This document provides information about an advanced post-production workshop course offered on Tuesdays from 6-9:50pm. The course is taught by instructor Ashley Kennedy and provides 4 credits. It is designed for advanced students and covers complex editing and effects techniques using Avid Media Composer. The first half focuses on advanced editing, and the second half on effects. Students will learn project management, efficient editing workflows, color correction, and compositing. The required textbook is provided by the instructor. Grading is based on class projects, quizzes, exams and participation.
This document outlines a video editing assignment for Year 11 students. It provides the following key details:
1. Students have 5 weeks to complete the assignment individually, though they may collaborate on capturing raw footage.
2. The task is to create a 3-5 minute promotional video for Year 11 camp to be used in future years, demonstrating skills in Adobe Premiere and After Effects.
3. Students must plan their video, including storyboarding and consulting with their teacher-client. The final video is due on September 13th and must include specific elements from the two software programs.
This document provides information about a robotics course taught by Mr. Joslin at New Hampton School. The course covers three competencies: design, programming, and process. Students will learn to design and build robots using mechanical components like gears and motors. They will program robots using a visual programming language. The course involves individual and group projects where students design, build, program and test robots. It is a self-paced course where students progress through instructional videos, exercises and projects at their own speed within unit deadlines. Assessment is competency-based. The final project involves students working in teams to independently design, build and program a robot to complete a challenge of their choosing.
Slack is a communication and management platform that can be used as a learning management system, allowing teachers to communicate with students, assign and view work, and integrate other tools like Zoom and Google Docs through different channels that organize class topics; it is free to use for an unlimited number of people and offers various pricing plans for additional features; the document provides instructions on setting up a Slack workspace for a class, establishing channels, inviting students, integrating apps, and using Slack's features for teaching.
The document summarizes the creation of an online class to train students and lab assistants on assistive technology. Previous training methods like one-on-one sessions were time-consuming. The new class was created in WebCT Vista using video tutorials to demonstrate software like screen readers despite technical challenges. It has a pre-/post-test structure and covers topics like screen enlargement, voice recognition, and mobility impairments. Future plans include updating content and addressing issues like software updates.
VCP 118-2 First class introduction informationJerry Arnold
VCP 118-2 is a digital imaging course that meets from 6:30-9:20pm on Wednesdays in room 114 of the Arts & Science building. The course advances graphic design skills using Adobe Illustrator, Photoshop, and InDesign. Students will combine typography and images, learn real-world skills, and develop portfolio pieces from concept to final design. Students must have passed VCP117, complete 90 hours of coursework over 13 weeks, and master communication, aesthetics, project development, and materials/processes using industry software and standards. The course aims to build graphic design skills and create a portfolio demonstrating technical and aesthetic competence.
This document provides steps for creating an online video course. It outlines planning the course by choosing a topic, defining the audience and their skill level, learning objectives, and course structure. It also discusses creating course content like introductory videos, presentations, and assessments. Finally, it covers publishing the course online and promoting it through social media, early users, and faculty groups.
This document provides information about the VCP 118-2 course being offered from January 30 to April 10, 2019 in Room 114 of the Arts & Science Building. The course focuses on combining typography and images using Adobe Illustrator, Photoshop, and InDesign. Students will further develop portfolio projects that demonstrate design principles and skills for graphic design careers. The course involves lectures, labs, homework and projects to help students master industry software and processes. Student work will be assessed through assignments, quizzes, and portfolio pieces suitable for exhibition.
This document provides information about the VCP 118 Digital Imaging III course offered on August 20, 2016 from 6:30 pm to 9:20 pm in Room 114 of the Arts & Science Building. The course focuses on advanced graphic design using Adobe Illustrator and Indesign to combine images and text. Students will further develop their portfolios and learn real-world skills for graphic design careers. The course requires passing VCP117 as a prerequisite and consists of lectures, labs, homework and a student exhibit. Students will master graphic design principles, software tools and develop strong portfolio projects. Grades are based on attendance, assignments, quizzes and portfolio quality. The document outlines course goals, expectations, resources and policies.
This document outlines a video editing assignment for Year 11 students. It provides the following key details:
1. Students have 5 weeks to complete the assignment individually, though they may collaborate on capturing raw footage.
2. The task is to create a 3-5 minute promotional video for Year 11 camp to be used in future years, demonstrating skills in Adobe Premiere and After Effects.
3. Students must plan their video, including storyboarding and consulting with their teacher-client. The final video is due on September 13th and must include specific elements from the two software programs.
This document provides information about a robotics course taught by Mr. Joslin at New Hampton School. The course covers three competencies: design, programming, and process. Students will learn to design and build robots using mechanical components like gears and motors. They will program robots using a visual programming language. The course involves individual and group projects where students design, build, program and test robots. It is a self-paced course where students progress through instructional videos, exercises and projects at their own speed within unit deadlines. Assessment is competency-based. The final project involves students working in teams to independently design, build and program a robot to complete a challenge of their choosing.
Slack is a communication and management platform that can be used as a learning management system, allowing teachers to communicate with students, assign and view work, and integrate other tools like Zoom and Google Docs through different channels that organize class topics; it is free to use for an unlimited number of people and offers various pricing plans for additional features; the document provides instructions on setting up a Slack workspace for a class, establishing channels, inviting students, integrating apps, and using Slack's features for teaching.
The document summarizes the creation of an online class to train students and lab assistants on assistive technology. Previous training methods like one-on-one sessions were time-consuming. The new class was created in WebCT Vista using video tutorials to demonstrate software like screen readers despite technical challenges. It has a pre-/post-test structure and covers topics like screen enlargement, voice recognition, and mobility impairments. Future plans include updating content and addressing issues like software updates.
VCP 118-2 First class introduction informationJerry Arnold
VCP 118-2 is a digital imaging course that meets from 6:30-9:20pm on Wednesdays in room 114 of the Arts & Science building. The course advances graphic design skills using Adobe Illustrator, Photoshop, and InDesign. Students will combine typography and images, learn real-world skills, and develop portfolio pieces from concept to final design. Students must have passed VCP117, complete 90 hours of coursework over 13 weeks, and master communication, aesthetics, project development, and materials/processes using industry software and standards. The course aims to build graphic design skills and create a portfolio demonstrating technical and aesthetic competence.
This document provides steps for creating an online video course. It outlines planning the course by choosing a topic, defining the audience and their skill level, learning objectives, and course structure. It also discusses creating course content like introductory videos, presentations, and assessments. Finally, it covers publishing the course online and promoting it through social media, early users, and faculty groups.
This document provides information about the VCP 118-2 course being offered from January 30 to April 10, 2019 in Room 114 of the Arts & Science Building. The course focuses on combining typography and images using Adobe Illustrator, Photoshop, and InDesign. Students will further develop portfolio projects that demonstrate design principles and skills for graphic design careers. The course involves lectures, labs, homework and projects to help students master industry software and processes. Student work will be assessed through assignments, quizzes, and portfolio pieces suitable for exhibition.
This document provides information about the VCP 118 Digital Imaging III course offered on August 20, 2016 from 6:30 pm to 9:20 pm in Room 114 of the Arts & Science Building. The course focuses on advanced graphic design using Adobe Illustrator and Indesign to combine images and text. Students will further develop their portfolios and learn real-world skills for graphic design careers. The course requires passing VCP117 as a prerequisite and consists of lectures, labs, homework and a student exhibit. Students will master graphic design principles, software tools and develop strong portfolio projects. Grades are based on attendance, assignments, quizzes and portfolio quality. The document outlines course goals, expectations, resources and policies.
The document summarizes key events from the foundation year of Stonefields School in 2011. It describes how the school opened on February 3rd with parents, staff, and foundation learners meeting for the first time. Throughout the year, there were various events like a ribbon cutting ceremony, receiving welcome gifts, meeting the school mascots, a school opening ceremony with the Governor General, and a time capsule burial. The year ended with celebrating 100 enrolled students and looking back on an inspiring first year of learning at the new school.
Presentation - Sustainable Enterprise Vs. CSRmarcmikhael
This document compares corporate social responsibility (CSR) and sustainable enterprise. CSR refers to businesses contributing to social and environmental issues but is often reactive, short-sighted, and not core to the business. Sustainable enterprise integrates sustainability into all business operations by creating long-term consumer and employee value through environmentally friendly products and services. It maintains a triple bottom line of economic, social and environmental impacts. Sustainable enterprise is seen as more proactive, strategic, and able to create competitive advantages through cost reductions and new profit opportunities from sustainability. A retail example is given of Marks & Spencer which replaced CSR with a more strategic sustainable business plan that makes sustainability core to its operations.
The document is a presentation by Sarah Durham of Big Duck about using social media for nonprofits. It discusses developing a social media strategy, staffing social media efforts, creating guidelines, and how other nonprofit CEOs are using social media. Durham provides tips for CEOs and organizations on getting started and making the most of social media.
This document outlines several possible risks to filming a project and proposed solutions. It identifies risks such as the camera battery running out, illness affecting the schedule, poor weather disrupting plans, equipment damage, safety issues at the beach location, and lacking appropriate props and costumes. The responsible parties are assigned to take measures like ensuring the camera is fully charged, rescheduling as needed, checking weather and tide times, getting permission to film others, having backup equipment, and providing props and costumes on time.
The document describes a digital library specializing in business that contains over 1,500 references in different languages and formats. It can be accessed from any device with an internet connection. The library features an intuitive reader with customizable options, thematic classification of contents, and a cross-reference search engine.
1) Arteat is a company founded by Agapi Pattakou and Katerina Kariyianni that offers natural and handmade Greek products from Crete and Messinia, Greece, focusing on traditional recipes and ingredients.
2) The philosophy of Arteat is to provide consumers with products that are natural and born from the land, focusing on staples of the Greek diet like olive oil, honey, herbs, and traditionally prepared foods.
3) Arteat's product line includes items like wild artichoke in olive oil, early harvest extra virgin olive oil, pickled bulbs, dittany of Crete, barley rusk bites, wild artichoke paste, grapemust
The document outlines three important internet safety rules for children: 1) Always ask an adult's permission before downloading any games or programs that pop up unsolicited on a computer, to avoid potential harm to the computer. 2) Tell an adult right away if anything seen online makes one uncomfortable, as inappropriate content can be upsetting or embarrassing. 3) Never respond to mean online messages with further meanness, as that can encourage escalating nastiness; it is better to tell an adult. Following these rules helps children stay safe online.
The document appears to be a grammar test containing 10 multiple choice questions. It tests rules of grammar including parts of speech, sentence structure, and verb conjugation. The test asks the examinee to choose the correct answer between two given options to complete each sentence. While the questions cover various grammar points, the overall document serves to assess fundamental grammar skills.
This document outlines the benefits for different partnership levels - President's Circle, Gold Circle, and Silver Circle - with the Communications Media Management Association (CMMA). Benefits include complimentary representatives to conferences, access to member contact information, opportunities to announce products to members, contribute articles to CMMA's newsletter, exhibit space at conferences, and more. The highest partnership level, President's Circle, receives the maximum benefits like unlimited product announcements and access to the full member database.
Some marketers use deceptive tactics like fake blogs to promote their brands and trick users into sharing personal information. While this strategy can be effective for gaining attention, it risks damaging user trust. Experts warn that the blogging community is unforgiving of deception and companies risk backlash for practices that mislead readers.
Design rule 3 focuses on putting users in control of software by making interfaces forgiving, visual, provide immediate feedback, avoid modes, and be consistent. Interfaces should allow reversible actions, visually list options instead of requiring memorization, give feedback immediately, and avoid modes that force focus on application workings rather than tasks. Modes like modal dialogs are sometimes needed but spring loaded and tool driven modes can reduce usability.
This document provides an overview of natural insecticides that can be used in organic gardening. It describes several botanical insecticides including pyrethrum, sabadilla, rotenone, nicotine, and neem oil. The insecticides are derived from plants and have low toxicity to humans. The document provides instructions on safely applying natural insecticides, including only using them when needed, wearing protective equipment, thoroughly covering plants, and following label directions. It emphasizes using multiple pest control methods to keep insect populations low and reduce reliance on insecticides.
This document discusses IBM's "Smarter Planet" initiative and vision of interconnected systems producing real-time actionable information. It examines how storage solutions can enable a smarter planet by harnessing data from various sources. Examples are provided of how healthcare and retail have begun implementing pervasive data systems using sensors and analytics to improve patient outcomes, optimize operations, and gain competitive advantages. The role of real-time information and analytics is growing for both organizations and individuals to understand what is happening now and make predictions.
The document discusses pathogenesis and management of portal hypertension. It covers hemodynamic assessment of portal hypertension, causes of non-cirrhotic portal hypertension including nodular regenerative hyperplasia. Animal models of portal hypertension are described. The role of nitric oxide and endothelin in regulating vascular tone is discussed. Clinical consequences of cirrhotic portal hypertension include variceal bleeding. Management of acute variceal bleeding involves vasoactive drugs and endoscopic therapy. Secondary prophylaxis to prevent rebleeding involves non-selective beta-blockers or band ligation.
Enhanced Performance of Search Engine with Multitype Feature Co-Selection of ...IJASCSE
Information world meet many confronts nowadays and one such, is data retrieval from a multidimensional and heterogeneous data set. Han & et al carried out a trail for the mentioned challenge. A novel feature co-selection for web document clustering is proposed by them, which is called Multitype Features Co-selection for Clustering (MFCC). MFCC uses intermediate clustering results in one type of feature space to help the selection in other types of feature spaces. It reduces effectively of the noise introduced by “pseudoclass” and further improves clustering performance. This efficiency also can be used in data retrieval, by implementing the MFCC algorithm in ranking algorithm of Search Engine technique. The proposed work is to apply the MFCC algorithm in search engine architecture. Such that the information retrieves from the dataset is retrieved effectively and shows the relevant retrieval.
The document discusses the effects of the admixture Rapidite on the strength of concrete used in cold weather conditions. It presents the results of an experiment where concrete was cast with varying percentages of Rapidite from 0.5% to 1.5% by weight of cement. The concrete strengths - 7 day, 28 day, split tensile and flexural - were tested. The results showed that at 1.25% Rapidite, the strengths were highest. Both lower and higher percentages led to lower strengths. Rapidite accelerated strength gain but percentages beyond the optimum of 1.25% were detrimental. The 100mm cubes generally showed greater strength increases than 150mm cubes, except at the optimum 1.25% Rapidite content.
This was a presentation that my friend Yatish Rajawat and I prepared in July 2014 for General VK Singh, who was at that time, the minister for NE Development. It argues that the NE doesn't need subsidies, but better marketing.
This document is the syllabus for an online course on creating electronic portfolios. The course is 1 credit and will be taught fully online over 5 weeks in Fall 2017. Students will learn to utilize various software and platforms to create and present digital portfolios, importing artifacts in appropriate formats. They will complete weekly forum discussions, assignments building portfolio skills, and a final project. Assessment is based on participation, assignments, and the final project. The syllabus outlines course objectives, format, requirements, policies, and a weekly schedule of topics and due dates.
This document provides information about a 3D Design with CAD course offered in 2016-2017. The course will meet in room 103 during block B and teach fundamental 3D drawing techniques using SketchUp CAD software. Students will learn to design objects that can be 3D printed or laser cut. Over the semester students will develop their skills in CAD, fabrication, design process, and communication through various assignments, exercises and a final independent design project.
Flash cs4 intoduction class lecture notesFred Carbine
This document provides information about an introductory Adobe Flash CS4 course. It introduces the instructor, Fred Carbine, and lists his qualifications. It outlines the course objectives, which include learning the Flash interface, animation concepts, and ActionScript. The document discusses the teaching methods, which involve lectures, assignments, quizzes, and a final project. It also covers the required textbooks, materials, and the attendance and grading policies.
The document summarizes key events from the foundation year of Stonefields School in 2011. It describes how the school opened on February 3rd with parents, staff, and foundation learners meeting for the first time. Throughout the year, there were various events like a ribbon cutting ceremony, receiving welcome gifts, meeting the school mascots, a school opening ceremony with the Governor General, and a time capsule burial. The year ended with celebrating 100 enrolled students and looking back on an inspiring first year of learning at the new school.
Presentation - Sustainable Enterprise Vs. CSRmarcmikhael
This document compares corporate social responsibility (CSR) and sustainable enterprise. CSR refers to businesses contributing to social and environmental issues but is often reactive, short-sighted, and not core to the business. Sustainable enterprise integrates sustainability into all business operations by creating long-term consumer and employee value through environmentally friendly products and services. It maintains a triple bottom line of economic, social and environmental impacts. Sustainable enterprise is seen as more proactive, strategic, and able to create competitive advantages through cost reductions and new profit opportunities from sustainability. A retail example is given of Marks & Spencer which replaced CSR with a more strategic sustainable business plan that makes sustainability core to its operations.
The document is a presentation by Sarah Durham of Big Duck about using social media for nonprofits. It discusses developing a social media strategy, staffing social media efforts, creating guidelines, and how other nonprofit CEOs are using social media. Durham provides tips for CEOs and organizations on getting started and making the most of social media.
This document outlines several possible risks to filming a project and proposed solutions. It identifies risks such as the camera battery running out, illness affecting the schedule, poor weather disrupting plans, equipment damage, safety issues at the beach location, and lacking appropriate props and costumes. The responsible parties are assigned to take measures like ensuring the camera is fully charged, rescheduling as needed, checking weather and tide times, getting permission to film others, having backup equipment, and providing props and costumes on time.
The document describes a digital library specializing in business that contains over 1,500 references in different languages and formats. It can be accessed from any device with an internet connection. The library features an intuitive reader with customizable options, thematic classification of contents, and a cross-reference search engine.
1) Arteat is a company founded by Agapi Pattakou and Katerina Kariyianni that offers natural and handmade Greek products from Crete and Messinia, Greece, focusing on traditional recipes and ingredients.
2) The philosophy of Arteat is to provide consumers with products that are natural and born from the land, focusing on staples of the Greek diet like olive oil, honey, herbs, and traditionally prepared foods.
3) Arteat's product line includes items like wild artichoke in olive oil, early harvest extra virgin olive oil, pickled bulbs, dittany of Crete, barley rusk bites, wild artichoke paste, grapemust
The document outlines three important internet safety rules for children: 1) Always ask an adult's permission before downloading any games or programs that pop up unsolicited on a computer, to avoid potential harm to the computer. 2) Tell an adult right away if anything seen online makes one uncomfortable, as inappropriate content can be upsetting or embarrassing. 3) Never respond to mean online messages with further meanness, as that can encourage escalating nastiness; it is better to tell an adult. Following these rules helps children stay safe online.
The document appears to be a grammar test containing 10 multiple choice questions. It tests rules of grammar including parts of speech, sentence structure, and verb conjugation. The test asks the examinee to choose the correct answer between two given options to complete each sentence. While the questions cover various grammar points, the overall document serves to assess fundamental grammar skills.
This document outlines the benefits for different partnership levels - President's Circle, Gold Circle, and Silver Circle - with the Communications Media Management Association (CMMA). Benefits include complimentary representatives to conferences, access to member contact information, opportunities to announce products to members, contribute articles to CMMA's newsletter, exhibit space at conferences, and more. The highest partnership level, President's Circle, receives the maximum benefits like unlimited product announcements and access to the full member database.
Some marketers use deceptive tactics like fake blogs to promote their brands and trick users into sharing personal information. While this strategy can be effective for gaining attention, it risks damaging user trust. Experts warn that the blogging community is unforgiving of deception and companies risk backlash for practices that mislead readers.
Design rule 3 focuses on putting users in control of software by making interfaces forgiving, visual, provide immediate feedback, avoid modes, and be consistent. Interfaces should allow reversible actions, visually list options instead of requiring memorization, give feedback immediately, and avoid modes that force focus on application workings rather than tasks. Modes like modal dialogs are sometimes needed but spring loaded and tool driven modes can reduce usability.
This document provides an overview of natural insecticides that can be used in organic gardening. It describes several botanical insecticides including pyrethrum, sabadilla, rotenone, nicotine, and neem oil. The insecticides are derived from plants and have low toxicity to humans. The document provides instructions on safely applying natural insecticides, including only using them when needed, wearing protective equipment, thoroughly covering plants, and following label directions. It emphasizes using multiple pest control methods to keep insect populations low and reduce reliance on insecticides.
This document discusses IBM's "Smarter Planet" initiative and vision of interconnected systems producing real-time actionable information. It examines how storage solutions can enable a smarter planet by harnessing data from various sources. Examples are provided of how healthcare and retail have begun implementing pervasive data systems using sensors and analytics to improve patient outcomes, optimize operations, and gain competitive advantages. The role of real-time information and analytics is growing for both organizations and individuals to understand what is happening now and make predictions.
The document discusses pathogenesis and management of portal hypertension. It covers hemodynamic assessment of portal hypertension, causes of non-cirrhotic portal hypertension including nodular regenerative hyperplasia. Animal models of portal hypertension are described. The role of nitric oxide and endothelin in regulating vascular tone is discussed. Clinical consequences of cirrhotic portal hypertension include variceal bleeding. Management of acute variceal bleeding involves vasoactive drugs and endoscopic therapy. Secondary prophylaxis to prevent rebleeding involves non-selective beta-blockers or band ligation.
Enhanced Performance of Search Engine with Multitype Feature Co-Selection of ...IJASCSE
Information world meet many confronts nowadays and one such, is data retrieval from a multidimensional and heterogeneous data set. Han & et al carried out a trail for the mentioned challenge. A novel feature co-selection for web document clustering is proposed by them, which is called Multitype Features Co-selection for Clustering (MFCC). MFCC uses intermediate clustering results in one type of feature space to help the selection in other types of feature spaces. It reduces effectively of the noise introduced by “pseudoclass” and further improves clustering performance. This efficiency also can be used in data retrieval, by implementing the MFCC algorithm in ranking algorithm of Search Engine technique. The proposed work is to apply the MFCC algorithm in search engine architecture. Such that the information retrieves from the dataset is retrieved effectively and shows the relevant retrieval.
The document discusses the effects of the admixture Rapidite on the strength of concrete used in cold weather conditions. It presents the results of an experiment where concrete was cast with varying percentages of Rapidite from 0.5% to 1.5% by weight of cement. The concrete strengths - 7 day, 28 day, split tensile and flexural - were tested. The results showed that at 1.25% Rapidite, the strengths were highest. Both lower and higher percentages led to lower strengths. Rapidite accelerated strength gain but percentages beyond the optimum of 1.25% were detrimental. The 100mm cubes generally showed greater strength increases than 150mm cubes, except at the optimum 1.25% Rapidite content.
This was a presentation that my friend Yatish Rajawat and I prepared in July 2014 for General VK Singh, who was at that time, the minister for NE Development. It argues that the NE doesn't need subsidies, but better marketing.
This document is the syllabus for an online course on creating electronic portfolios. The course is 1 credit and will be taught fully online over 5 weeks in Fall 2017. Students will learn to utilize various software and platforms to create and present digital portfolios, importing artifacts in appropriate formats. They will complete weekly forum discussions, assignments building portfolio skills, and a final project. Assessment is based on participation, assignments, and the final project. The syllabus outlines course objectives, format, requirements, policies, and a weekly schedule of topics and due dates.
This document provides information about a 3D Design with CAD course offered in 2016-2017. The course will meet in room 103 during block B and teach fundamental 3D drawing techniques using SketchUp CAD software. Students will learn to design objects that can be 3D printed or laser cut. Over the semester students will develop their skills in CAD, fabrication, design process, and communication through various assignments, exercises and a final independent design project.
Flash cs4 intoduction class lecture notesFred Carbine
This document provides information about an introductory Adobe Flash CS4 course. It introduces the instructor, Fred Carbine, and lists his qualifications. It outlines the course objectives, which include learning the Flash interface, animation concepts, and ActionScript. The document discusses the teaching methods, which involve lectures, assignments, quizzes, and a final project. It also covers the required textbooks, materials, and the attendance and grading policies.
Syllabus for Photoshop 10 week course at the University of the Arts.
Explore Photoshop through hands-on web-design exercises. The course starts with an introduction to the Photoshop interface and tools and the types of files that are used for web graphics. The course continues as you learn how to use layers, effects, text, filters and image optimization tools for the web. Once you gain familiarity with the tools of Photoshop, you will be able to use those skills to create website templates, rich graphics and web page elements such as content boxes and buttons.
This document outlines the syllabus for a Web Page Design course. The course provides instruction in web design principles using programs like Dreamweaver, Flash, Fireworks and Photoshop. Students will learn to design and maintain websites, add animations and graphics, and integrate these elements. They will be tested each chapter and complete a final exam assessing their skills in the programs. The course covers units on Dreamweaver, Flash, Fireworks and Photoshop across multiple chapters.
This document provides information about the VCP 118-2 Digital Imaging III course. The course uses Adobe Illustrator and InDesign to advance students' graphic design skills. Students will learn to combine typography and images, develop portfolio projects, and explore digital publishing. The course consists of lectures, labs, and homework over 15 weeks. Students will master communication of ideas through graphic design, develop projects using industry software and equipment, and complete a portfolio. The document outlines course goals, assignments, grading criteria, required equipment, conduct standards, and other policies.
This document provides information about an instructional design workshop for faculty at Moraine Valley Community College. The workshop will consist of a design component lasting 8 weeks and a development component lasting 9 weeks. Participants will receive $1000 upon completing workshop requirements. The workshop will help faculty develop skills for teaching online or in blended courses. It outlines policies, requirements, and a schedule for the design modules that participants will complete during the workshop as they design their own online course.
This course provides an introduction to learning analytics through four units focused on common techniques in the field. Students will gain hands-on experience using various analytics tools like Tableau, NodeXL, Topic Modeling Tool, and RapidMiner. The course aims to help students better understand how to leverage educational data to improve online and blended learning environments. Students will complete small data analysis projects corresponding to each unit to develop skills in collecting, analyzing, and reporting education data.
This syllabus provides an overview of an online course titled "Online Teaching for Adult Learners". The course explores theories and practices of online teaching and learning for adult students. Students will learn about online tools, engaging online learners, collaborative learning, and gain experience teaching online. Assignments include weekly discussions, designing tutorials, creating lessons for partners, and collaborating on a final wiki project. The course is graded based on participation, assignments, and the final project. Expectations include completing weekly assignments by deadlines and communicating through online tools.
This document provides an overview of the Upscale Academy Full Stack Online Bootcamp program. The 14-week program includes a 2-week pre-course and 12 weeks of immersive study focused on front-end languages like HTML, CSS, JavaScript and the backend Node.js stack. Students will learn essential skills through daily live video lectures and programming sessions with instructors and peers. They will also build a portfolio of projects and receive career support services to help find a job as a full-stack developer upon completing the program.
This document outlines the modules and content covered in a Canvas training course for faculty. The 10 modules cover navigation, outcomes, content organization, rich content editing, files, assignments, discussions, quizzes, communication tools, and grading. The course provides online tutorials, activities and exercises to teach faculty how to use Canvas features for online, hybrid or face-to-face classes supplemented with online materials.
This document provides information about a coding course taught by Mr. Joslin at New Hampton School during the 2016-2017 school year. The course is an introductory semester-long class focused on fundamental computational practices and programming concepts. It aims to introduce students to computer science through engaging topics rather than focusing on specific languages. The course will assess students on their content knowledge, programming techniques, skills, and communication. Students will complete various assignments, exercises, and projects throughout the semester at their own pace. They will also complete an independent final project in which they choose a topic to further develop their skills in areas like web development, Arduino, or game development.
This document provides information about a CIS 170 Introduction to Computer Information Systems course at Valley City State University. The course will introduce students to basic computer concepts like file management, software applications, computer ethics, and Microsoft Office programs. Students will learn to use Word, PowerPoint, and Excel through completing assignments. The final project will incorporate work from individual units into a comprehensive project to demonstrate skills learned throughout the course. The course aims to help students advance their technology knowledge and abilities.
This document provides an overview and introduction to a 3D modelling course. It outlines the course convenors, teaching team, schedule, expectations and assessments. The course aims to develop skills in 3D modelling software such as 3DS Max and Mudbox. Students will work individually and in groups to conceptualize, design and create an "asset pack" for a virtual environment. Assessments include a progress presentation, speed sculpt challenge, final project and reflective journal. Additional resources are also provided to support students' design work.
Instructional Design Learning Series - Spring 2011LaWanda Thomas
The document describes a workshop for faculty on instructional design for online courses at Moraine Valley Community College. The workshop will take place from March to July 2011 and involve designing an online course from start to finish. Participants will spend 9 hours per week working through modules on topics like the online learning environment, communication, and instructional design principles. Upon completing workshop requirements and presenting their course, participants will receive $1,000 compensation.
The document provides guidelines for preparing a MOOC seminar report. It states that the purpose of the MOOC seminar is for students to share their understanding of a subject related to their field of study and to receive feedback. It provides instructions on report formatting, including a 10-15 page length, appropriate referencing, and oral presentation. The report should include chapters covering the key topics from the MOOC course modules and conclude with a summary and future work section.
The document describes several courses including an Aptitude Course focusing on practical applications and test preparation with expert tutors and well-researched materials. An Objective-C Course aims to help students master the language and its releases by developing programming logic and skills to build applications. A Bank Exam Learner Course provides 360-degree exam training with affordable fees, good job assistance and other student supports. Python and MongoDB Courses teach skills for automating tasks, designing applications, and deploying scalable clusters in cloud environments.
Thomas Session Notes summarizes key points from a Blackboard conference:
1) The notes discuss upgrading from Blackboard CE/Vista 8 to Blackboard Learn 9.1, including testing courses during migration and training faculty and students on the new features.
2) Embry-Riddle Aeronautical University shares their strategies for "Doing More With Less" through online innovations like course templates, blended learning, and leveraging tools like Elluminate and SafeAssign.
3) A presentation on Kaltura discusses using open source video in Blackboard to allow easy uploading and sharing of media across different devices and applications.
QM Standards 2, 3, & 4: Objectives and AlignmentStaci Trekles
This document summarizes a Quality Matters boot camp for online course development. It provides guidance on creating measurable learning objectives, using formative and summative assessments, developing clear expectations for students, and selecting appropriate assessment methods. Recommendations are given for using multimedia like videos and interactive tools to enhance learning. Strategies are outlined for providing feedback to students and grading assessments within the course management system. A variety of online tools and additional resources are also referenced.
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
1. Advanced
Post
Production
Workshop
40-‐3421
(01)
Tuesdays
6pm-‐9:50pm
4
Credits
Instructor
Name:
Ashley
Kennedy
Contact
Phone
Number:
312-‐369-‐8549
E-‐Mail
Address:
askennedy@colum.edu
Course
Description:
This
class
is
designed
for
advanced
level
post-‐production
students
and
addresses
new
and
complex
technologies
and
procedures
used
in
professional
post
environments.
It
also
delves
into
the
reasons
for
cutting
–
and
not
cutting
–
primarily
using
Walter
Murch’s
In
the
Blink
of
an
Eye
as
a
model
from
which
to
study
(as
well
as
to
critique
peer
edits).
The
first
half
of
this
course
covers
advanced
editing
techniques;
the
last
half
of
this
course
covers
advanced
effects
techniques
–
all
of
which
are
beyond
the
scope
of
your
introductory
and
intermediate
production
and
editing
courses.
Students
will
use
Avid
Media
Composer
to
learn
how
to
appropriately
execute
project
and
media
management
strategies,
and
will
use
advanced
editing
and
effects
techniques
to
organize
and
efficiently
edit
complex
visual
materials.
The
course
will
also
include
advanced
concepts
of
digital
production
and
broadcast
and
High
Definition
TV
standards.
All
footage
will
be
provided
by
the
instructor
to
achieve
class
goals,
and
most
weeks
will
combine
concepts
from
consecutive
class
periods
to
achieve
deeper
and
more
complex
understanding.
Course
Prerequisites:
Production
and
Editing
I
and
Production
and
Editing
II
(or
equivalent
to
introductory
and
intermediate
production
and
editing
classes)
Course
Objectives:
By
the
end
of
the
course,
students
will:
• Be
able
to
delicately
fine-‐tune
a
sequence
to
achieve
perfect
pacing
using
advanced
trimming
and
editing
techniques,
and
be
able
to
defend
complex
edit
decisions
by
answering
the
simply
question:
Why
does
this
cut
work?
• Be
able
to
properly
manage
and
manipulate
metadata
and
media
in
the
nonlinear
editing
environment
Use
efficient
shortcuts,
advanced
editing
techniques
and
MultiCameara
editing
for
faster,
more
efficient
editing
and
complex
multi-‐track
sequence
building
Use
script
integration
and
ScriptSync
to
efficiently
organize
and
edit
narrative
and
documentary
projects
Properly
color-‐correct
a
show
using
video
scopes
Be
able
to
delve
deeply
ino
the
world
of
effects
and
compositing
to
build
and
design
complex
“virtual
worlds“
using
various
matting
and
keying
tools
(Paint,
Animatte,
Matt
Keys,
Chroma
Keys,
Luma
Keys)
2.
TextBooks
and
Articles:
• (Required)
Effects
Tools
and
Techniques
for
Avid
Media
Composer,
by
Avid
Training
Services,
Avid
Technology,
Inc.
Copyright
2009.
(I
will
provide
you
this
text
for
rental
during
the
duration
of
this
course.
If
you
wish
to
purchase
the
book,
you
may
do
so
at
any
time
–
just
come
see
me.)
• (Recommended)
In
the
Blink
of
an
Eye:
A
Perspective
on
Film
Editing,
by
Walter
Murch.
Copyright
1995.
• Handouts
provided
by
the
instructor,
written
and
arranged
by
Ashley
Kennedy
(handed
out
in
class,
also
on
Moodle)
Getting
Ready:
Customizing
and
Setting
up
Your
Workspace
Delving
Deep
into
Timing
and
Pacing:
Advanced
Trim
Techniques
The
Digital
Script:
Using
Script
Integration
for
Efficient
Editing
Using
Multi-‐camera
Sync
for
Efficient
Editing
Color
Correction
is
more
than
Color:
Using
Your
Eyes
and
Your
Scopes
to
Correct
Isolating
and
Adjusting
Audio:
Audio
EQ
and
AudioSuite
Grading
Policy:
Class
Projects
(six
total)
50%
Quizzes
15%
Midterm
Exam
15%
Final
Project
15%
Class
Participation
5%
**No
sequences
named
“Untitled
Sequence“
will
be
graded!!**
Name
your
sequence
in
the
following
style:
Project
Name_Initials_Date
(ColumbianExposition_AK_2-‐23)
Grading
Scale:
Intermediate
grades
will
be
assigned
in
this
course.
The
scale
is
as
follows:
A
94-‐100%
A-‐
90-‐93%
B+
87-‐89%
B
84-‐86%
B-‐
80-‐83%
C+
77-‐79
C
74-‐76
C-‐
70-‐73
D
60-‐69
F
Below
60
3. Attendance
Policy
Two
tardies
equal
one
absence;
three
absences
may
result
in
failing
the
course.
Tardy
equals
coming
to
class
later
than
the
beginning
of
the
instructor's
opening
discussion
or
10
minutes
after
class
start
time.
The
same
penalty
holds
for
leaving
early
as
well.
There
are
no
excused
absences
because
of
the
requirements
of
class
participation
and
group
discussions.
ANY
absence
requires
notification
and
contact
with
the
instructor
prior
to
the
next
session.
All
absences
affect
your
grade,
since
participation
is
weighted
heavily
in
this
course.
Except
under
very
unusual
circumstances,
absence
from
three
classes
will
result
in
point
deductions
that
would
prohibit
passing.
Class
Website
Upload
All
assignments
must
be
uploaded
to
the
course
website
(Moodle)
by
6pm
of
the
day
it
is
due.
In
most
cases,
the
.avb
(bin
file)
that
contains
your
finished
sequence
should
be
the
file
you
upload.
Because
I
have
the
media
that
you
use,
I
will
be
able
to
load
the
sequence
and
view
and
critique
all
of
your
edits.
In
certain
cases,
I
will
require
that
the
entire
project
folder
(that
contains
all
bins,
settings
and
project
file)
be
uploaded.
Fine
Cut
Policy
All
projects
which
you
wish
to
improve
may
be
refined
by
turning
in
a
fine
cut
version
within
two
weeks
of
the
rough
cut
grade
distribution.
If
you
choose
to
turn
in
a
fine
cut,
re-‐upload
your
sequence
bin
to
the
website,
and
email
me
that
you
have
done
so.
I
will
grade
the
fine
cut
and
re-‐post
the
grade
as
a
weighted
average
of
the
two.
Setting
up
a
time
to
discuss
your
approach
of
how
to
improve
the
project
is
highly
recommended.
4. Course
Outline
&
Schedule:
WEEK
1:
SETTING
IT
ALL
UP:
CUSTOMIZATION
AND
NAVIGATION
This
week,
we’ll
concentrate
on
the
editor’s
workspace,
and
how
it
can
be
best
optimized
and
customized
for
the
most
efficient
workflow
in
every
stage
of
the
post-‐
production
process.
Lecture/Discussion
Customization
and
Navigation
Techniques
• Review
and
discuss
navigation
and
editing
techniques
o Keyboard
customization
o Manipulating
the
Timeline
o Navigation
and
Match
Frame
techniques
o Using
common
keyboard
shortcuts,
and
Opt+shortcuts
o Customizing
User
Settings
o Setting
up
Workspaces
o Advanced
Bin
Organization
Custom
Columns
Sorting
Custom
Sift
Cloning/Duplicating
Clips
and
Sequences
Reading
Handout:
Getting
Ready:
Customizing
and
Setting
up
Your
Workspace
Assignment
due
next
week
• Study
for
Quiz
• Customize
your
own
keyboard
and
workspaces
(with
cheat-‐sheet
explaining
rational):
UPLOAD
TO
CLASS
WEBSITE
[UPLOAD
USER
SETTINGS
(LOCATED
AT
Mac
HD/Users/Shared/Avid
Media
Composer/Avid
Users/Mac
OS
User/Avid
Users
WEEK
2:
ADVANCED
TRIMMING
AND
EDITING
TECHNIQUES
Most
deem
that
trimming
is
the
heart
and
soul
of
editing,
as
it
gives
the
editor
the
means
to
control
the
pacing
of
the
show
–
tightening
up
lingering
scenes
and
adding
breath
to
scenes
that
need
space.
This
week,
we
will
explore
all
of
the
methods
of
advanced
trimming,
as
well
as
how
to
determine
where
to
cut
(timing),
and
when
(pacing).
5.
You’ll
use
these
skills
to
fix
a
badly
“broken”
dialog
scene
from
the
ABC
show
LOST,
restoring
proper
sync,
timing,
and
pacing
to
a
ruined
sequence.
Quiz
on
Navigation
and
Customization
Techniques
Lecture/Discussion
Advanced
Editing
Concepts
o Trimming
Basic
trimming
review
JKL
trimming
Trimming
on
the
Fly
Slip/Slide
Bi-‐directional
trimming
o Extend
Edit
o Top
and
Tail
o Replace
Edit
o Sync
Point
Editing
Reading
Handout:
Delving
Deep
into
Timing
and
Pacing:
Advanced
Trim
Techniques
Assignment
due
next
week
• Study
for
Quiz
• Edit
LOST
“broken
sequence”:
UPLOAD
TO
CLASS
WEBSITE
WEEK
3:
SCRIPT
INTEGRATION
AND
SCRIPTSYNC
This
week,
we
will
explore
Script
Integration
and
ScriptSync,
which
allows
you
to
link
your
master
source
clips
to
an
imported
script
or
transcription.
(This
technique
can
be
thought
of
as
a
souped-‐up
digital
extension
of
the
traditional
lined
script
that
editors
typically
use
in
determining
coverage
of
a
scene.)
This
practice
is
a
terrific
time-‐saver
for
both
narrative
and
documentary
editing.
This
week,
you
will
use
ScriptySync
to
edit
the
same
LOST
scene
that
you
fixed
last
week
–
but
you
will
have
68
camera
angles
(from
the
actual
dailies)
from
which
to
choose
to
edit
your
sequence.
Quiz
on
Advanced
Trimming/Editing
Techniques
6. Lecture/Discussion
o Script
requirements
and
import
o Script
features
o Using
Script
Integration
o Using
Script
Sync
o Using
ScriptSync
to
scripted
projects
o Using
ScriptSync
with
documentary
projects
Reading
Handout:
The
Digital
Script:
Using
Script
Integration
for
Efficient
Editing
Assignment
due
next
week
• Study
for
Quiz
• Edit
LOST
ScriptSync
exercise
(Script
and
scene
construction):
UPLOAD
SEQUENCE
BIN
TO
CLASS
WEBSITE
WEEK
4:
MULTICAM
EDITING
This
week,
we
will
explore
Multi-‐camera
editing
with
Avid
Media
Composer.
Multi-‐
camera
editing
allows
you
to
sync
multiple
clips
together
and
edit
them
as
a
group
in
the
timeline.
This
way,
you
can
quickly
cut
between
different
shots/angles,
while
maintaining
sync
between
all
of
the
shots.
(This
of
course
saves
much
more
time
than
having
to
load
and
match
each
shot
individually.)
Both
narrative
and
documentary
footage
can
be
shot
with
multiple
cameras,
and
each
can
exhibit
tremendous
benefits
using
this
method.
You
will
use
Multi-‐camera
editing
to
edit
a
musical
performance
by
the
band
Columbian
Exposition,
which
was
shot
using
four
takes,
each
with
three
cameras.
Your
finished
edit
will
be
comprised
of
all
12
takes.
Quiz
on
Script
Integration
and
ScriptSync
Discuss/Critique
Lost
edits
Lecture/Discussion
o History
of
MultiCam
o Shooting
MultiCam
o Creating
Group/Multigroup
Clips
o Setting
up
Multicam
editing
o Activating
and
Executing
Multicam
editing
o Multicam
techniques
o Editing
Audio
with
Multicam
7. Reading
Handout:
Using
Multi-‐camera
Sync
for
Efficient
Editing
Assignment
for
next
week
• Study
for
Quiz
• Edit
“Columbian
Exposition”
Multicamera
project
UPLOAD
PROJECT
FOLDER
TO
CLASS
WEBSITE
WEEK
5:
COLOR
CORRECTION
USING
VIDEO
SCOPES
This
week,
we
will
explore
the
deep
artistic
science
of
color
correction,
where
we
not
only
use
our
eyes,
but
also
signal-‐exact
video
scopes
to
adjust
luma
and
chroma
levels
of
video.
We
will
explore
four
main
video
scopes:
Y
Waveform,
YC
Waveform,
RGB
Parade
and
Vectorscope.
We’ll
also
learn
how
to
use
–
and
not
use
–
automatic
color
correction.
You
will
use
proper
color
correction
techniques
to
correct
and
stylize
the
Columbian
Exposition
music
performance
that
you
edited
last
week.
Quiz
on
MultiCam
Editing
Discuss/Critique
Multi-‐Camera
edits
Lecture/Discussion
o Looking
at
Chroma
and
Luma
Problems
o Using
Video
Scopes
Y
Waveform
and
YC
Waveform
RGB
Parade
Vectorscope
Automatic
Color
Correction
Assignment
for
next
week
• Study
for
Quiz
• Color
Correct
“Columbian
Exposition”
sequence:
UPLOAD
TO
CLASS
WEBSITE
(BOTH
SEQUENCE
BIN
AND
EXPORTED
QUICKTIME)
WEEK
6:
MANIPULATING
SOUND
WIH
AUDIO
EQ
AND
AUDIOSUITE
Just
as
with
color
correction
and
finishing,
audio
editing
is
a
deep
science
that
comprises
entire
curricula.
This
week,
however,
we’ll
scratch
the
surface
of
this
expansive
art
to
intelligently
isolate
and
improve
audio
issues
in
our
video
program.
8.
This
week,
you
will
correct
and
enhance
the
audio
in
your
Columbian
Exposition
sequence.
Quiz
on
Color
Correction
Lecture/Discussion
o Analyzing
audio
problems
Understanding
the
EQ
spectrum
Understanding
audio
frequency
charts
o Repairing
bad
audio
Manipulating
EQ
Using
AudioSuite
plugins
o Using
Audio
as
Effect
Manipulating
EQ
Using
AudioSuite
plugins
o Manipulating
time
Time
Compression/Expansion
of
Audio
Assignment
for
next
week
• Study
for
Quiz
WEEK
7:
MIDTERM
REVIEW
Discuss/Critique
final
Columbian
Exposition
edits
(Color
Correction)
Midterm
Review
Jeopardy
Game
Assignment
for
next
week
• Study
for
Midterm
WEEK
8:
MIDTERM
Take
Midterm
exam
Assignment
for
next
week
• None!
9.
WEEK
9:
ADVANCED
EFFECT
TECHNIQUES
The
final
seven
weeks
of
this
course
will
involve
the
art
of
“compositing”
in
Avid
Media
Composer,
which
simply
means
that
you
will
be
building
complex
vertical
designs,
thereby
creating
virtual
realities
out
of
disparate
parts.
It
is
commonly
thought
that
editors
must
build
composites
in
3rd
party
programs
like
After
Effects,
but
this
course
will
teach
you
how
to
create
the
same
professional
results
within
the
editor.
This
week,
you’ll
get
your
feet
wet
with
some
very
useful
effect
building
techniques,
especially
nesting
–
which
will
allow
you
to
build
as
many
effects
as
you
want
onto
a
single
video
segment.
Lecture/Discussion
o Advanced
Effect
Display
Techniques
o Advanced
Effect
Edting
Techniques
o Saving
Effect
Templates
o Custom
Transitions
o Track
Hierarchy
o Nesting
Techniques
Simple
Nesting
Expanded
Nesting
Autonesting
o Changing
Source
Video
in
Effect
Composites
o Collapsing
Tracks
Reading
Chapter
1:
Advanced
Effect
Techniques,
Effects
Tools
and
Techniques
for
Avid
Media
Composer.
Assignment
for
next
week
• Study
for
Quiz
WEEK
10:
THE
PAINT
EFFECT
The
Paint
Effect
allows
you
to
manipulate
video
by
creating
shapes
and
altering
the
pixels
within.
In
this
way,
you
can
change
the
way
certain
pixels
look
–
for
example,
by
changing
luma/chroma,
blurring
objects,
cloning
objects,
removing
scratches,
etc.
By
using
many
shapes
together
in
layers,
you
can
begin
to
alter
the
video
to
create
a
virtual
reality.
10. This
week,
you
will
use
the
Paint
Effect
to
complete
the
first
phase
in
a
3-‐part
effect
composite.
The
visual
is
of
a
ship
sailing
off
the
side
of
the
world
–
using
only
five
pieces
of
totally
separate
and
unrelated
video.
Quiz
on
Advanced
Effect
Techniques
Lecture/Discussion
o Shape
Creation
Tools
o Using
Object
Manipulation
Tools
o Understanding
Object
Parameters
o Commonly
Used
Paint
Techniques
Using
Clone
Mode
Using
Scratch
Removal
Mode
Using
Color
Match
Mode
o Using
Motion
Tracking
with
Paint
Objects
o Keyframing
Multiple
Objects
Reading
Chapter
2:
The
Paint
Effect,
Effects
Tools
and
Techniques
for
Avid
Media
Composer.
Assignment
for
next
week
• Study
for
Quiz
• Complete
Stage
1
of
Edge
of
the
World
WEEK
11:
WORING
WITH
THE
ANIMATTE
EFFECT
AniMatte
is
the
first
of
four
types
of
mattes
that
you
will
use
to
create
intricate
effect
composites.
AniMatte
allows
you
to
use
shapes
to
key
through
vertical
video
tracks,
which
will
let
you
show
and
hide
certain
elements
of
certain
pieces
of
video.
By
creatively
layering,
you
can
design
realities
out
of
very
separate
elements.
This
week,
you
will
use
AniMatte
to
create
the
second
phase
in
the
3-‐part
effect
composite
–
the
environment
of
the
ocean,
waterfall,
sky
and
stars.
Quiz
on
the
Paint
Effect
Lecture/Discussion
o Using
and
Modifying
the
Animatte
Effect
o Animatte
Parameters
(Foreground,
Mode
Selections,
Feathering)
o Keyframing
Animatte
Shapes
11. o Exporting
Animatte
Shapes
o Creating
a
Matte
Element
Reading
Chapter
3:
The
Animatte
Effect,
Effects
Tools
and
Techniques
for
Avid
Media
Composer
Assignment
for
next
week
• Study
for
Quiz
• Finish
editing
Stage
2
of
Edge
of
the
World
WEEK
12:
WORKING
WITH
CHROMA
AND
LUMA
KEYS
Everyone’s
heard
of
“green
screen,“
and
many
video
editors
have
slapped
a
chroma
key
effect
on
a
shot
or
two,
but
few
people
really
understand
how
to
properly
pull
a
key,
and
the
workflow
that
will
result
in
the
cleanest
chroma
key.
Using
SpectraMatte
and
the
3-‐D
Luma
Keyer,
we
will
explore
this
science
by
closely
examining
the
various
parameters
that
have
so
much
control
over
how
we
view
the
key
and
fill
of
a
chroma
key
composite.
This
week,
you
will
complete
Stage
3
of
the
Edge
of
the
World
composite
by
keying
the
ship
over
the
waterfall.
You
will
also
complete
a
chroma
key
sequence
of
a
Goya
(juice)
commercial
spot.
Quiz
on
the
Animatte
Effect
Lecture/Discussion
o Working
with
Chroma
Keys
(Spectramatte)
Using
the
SpectraMatte
Keyer
(mechanics
and
features)
Step-‐by-‐Step
Workflow
of
Pulling
a
Key
o Working
with
Luma
Keys
Configuring
the
3D
Warp
Luma
Key
Reading
Chapter
6:
Chroma
Keys
and
Luma
Keys,
Effects
Tools
and
Techniques
for
Avid
Media
Composer.
Assignment
for
next
week
• Study
for
Quiz
Two
Assignments
DUE:
• Finish
Stage
3
of
Edge
of
the
World:
UPLOAD
SEQUENCE
BIN
TO
CLASS
WEBSITE
(Should
comprise
Edge
of
the
World
1,
2
and
3
from
the
past
three
weeks.)
• Finish
Goya
sequence
(UPLOAD
SEQUENCE
BIN
TO
CLASS
WEBSITE)
12.
WEEK
13:
WORKING
WITH
MATTE
KEYS
The
fourth
and
final
type
of
Matte
you’ll
be
working
with
are
Matte
Keys
–
images
imported
into
the
editing
program
which
have
an
alpha
channel,
or
transparent
layer.
We’ll
talk
about
how
to
create
and
manipulate
alpha
channels
in
Photoshop,
and
how
to
properly
import
them
into
Avid
to
use
in
your
effect
composites.
Quiz
on
Chroma
and
Luma
Keys
Discuss/Critique
Edge
of
the
World
edits
(Phase
1,
2
and
3)
Lecture/Discussion
o Working
with
Tape-‐Based
Matte
Keys
o Working
with
Imported
Matte
Keys
Criteria
for
Imported
Graphics
and
Animations
Square/Non-‐Square
Pixels
Importing
Graphics
and
Animations
o Using/Modifying
Imported
Matte
Keys
Modifying
the
Content
of
a
Matte
Key
Unlocking
the
Matte
Element
Animating
the
Matte
Element
Reading
Chapter
5:
Working
with
Matte
Keys,
Effects
Tools
and
Techniques
for
Avid
Media
Composer.
Assignment
for
next
week
• Study
for
Quiz
• Start
Ball
State
(FINAL)
WEEK
14:
IN-‐CLASS
TIME
FOR
FINAL
PROJECT
The
final
project
in
this
course
–
a
very
complex
commercial
spot
–
contains
every
single
effect
element
we’ve
studied.
You
will
spend
the
final
two
class
periods,
as
well
as
outside-‐class-‐time,
to
build
this
composite
using
all
of
the
tools
in
your
arsenal.
Quiz
on
Matte
Keys
In-‐Class
Activity
• Students
will
work
on
the
Ball
State
(FINAL)
sequence
in
class
13.
WEEK
15:
COMPLETE
FINAL
PROJECT
In-‐class
Activity
• Students
may
finish
Ball
State
(FINAL)
in
class
BALL
STATE
(OR
OTHER
FINAL
PROJECT)
DUE
BY
9:50
PM
ON
THE
LAST
DAY
OF
CLASS!
(UPLOAD
SEQUENCE
BIN
TO
CLASS
WEBSITE)
MAKE
SURE
YOU
ARE
IN
A
POSITION
COMING
INTO
CLASS
ON
TUESDAY
TO
EITHER
TURN
IN
FINAL
OR
COMPLETE
IT
WITHIN
CLASS
TIME!