This document outlines the syllabus and course plan for COM 510, a graduate communication and media technologies course at Lynn University. The course will be taught on Thursdays from 6-10pm by Dr. Carmeta Blake. It will examine the historical development and cross-media influence of technologies, how technologies are adopted and evolve, and their effects on society. Students will analyze emerging technologies, develop messages using different technologies, and critique their appropriate use. Grading will be based on response papers, a personal article analysis, a content analysis final research project and presentation, and class participation. No late work will be accepted.

1. Lynn University
College of International Communication
COMMUNICATION AND MEDIA TECHN0LOGIES
COM 510
FALL 2010
SYLLABUS AND COURSE PLAN
Instructor: Carmeta Blake, Ed.D
Office: Lynn Library, Third Floor
E-mail: mailto:cblake@lynn.edu
Class Location: ASSAF 215
Class Time: Thursday: 6:00 PM – 10:00 PM
Office Hours: Monday and Wednesday - 2.00pm to 4:00pm
Tuesday and Thursday – 1:00pm to 3:00pm, and 4:45pm to
5:45pm
REQUIRED READINGS:
Berryman, B. (2004). Review of Radio Studies teaching: From on-air to the Web: Re-
defining the radio producer. Radio Journal: International Studies in Broadcast &
Audio Media, 2(2), 118-120.
Chan-Olmstead, S., & Ha, L. (2003). Internet Business Models for Broadcasters: How
Television Stations Perceive and Integrate the Internet. Journal of Broadcasting &
Electronic Media, 47(4), 597-617.
Machill, M., & Beiler, M. (2009). THE IMPORTANCE OF THE INTERNET FOR
JOURNALISTIC RESEARCH. Journalism Studies, 10(2), 178-203.
Jackson Pitts, M., & Harms, R. (2003). Radio Websites as a Promotional Tool. Journal of
Radio Studies, 10(2), 270-282.
Albarran, A., Horst, J., Khalaf, T., Lay, J., McCracken, M., Mott, B., et al. (2007). "What
Happened to our Audience?" Radio and New Technology Uses and Gratifications
Among Young Adult Users. Journal of Radio Studies, 14(2), 92-101.
Edwardson, M. (2007). Convergence, Issues, and Attitudes in the Fight over Newspaper-
Broadcast Cross-Ownership. Journalism History, 33(2), 79-90.
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2. Ha, L., & Chan-Olmsted, S. (2004). Cross-Media Use in Electronic Media: The Role of
Cable Television Web Sites in Cable Television Network Branding and
Viewership. Journal of Broadcasting & Electronic Media, 48(4), 620-645.
Ki-Sung, K. (2007). The Regulation of Pay Television in East Asia: A Comparative
Study. Westminster Papers in Communication & Culture, 4(3), 88-107.
Lin, C., & Jeffres, L. (2001). COMPARING DISTINCTIONS AND SIMILARITIES
ACROSS WEBSITES OF NEWSPAPERS, RADIO STATIONS, AND
TELEVISION STATIONS. Journalism & Mass Communication Quarterly, 78(3),
555-573.
Faulhaber, G., & Farber, D. (2010). The Open Internet: A Customer-Centric Framework.
International Journal of Communication (19328036), 4302-342.
Taylor, G. (2010). Shut-Off: The Digital Television Transition in the United States and
Canada. Canadian Journal of Communication, 35(1), 7-25.
COURSE DESCRIPTION:
COM 510 studies the development, implementation, role and impact of technology in
communication and media with a focus on emergent technologies and how they are
adopted by the mass media. (3 credit hours: Lynn University Catalog)
LEARNING OUTCOMES:
1. Students will examine the historical development and cross-media influence of
media technologies.
2. Students will analyze the creation, adoption and evolution of media technologies.
3. Students will evaluate and interpret the effects of media technologies on society.
4. Students will familiarize themselves with the research process, planning and
design.
5. Students will examine quantitative, qualitative and critical research methods in
communication and media.
6. Students will develop messages using different technologies for distribution in
various delivery systems.
7. Students will familiarize themselves and master a variety of computer and editing
software to craft appropriate messages using new technologies.
8. Students will critique the use of communication technologies and evaluate their
appropriate use.
Course Schedule:
The instructor reserves the right to make modifications to the course plan. Students will be
informed of any changes in a timely manner
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3. October 28 Course
Overview/Introductions/Syllabus/Expectations
November 4 Convergence Issues/Comparison Contrasts –
Communication Media Technologies
November 11 The Business Model/CrossMedia
November 18 Regulations –TV/Internet-The Asian
Experience/Digital Transitions
November 25 THANKSGIVING NO CLASS
December 2 Internet for Journalistic Research – A
Discussion on the Importance
December 9 Multi-Media Presentations on -
Communication Media Technologies that
change the way media operates or will operate
in the next 5 years.
December 16 Final Presentations – Public Speeches
Grading Scale:
A 100-93
A- 92-90
B+ 89-87
B 85-83
B- 82-80
C+ 79-77
C 76-73
C- 72-70
D 60-69
F 59-0
Teaching Philosophy
The teaching style will be cordial, professional, and collegial. Students are expected to
engage in seminar style dialogue for most of our sessions. Collaboration and individual
work will co-exist in an environment of discovery and intellectual discourse as it relates
to communication and media technologies locally and internationally. In addition,
students will be expected to demonstrate the ability to discuss, facilitate, and document
critical assessments of researched material according to existing publication standards.
Teaching Methods
The course integrates, but is not limited to, lectures, discussions, assigned readings, and
individual presentations. Students are expected to enhance class discussion and
participation with audio-visuals, text assignments, library and Internet research, and peer
evaluations. Online work will also form part of the teaching approach of this course.
Grading: Papers will be evaluated according to the extent to which they reflect thorough
research, clarity of thought, and adherence to the principles of effective writing. Papers
should be prepared according to the guidelines of the APA Manual. Points will be
deducted from papers that are not formatted according to the APA standards.
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4. Presentations will be graded based on your ability to correctly summarize and clearly
explain the article, as well as on basic principles of public speaking. Presentations should
be 15 minutes in length.
Responses: Each week you should write brief (150-250 words) responses to two of your
classmates’ comments which are submitted to the Discussion Board in Blackboard.
Responses to all the papers are due two days after the paper’s submission deadline. Late
responses will not be accepted.
Final Project:
Conduct a content analysis of 3 major communication media technologies. Gather the
data and analyze what distinguishes each from the other. You should write your paper to
include a theoretical background, a review of literature on the area of study, your
methodology, which should include how you coded the data, how you arrived at the
categories for each data. You should include some graphical representation to account for
the cumulative values of the categories. The methodology should also include over what
period of time the data was gathered and how the sample was selected. You should have
an analysis, and conclusions you have drawn from the result of your enquiry. Such a
paper would not be less than 12 pages or more than 15 pages, and should conform to
APA style.
Students will present a summary of their final paper to the class in a formal public
presentation. Students should prepare 5- 7 minutes in a public speech that highlights the
most important aspects of the paper, and the researcher’s most important findings.
Students should also be prepared to answer questions about their research. Minimum and
maximum time limits will be enforced.
Grading: Presentations will be evaluated according to the extent to which they adhere to
the principles of effective public speaking (e.g., eye contact with the audience, substance/
relevance of content presented, supporting material, and engaging the audience).
In addition, students are expected to attend classes regularly, and to participate in the
class discussions. Students should come to class having read the material assigned
for that day, and should be prepared to discuss it. It is the student’s responsibility to
keep up to date on assignments and readings.
Grading and due dates
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5. Assignment Due date Percentage of grade
Reaction Paper I –
Machill, M., & Beiler, M. (2009). 11/04 10 points
Reaction Paper II –
Ha, L., & Chan-Olmsted, S. (2004) 11/11 10 points
Reaction Paper III - Taylor, G. (2010)11//18 10 points
Personal Article Analysis – 12/02 15 points
(MINIMUM 4 pages, but no more than 5 pages –APA style)
Final Paper Research – Content Analysis of 3 major media technologies
Part I:
Actual 12- 15-page paper 12/09 30 points
Part II: Oral Presentation 12/16 10 points
BB Responses 15 points
All discussion board postings must be posted by midnight on Thursdays. The
forum will be closed after that time. Make your responses pithy.
Late Work
No late work will be accepted. Please plan accordingly.
Lynn University Academic Honesty Policy
Integrity and honesty are essential to Lynn University’s mission and community
standards. As an academic community, honor, integrity and truthfulness are
essential to the pursuit of knowledge and to establishment of mutual respect and
trust among faculty, staff and students. Personal and professional integrity are also
essential to our mission to educate students to become responsible and ethical
citizens within a global community. Violations of the academic honesty policy
undermine the fundamental values and standards of our community, and therefore,
faculty, staff and students must accept their responsibility to uphold and abide by
the highest standards of integrity and honesty.
Definitions
Violations of the Academic Honesty Policy include, but are not limited to the
following:
1. Cheating: Intentionally using or attempting to use unauthorized materials,
information, or study aids in any academic exercise. Infringing on the academic
rights of others, such as defacement or theft of library material.
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6. 2. Fabrication: The intentional and unauthorized invention or falsification of any
information or citation in an academic exercise.
3. Plagiarism: Intentionally or unintentionally representing the words or ideas of
another as one’s own in any academic exercise.
4. Facilitation: Intentionally or knowingly helping or attempting to help another to
commit an act of academic dishonesty, including unauthorized collaboration on
academic assignments.
Americans with Disabilities Act
If you require special accommodations under ADA, please let me know. I will make every
effort to meet them within the course. Since my ability to make such provisions depends on
knowing what these needs are, I encourage students with special needs to meet with me to
discuss how we might best work together.
NOTE: Students are particularly encouraged to form and participate in informal study groups for
the purpose of reviewing and discussing course materials.
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