Audio Production Studio  Orientation  Christina Foster Benjamin Marte Paul McManus
Initial Analysis Summary  <ul><li>More than 175 institutions offer audio production courses nationwide </li></ul><ul><li>L...
Educational Context  <ul><li>Audio production courses combine science with art, through classroom instruction and studio i...
Data Sources and Methods <ul><li>Typical audio production course: San Diego City College Radio-Television-Communications (...
Findings  <ul><li>Learners have difficulty with these procedures: </li></ul><ul><li>Using the microphone     22% </li></ul...
Extended Description of Learner/Users  <ul><li>Learners share many qualities: </li></ul><ul><ul><li>No prior audio product...
Revised Learner/ User Goals <ul><li>Learners want to: </li></ul><ul><ul><li>Obtain entry-level jobs in the radio or record...
Revised Instructional Goals <ul><li>LWBAT: </li></ul><ul><ul><li>Identify and describe the operation of typical studio equ...
Learning System/ Environment
<ul><li>Computer based training plus a print-based reference workbook: </li></ul><ul><ul><li>Computer workstation in produ...
Rationale for Learning System <ul><li>Accessible directly at point of need, the production studio, by all students even th...
Rationale for Learning System <ul><li>Makes studio instruction consistent, regardless of who instructs the course </li></u...
Constraints, Learners <ul><li>No prior audio production skills </li></ul><ul><li>Studio instruction given only once </li><...
Enablers, Learners <ul><li>Highly motivated to learn </li></ul><ul><li>Self-paced structure </li></ul><ul><li>Access to In...
Constraints   Delivery System/ Environment <ul><li>Reference Workbook </li></ul><ul><li>Printing and binding costs </li></...
Constraints   Delivery System/ Environment <ul><li>Computer-Based Training </li></ul><ul><li>Complicated to use </li></ul>...
Enablers  Delivery System/ Environment <ul><li>Reference Workbook </li></ul><ul><li>Visual </li></ul><ul><li>Portable </li...
Enablers  Delivery System/ Environment <ul><li>Computer-Based Training  </li></ul><ul><li>Inexpensive to produce </li></ul...
Objectives  Designer Benjamin Marte <ul><li>LWBAT record a 20-second voice soundtrack within a volume range of 80 to 100 p...
Objectives  Designer Benjamin Marte <ul><li>LWBAT add an eight-second segment music soundtrack to the beginning of a 20-se...
Objectives  Designer Christina Foster <ul><li>LWBAT will create a 30 minute radio show that includes: </li></ul><ul><ul><l...
Objectives  Designer Paul McManus <ul><li>LWBAT describe the audio signal path in a typical audio studio, and solve basic ...
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Ss Audiolab Port

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Ss Audiolab Port

  1. 1. Audio Production Studio Orientation Christina Foster Benjamin Marte Paul McManus
  2. 2. Initial Analysis Summary <ul><li>More than 175 institutions offer audio production courses nationwide </li></ul><ul><li>Learners: </li></ul><ul><ul><li>need operational and creative skills for entry-level employment </li></ul></ul><ul><ul><li>receive operational instruction once from instructor-led training, then rely on their notes </li></ul></ul><ul><ul><li>are having difficulties with operational procedures </li></ul></ul>
  3. 3. Educational Context <ul><li>Audio production courses combine science with art, through classroom instruction and studio instruction </li></ul><ul><li>Audio production courses allow learners to: </li></ul><ul><ul><li>learn basic studio operational skills </li></ul></ul><ul><ul><li>develop creative skills through practice, patience, and instructor feedback </li></ul></ul><ul><ul><li>demonstrate their learning through creative audio project assignments </li></ul></ul>
  4. 4. Data Sources and Methods <ul><li>Typical audio production course: San Diego City College Radio-Television-Communications (RTVC)-107 Broadcast Audio </li></ul><ul><li>Data was collected from five sources by: </li></ul><ul><ul><li>Survey of twenty-three RTVC-107 students </li></ul></ul><ul><ul><li>Interview of RTVC Department Chair </li></ul></ul><ul><ul><li>Interview of RTVC-107 Instructor </li></ul></ul><ul><ul><li>Interview of RTVC-107 Instructional assistant/audio tutor </li></ul></ul><ul><ul><li>Interview of professional audio engineer (PAE) with 25+ years experience </li></ul></ul>
  5. 5. Findings <ul><li>Learners have difficulty with these procedures: </li></ul><ul><li>Using the microphone 22% </li></ul><ul><li>Playing CD’s using Auto-Cue 30% </li></ul><ul><li>Recording a CD 35% </li></ul><ul><li>Level calibration 65% </li></ul><ul><li>No instructional product for studio orientation is available, necessitating instructor-led training </li></ul>
  6. 6. Extended Description of Learner/Users <ul><li>Learners share many qualities: </li></ul><ul><ul><li>No prior audio production experience </li></ul></ul><ul><ul><li>Diverse and multicultural </li></ul></ul><ul><ul><li>Typically under age 30 </li></ul></ul><ul><ul><li>Seek entry-level industry employment </li></ul></ul><ul><ul><li>Most (78%) have access to computers that connect to the internet </li></ul></ul><ul><ul><li>Desire to improve their audio production skills </li></ul></ul>
  7. 7. Revised Learner/ User Goals <ul><li>Learners want to: </li></ul><ul><ul><li>Obtain entry-level jobs in the radio or recording industries </li></ul></ul><ul><ul><li>Understand audio studio equipment </li></ul></ul><ul><ul><li>Understand audio signal flow and routing </li></ul></ul><ul><ul><li>Acquire basic studio operational skills </li></ul></ul><ul><ul><li>Develop their own creative audio production skills </li></ul></ul>
  8. 8. Revised Instructional Goals <ul><li>LWBAT: </li></ul><ul><ul><li>Identify and describe the operation of typical studio equipment </li></ul></ul><ul><ul><li>Produce an original radio commercial to sell a product or service </li></ul></ul><ul><ul><li>Define audio signal flow and describe routing path options found in a typical studio </li></ul></ul><ul><ul><li>Produce a radio demonstration CD that includes back-announced music selections, commercials, and station identification </li></ul></ul>
  9. 9. Learning System/ Environment
  10. 10. <ul><li>Computer based training plus a print-based reference workbook: </li></ul><ul><ul><li>Computer workstation in production studio </li></ul></ul><ul><ul><li>Secure delivery system, like Blackboard </li></ul></ul><ul><ul><li>Sequenced modular bidirectional instruction </li></ul></ul><ul><ul><li>Text sized for older and multicultural learners </li></ul></ul><ul><ul><li>Learning assessed through self-tests following each module </li></ul></ul>Learning System/ Environment
  11. 11. Rationale for Learning System <ul><li>Accessible directly at point of need, the production studio, by all students even those without computers </li></ul><ul><li>Reference workbook is usable anytime and anywhere </li></ul><ul><li>Single and multiple user support </li></ul><ul><li>Learner controls pace and reviews anytime </li></ul>
  12. 12. Rationale for Learning System <ul><li>Makes studio instruction consistent, regardless of who instructs the course </li></ul><ul><li>Allows students who are absent not to miss studio instruction </li></ul><ul><li>Provides more time for the instructor to help students with the creative aspects of audio production </li></ul>
  13. 13. Constraints, Learners <ul><li>No prior audio production skills </li></ul><ul><li>Studio instruction given only once </li></ul><ul><li>Lack access to Internet (22%) </li></ul><ul><li>Average or below note taking skills (74%) </li></ul>
  14. 14. Enablers, Learners <ul><li>Highly motivated to learn </li></ul><ul><li>Self-paced structure </li></ul><ul><li>Access to Internet (78%) </li></ul><ul><li>Make audio production easier to learn </li></ul>
  15. 15. Constraints Delivery System/ Environment <ul><li>Reference Workbook </li></ul><ul><li>Printing and binding costs </li></ul><ul><li>Easy to damage </li></ul><ul><li>Costly to update </li></ul><ul><li>Occupies too much space </li></ul><ul><li>Learner motivation </li></ul>
  16. 16. Constraints Delivery System/ Environment <ul><li>Computer-Based Training </li></ul><ul><li>Complicated to use </li></ul><ul><li>Expensive </li></ul><ul><li>Computer accessibility </li></ul>
  17. 17. Enablers Delivery System/ Environment <ul><li>Reference Workbook </li></ul><ul><li>Visual </li></ul><ul><li>Portable </li></ul><ul><li>Easy to use </li></ul><ul><li>Practice feedback </li></ul>
  18. 18. Enablers Delivery System/ Environment <ul><li>Computer-Based Training </li></ul><ul><li>Inexpensive to produce </li></ul><ul><li>Easy to produce </li></ul><ul><li>Inexpensive to update </li></ul><ul><li>Easy to update </li></ul><ul><li>Visual </li></ul>
  19. 19. Objectives Designer Benjamin Marte <ul><li>LWBAT record a 20-second voice soundtrack within a volume range of 80 to 100 percent on the VU meter using the following: </li></ul><ul><ul><li>a prepared script </li></ul></ul><ul><ul><li>audio recorder </li></ul></ul><ul><ul><li>active microphone </li></ul></ul><ul><ul><li>sound mixer console </li></ul></ul>
  20. 20. Objectives Designer Benjamin Marte <ul><li>LWBAT add an eight-second segment music soundtrack to the beginning of a 20-second voice soundtrack using the following: </li></ul><ul><ul><li>multi-track CD player </li></ul></ul><ul><ul><li>sound mixer console </li></ul></ul><ul><ul><li>audio recorder </li></ul></ul>
  21. 21. Objectives Designer Christina Foster <ul><li>LWBAT will create a 30 minute radio show that includes: </li></ul><ul><ul><li>Commercials </li></ul></ul><ul><ul><li>Station identification </li></ul></ul><ul><ul><li>Back-announced music selections </li></ul></ul>
  22. 22. Objectives Designer Paul McManus <ul><li>LWBAT describe the audio signal path in a typical audio studio, and solve basic signal routing problems for the following equipment: </li></ul><ul><ul><li>microphones </li></ul></ul><ul><ul><li>monitor speakers </li></ul></ul><ul><ul><li>CD players </li></ul></ul><ul><ul><li>CD recorders </li></ul></ul><ul><ul><li>other recorders </li></ul></ul>
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