per week).  Learning requires action and reflection on action. Each week, after reading, viewing and engaging in hands-on learning, you engage in activities designed to reflect on what you’re learning by participating in our knowledge community. Some weeks, you will compose a reflective essay or create a bit of digital content in a particular form of media, posting it to your own blog. In these activities you synthesize key ideas from the readings and reflect on their relevance to your life and work. Each week’s activities count for 20 points. Class participation is ungraded but the instructor may comment on your work.

Final Paper/Project: Research Paper, Creative Project or Curriculum (400 pts)

In graduate school, you develop your own unique expertise that helps advance your knowledge and career ambitions. In the final paper, you have maximum latitude to develop a paper/project to meet your own learning goals. You may work individually or with a partner. For this work, it’s best if you use this opportunity to develop your expertise in ways that advance your personal interests and professional career. Students may examine a specific research topic or develop a creative project that is of interest to the student as long as it is integrally connected to the themes and issues explored in this course.

With all this freedom, it is important to focus on something “doable” in just six weeks. You may choose to write a research paper by gathering information and acquiring expertise on a focused topic of special interest to write a scholarly paper (18 – 25 pages) suitable for conference presentation or submission to a scholarly journal.

If you choose to develop a curriculum or creative project, you’ll submit both a a completed project and a short paper that describes your strategy, goals and work processes. You may have another idea for a final paper/project, and “If you can dream it, you can do it.” You’ll discuss your plans with the instructor during the semester and complete your final project over a 6-week period of time.

To facilitate sharing of student work, all students compose a video Ignite presentation (pecha kucha) that describes your work in a short 20-slide video screencast. This is posted online and shared via Twitter with the #EDC534 hashtag.


  • April 11: Submit a creative brief – email a Google doc link to the instructor
  • April 18: Submit a scope of work plan – email a Google doc link to the instructor
  • April 25: Talk with a class member about your project (your choice)
  • April 30: Submit a Pecha Kucha – posted to your blog
  • May 7:  Submit final work – posted to your blog and send a Tweet using #EDC534 hashtag


Jillian Belanger. Pecha Kucha: Critical Analysis of Drunk History.    Paper: Op-Ed Submission. 

Stephanie Viens. Pecha Kucha: Digital Literacy in Action.  Final Paper: Summer Institute Data Analysis. 

Kristin Beatty. Pecha Kucha: Future of Media Literacy in High School. Final Paper: Future of ML in US Classrooms. 

Dan Riley. Pecha Kucha: Civic Engagement and Creation.  Curriculum: Civic Engagement and Creation.