- Elisabeth Banks is applying to study BSc (Hons) Film and Television Production at York University. She has achieved good GCSE grades including English Language, English Literature, Maths, Combined Science, Computer Science, and Religious Studies.
- Currently, she is studying an Extended Diploma in Creative Media Production and Technology at York College where she has gained experience producing music videos, album covers, video games, film trailers, shorts films, and advertisements.
- She is interested in working in film production at a multimedia company in the future and feels a university course will provide her with additional skills and experience needed for a career in the industry.
This document provides an overview of a Broadcast Technology programme offered as a one-year full-time or part-time top-up to a Foundation Degree. The programme includes four pathways in audio, systems, computing, and outside broadcast. It aims to develop practical skills into professional skills to prepare students for careers in areas like production, post-production, and transmission. The programme structure, educational aims, teaching and learning strategies, and learning outcomes are described in detail over multiple sections.
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The document discusses a project at Purdue University that explored using video conferencing to link teacher education programs with K-12 schools. Faculty and students from both universities and K-12 schools provided feedback on the benefits and limitations of this approach. It allowed pre-service teachers to observe diverse classrooms and students they otherwise would not have access to. However, participants also noted limitations like technical issues and inability to experience all aspects of being in the classroom. Overall, the results suggested this approach could be useful for augmenting traditional field experiences in teacher preparation programs.
The document discusses various technology tools that can enhance learning, including Blackboard, wikis, podcasts, and webinars. It outlines different formats for online learning like synchronous, asynchronous, independent study and group study. The asynchronous, online group study format allows flexibility while enabling collaboration. Benefits of online learning include flexible schedules, remote access, and larger student pools. Keys to success include instructor experience, online community building, and sound course construction. Common concerns are issues around institutional integrity, time intensiveness, and technology availability. The document provides examples of models from other universities and resources for further information.
Learning Delivery Modality Course 2 is an instructional stream of LDM in response to education needs during the times of pandemic. This portfolio is a sample where you can get inspiration from when making your own LDM2 portfolio.
IAAMA Presentation about Engineering Professional EducationVickie Maris
Brief overview of the lifelong learning solutions available through Engineering Professional Education at Purdue University for practicing engineers -- distance credit programs and non-credit short courses.
Instructional Technology Tools and Resources for Instructors and Program Mana...Vickie Maris
This document summarizes instructional tools, technology and resources that can be used by instructors and program managers. It discusses tools like SlideShare, wikis, blogs, podcasts and videos that can be used for online learning. It also provides examples of how these tools are being used for K-12 and higher education, professional development and executive education.
- Elisabeth Banks is applying to study BSc (Hons) Film and Television Production at York University. She has achieved good GCSE grades including English Language, English Literature, Maths, Combined Science, Computer Science, and Religious Studies.
- Currently, she is studying an Extended Diploma in Creative Media Production and Technology at York College where she has gained experience producing music videos, album covers, video games, film trailers, shorts films, and advertisements.
- She is interested in working in film production at a multimedia company in the future and feels a university course will provide her with additional skills and experience needed for a career in the industry.
This document provides an overview of a Broadcast Technology programme offered as a one-year full-time or part-time top-up to a Foundation Degree. The programme includes four pathways in audio, systems, computing, and outside broadcast. It aims to develop practical skills into professional skills to prepare students for careers in areas like production, post-production, and transmission. The programme structure, educational aims, teaching and learning strategies, and learning outcomes are described in detail over multiple sections.
Whos Talking, Listening, and Learning NowVideoguy
The document discusses a project at Purdue University that explored using video conferencing to link teacher education programs with K-12 schools. Faculty and students from both universities and K-12 schools provided feedback on the benefits and limitations of this approach. It allowed pre-service teachers to observe diverse classrooms and students they otherwise would not have access to. However, participants also noted limitations like technical issues and inability to experience all aspects of being in the classroom. Overall, the results suggested this approach could be useful for augmenting traditional field experiences in teacher preparation programs.
The document discusses various technology tools that can enhance learning, including Blackboard, wikis, podcasts, and webinars. It outlines different formats for online learning like synchronous, asynchronous, independent study and group study. The asynchronous, online group study format allows flexibility while enabling collaboration. Benefits of online learning include flexible schedules, remote access, and larger student pools. Keys to success include instructor experience, online community building, and sound course construction. Common concerns are issues around institutional integrity, time intensiveness, and technology availability. The document provides examples of models from other universities and resources for further information.
Learning Delivery Modality Course 2 is an instructional stream of LDM in response to education needs during the times of pandemic. This portfolio is a sample where you can get inspiration from when making your own LDM2 portfolio.
IAAMA Presentation about Engineering Professional EducationVickie Maris
Brief overview of the lifelong learning solutions available through Engineering Professional Education at Purdue University for practicing engineers -- distance credit programs and non-credit short courses.
Instructional Technology Tools and Resources for Instructors and Program Mana...Vickie Maris
This document summarizes instructional tools, technology and resources that can be used by instructors and program managers. It discusses tools like SlideShare, wikis, blogs, podcasts and videos that can be used for online learning. It also provides examples of how these tools are being used for K-12 and higher education, professional development and executive education.
Project-based multimedia learning is an instructional strategy that combines project-based learning and multimedia. It involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. This strategy allows students to learn core curriculum while developing real-world skills like planning, collaboration, and presenting information compellingly. It also builds students' hard skills in areas like math and problem-solving, as well as their soft skills and ability to use technology for tasks like creating multimedia presentations.
Telecentre Multimedia Academy: project presentationTELECENTRE EUROPE
This document summarizes a project aimed at improving adult learners' media literacy skills through online courses developed by a partnership of organizations across Europe. The project involved researching existing media literacy programs, designing basic and advanced online courses on sound, photo and video skills, developing learning materials, piloting the courses in 7 countries, and establishing permanent Telecentre Multimedia Academies. The goal was to provide adults with skills in understanding, using and producing various media to foster long-term media literacy learning opportunities.
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The document discusses relevant technologies for open and distance learning (ODL). It begins by stating that all media have strengths and limitations, and the most appropriate mix should be chosen based on learning outcomes. The document then covers several principles for selecting media, including learner profile, curriculum, capabilities of the technology, costs, and available resources. The main sections explore print materials, audio/video technologies like radio, television and conferences, and online environments like the internet, CDs, and online learning platforms. Guidance is provided on incorporating each type of technology effectively.
Project-based learning is a teaching method where students gain knowledge and skills by working to design and create a product or presentation. It uses multimedia like text, graphics, video and sound. Key aspects include addressing core curriculum, making real-world connections, extended timeframes, student decision making, collaboration, and assessment. Students learn by creating multimedia themselves rather than just using others' work. Benefits include improving hard skills like problem solving and soft skills like collaboration. It prepares students for skills like planning, presenting information, and applying academic knowledge to the real world.
This document contains information about Shanice Yates' UCAS application, including her academic history, current studies, future goals, and personal statement. She is applying to study BA courses in Creative Advertising, Future Media Production, Digital Media, Graphic Design, and Graphic and Media Design. Her current media course has helped her develop skills in Photoshop, Illustrator, and Premiere Pro. She hopes to work in advertising, print, or graphic design after university and feels these degree courses will help her build her portfolio and gain the necessary qualifications for these careers.
This document summarizes a presentation on digital storytelling. It discusses the history of storytelling, defines digital storytelling, and explains why and how it can be used in the classroom. Digital storytelling combines narrative with digital media like images, sound, and video. It engages students and helps them learn, reflect, and develop 21st century skills. Teachers can use digital storytelling for instruction, assessment, and student projects. Creating digital stories takes planning, collecting materials, and editing with tools like Windows Movie Maker.
English Languange Teaching and Technology.pptxMayka R. Firlas
This document summarizes a study on using student-created digital videos (SCDV) to foster language development in EFL students. The study employed an SCDV project with 25 undergraduate engineering students. Data was collected through qualitative methods like focus groups, journals, and observations, and quantitative methods like questionnaires. The results showed that SCDV allowed students to engage with English outside of class, improved their writing through scripts and reports, and increased speaking through team discussions and presentations. Observers provided feedback that supported SCDV as an effective language learning tool.
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This document describes a method used at the Robert Gordon University for students to record and submit digital presentations using Panopto. Students are placed into groups and record a 10-12 minute presentation on a given topic. They are provided training and support materials on using Panopto and giving presentations. Students can book time in equipped classrooms to record. Staff found the method allowed more efficient marking and provided students experience with digital skills. Some changes will be made such as requiring all group members to participate in recordings and improving support documents.
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Project-based multimedia learning involves students working collaboratively over an extended period of time to research and develop a multimedia product that demonstrates their learning, while addressing core curriculum goals. It utilizes multimedia such as text, images, video and interactivity, and involves seven key dimensions including establishing real-world connections, allowing student decision making, and assessing student learning through their final products. The document outlines the steps to implementing project-based multimedia learning in the classroom, from preparing resources and technology to introducing the project to students and establishing milestones.
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The document compares authoring software and programming languages for developing multimedia applications.
Authoring software is a high-level tool that handles programming code internally without requiring users to understand programming logic or syntax. Programming languages are lower-level tools that provide more control but require understanding of programming.
Authoring software is easier to learn and use but has limited capabilities, while programming languages allow more flexibility but require more time and effort to develop applications. Good multimedia developers should be comfortable using both approaches based on the project requirements.
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The document provides an overview of a session on using the Reach for College! curriculum to supplement classroom work and improve college and career readiness. It outlines objectives to learn how the curriculum enhances standards, classroom strategies to set goals and work toward them, and gives several specific lesson plans tested in classrooms incorporating the curriculum, such as setting goals, researching careers online, and creating a vision board.
ed. Tech 1 - Project - Based learning and Multimediajenny678
This document discusses project-based learning and multimedia. It defines project-based learning as a teaching method where students acquire new knowledge and skills by designing, planning, and producing a product or performance. Multimedia is defined as integrating various media like text, graphics, video, and sound. Project-based multimedia learning combines these approaches by having students acquire knowledge and skills through designing a multimedia product. The document outlines seven key dimensions of project-based multimedia learning: using core curriculum, making real-world connections, extending over time, allowing student decision making, enabling collaboration, incorporating assessment, and utilizing multimedia. It argues this approach helps students develop important hard and soft skills for the modern workplace.
Brief summary of Mitch Goodwin's teaching experience between 2004 and 2013. Brief description of his PhD project Dark Euphoria : The Neo Gothic Narrative of MillennialTechnoculture". Practice led reserach outcomes from his recent period of Special Studies Leave.
This course provides an introduction to concepts and skills for interactive media design. Students will develop visual literacy, critical thinking, and an understanding of the media production process. They will learn about graphic and animation techniques in Illustrator and Flash. Assessment includes group presentations, a visual diary of concepts and ideas, exercises analyzing images and film, and an individual Flash animation project. Students will learn through lectures, tutorials, workshops and additional activities such as film screenings. The course aims to challenge students' creative and critical abilities.
This applicant is applying to study digital media production at university. They have a passion for design and want to further develop their skills and knowledge in this area. They have experience studying creative media at college where they gained skills in areas like film, animation, print design and web design. They see university as a way to focus their passion, expand their skills and prepare for a career in the evolving digital media industry, particularly virtual and augmented reality. Outside of education they have work experience that has helped develop communication and teamwork skills.
The document discusses project-based multimedia learning, which involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. Some key aspects of this approach include using an extended time frame, encouraging student decision making and collaboration, and assessing not just the multimedia product but also the skills and knowledge gained by students. The approach aims to make learning real-world and connect to students' lives while addressing core curriculum. It involves students gathering and creating various media objects that will comprise their final multimedia presentation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Project-based learning is a teaching method where students gain knowledge and skills by working to design and create a product or presentation. It uses multimedia like text, graphics, video and sound. Key aspects include addressing core curriculum, making real-world connections, extended timeframes, student decision making, collaboration, and assessment. Students learn by creating multimedia themselves rather than just using others' work. Benefits include improving hard skills like problem solving and soft skills like collaboration. It prepares students for skills like planning, presenting information, and applying academic knowledge to the real world.
This document contains information about Shanice Yates' UCAS application, including her academic history, current studies, future goals, and personal statement. She is applying to study BA courses in Creative Advertising, Future Media Production, Digital Media, Graphic Design, and Graphic and Media Design. Her current media course has helped her develop skills in Photoshop, Illustrator, and Premiere Pro. She hopes to work in advertising, print, or graphic design after university and feels these degree courses will help her build her portfolio and gain the necessary qualifications for these careers.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
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population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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The utilization of land is impacted by human needs and environmental factors. In countries
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Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. EVOLUTION FROM TRADITIONAL COMM
CURRICULUM TO MEDIA STUDIES &
DIGITAL STORYTELLING
Reinhardt University is a small, private, rural-suburban university in Southern
U.S. one hour from Atlanta, Georgia
Students are regional, with average grades, come to us with vague notion of
what Communication and Media Studies means. Choose major usually
because they want to write or create film & video; unsure of future careers.
Most students go into workforce after graduation; few go straight to grad
school, while others may go back to get professional Masters degree after
5+ years.
3. Program started in late 1990s when college started offering 4-year degrees;
began as generalist Communication degree
Two faculty members
Courses in Mass Media, Interpersonal, Intercultural, PR, Advertising, News & Feature
Writing, Comm Theory, and a few video production courses.
As one of about 12 early BA/BS programs on campus, had strong enrollment of 60-80
students at first.
Between 2005-2012, we decided to refocus major just on Media studies,
renamed Communication & Media Studies
Changed course titles and content (e.g., Comm Theory Theories of Media & Culture),
developed new courses, eliminated those not focused on media
Created a number of different concentrations (at one point we had six); students tended
to segregate, especially those taking production courses
As institution grew and many new major programs were added college-wide, our
numbers diminished to 40-50 students.
4. CURRICULUM REFORM 2015-2018
During this time, we reconceptualized our program’s focus around
a core notion of communication as media STORYTELLING, with
an attempt to focus on INTEGRATED MULTIMODAL
STORYTELLING that would combine theory and practice.
Developed one new major curriculum (COMMUNICATION &
MEDIA STUDIES, or CMS), with two concentrations:
•STRATEGIC COMMUNICATION for those interested in careers creating
stories for clients (advertising, corporate, or public relations) or serving
the public through journalism
•DIGITAL STORYTELLING for those interested in creative content-
producing careers, especially in film, video, audio, and/or web writing and
design
We also partnered with Art to develop a BFA degree in Digital Media
Arts.
5. INTEGRATING THE CURRICULUM
Restructured curriculum to provide an integrated, developmental sequence of
core courses:
--perform a collaborative overview (all faculty working together) of the content,
learning objectives, and prerequisite skills needs of all courses
--strategize so that each component or building block is introduced in the order
needed -- not just for one course, but for the entire program.
--adjust each course syllabus so that all faculty know what skills, objectives, and
knowledge areas will be covered by other faculty and feed into their own courses.
--make sure that each course (if possible) includes assignments integrating theory
and practice, building upon skills already learned in previous courses.
--e.g., Collab review revealed weaknesses in student preparedness in certain areas,
so we either inserted assignments in certain courses or, in some cases, developed
new courses (such as a Research Methods course).
6. NEW CMS CURRICULUM (2018)
MAJOR CORE: Liberal-arts-based historical, institutional and theoretical knowledge,
and critical thinking taught in sequence includes required courses (all courses 3
credits/semester unless noted):
1. Multimedia Workshop (campus news staff) (1-2 credit hours)
2. Feature Writing (Creative Nonfiction)
3. Media & Culture
4. Intro to Digital Storytelling (Film/Video & Photography)
5. Research Methods
6. Organizational & Professional Communication
7. Intercultural Communication
8. Media Law & Ethics
9. Theories of Media & Visual Culture
10.Capstone: Transmedia Storytelling
11.Capstone: Internship or Thesis Project
7. MAJOR ELECTIVES in 3 clusters:
Media Storywriting -- Choose one: Screenwriting or Integrated Multimedia
Storytelling
Strategic Communication -- Choose 2: PR, Advertising, Strategic Writing,
Editorial Role for Campus News
Visual Storytelling – Choose 3: Documentary Photography, Cinematography,
Digital Art, Digital Video Editing, Web/Interactive Media Design, Film and TV
Studies
8. In addition to knowledge areas, our aim is to also provide students
with foundational and developmental (pre-professional) skills and
creative/technological instruction in
academic and media writing and editing
image production (both still photography and moving
images/videos)
audio production
basic graphic design and layout skills
web design
online publishing skills.
9. WRITING
We’ve struggled to improve grammar and writing mechanics -- students come with many deficits in
writing and language skills; we are still looking for solutions to individualize this instruction
A decade ago we developed a Freshman-level hybrid research/media writing course as an
alternative to the ENG 102, but abandoned it last year and now send students to the ENG 102-103
professors to learn academic research writing and work on grammar skills.
We teach fundamentals of news writing in our 1-2 credit multi-semester campus news course
We now require a Feature Writing course as well as elective Screenwriting and also Strategic
Writing courses.
Feature Writing is a required Freshman/Sophomore-level creative nonfiction storytelling course,
taught as a workshop, giving students personalized instruction and practice in writing, editing,
revising, and rewriting different types of stories. It provides each student the most intensive writing
instruction.
10. IMAGE PRODUCTION
Each Sophomore takes Intro to Digital Storytelling
Introduces students to a variety of digital narrative strategies
Foundational components of film/television as well as internet memes,
virality, and unconventional or experimental storytelling concepts
Enables students to approach the media they consume from a critical,
formal perspective, thus empowering them to create meaningful digital
narratives of their own.
Provides basic skills that can be used in assignments for all future courses,
coupled with more advanced elective-course skills
11. SOUND PRODUCTION
The recent renaissance of audio storytelling and the explosion of podcast
productions in the U.S. media is mirrored in our students’ enthusiastic approach to
podcasts covering a variety of topics.
A full-semester Audio Design course is currently an elective, although audio
assignments are included in several courses, and students embrace them eagerly.
Audio design assignments range from
Script analysis for film production (making audio design choices for a film, working
from the text alone)
Podcast productions based upon adapting creative writing into audio scripts and
then performing them and adding sound effects and music
Documentary or news-type podcasts based upon interviews or in which groups of
students have discussions about issues of interest.
12. TECHNOLOGY
We have a low technology budget, and we recognize that all instructors or departments at all
universities do not have access to professional-level film, video, still photography, or sound
recording or editing equipment.
Never fear! Students can engage in digital storytelling even without cutting-edge, high-cost
equipment.
Many, if not most, audio or visual recording assignments may be carried out using students’
smartphones.
Audio recording apps (tape recorders) can be downloaded, and the best free audio editing
software online is called Audacity.
If students have access on campus to Adobe Creative Suite, photo, video, and audio editing is
included. If not, many free programs are available online such as iPhone Video Editor/iMovie.
13. WORKSHOP: INDIVIDUAL FLASH
REFLECTION
FIVE MINUTES: Choose an assignment from a course that you teach.
Make notes about ways that you might incorporate an audio and/or visual
element into your writing assignments.
Example: AUDIO REPORT/SLIDESHOW. Students in a modern history
course conduct oral history interviews and (like a news reporter) write a
scripted overview they read/narrate on tape, inserting sound bytes from the
interviews.
Alternately, they might gather old photos, and then edit the old photos into a
slideshow that runs simultaneous with the above audio story.
15. THE HYBRID CLASSROOM
The creation of HYBRID CLASSROOMS – integrating
theory and practice -- has been the greatest success of
our new curriculum and approach, integrating what we
teach across courses in meaningful ways.
Such integrated classrooms encourage students to
bring skills and interests from one course into another
course -- and we as faculty facilitate that cross-
fertilization.
They engage the students in higher levels of critical
thinking and more complex project management.
Most important, they engage both sides of the brain,
the rational and the creative, simultaneously.
16. INTEGRATING THEORY INTO THE
PRODUCTION CLASSROOM
Integrating theory into a production classroom
(a) Infuses depth and meaning into practical, technical work
(b) Works well with high-level projects, such as the senior-level Producing &
Directing course, which expects students to have already mastered and
internalized production skills. It challenges them to pursue works that
concern meaningful content or that explore and invert (and/or subvert) our
narrative expectations to create a more compelling story.
17. EXAMPLES
Examples might include the cross-fertilization from the Media Theory,
Intercultural Comm, or Film & TV Studies courses where they have
learned about concepts such as “The Gaze,” “Representation,” or
“Orientalism” -- and these insights inform their screenwriting and/or cinematic
strategies of looking at and representing the Other.
Last year, students who were inspired and empowered by discussions on
race and social justice in Intercultural Communication decided to use
those discussions as the basis for a podcast series, initiated by a group of
African-American students:
https://www.youtube.com/channel/UCCUkNh9fld73SdjWjM5yg8w/videos
18. INTEGRATING CREATIVE VISUAL
+/OR AUDIO PROJECTS INTO THE
THEORY / HISTORY COURSE
Invigorates the students and brings enthusiasm to the project and the
learning
Allows them to apply concrete production skills mastered in one course to
demonstrate theoretical understanding in another course.
Helps them to understand the interconnectedness of their major curriculum
and the potential application (beyond their initial learning assignments) of
knowledge and skills they are gaining.
19. FIRST STEP: FROM ESSAYS TO
BLOGS
Having students write strong, well-crafted critical essays is an art in itself, but
taking it a step further by having them consider
how to write for a particular audience (choosing appropriate language and examples)
as well as
how to lay out and illustrate such an essay on a web or blogsite provides students
with the foundational concepts of combining the verbal and visual to communicate.
My students in sophomore-level Media and Culture write and post blog essays
every two weeks based upon readings and class discussions. These are standard 5-
paragraph essays. I require them to find images to illustrate their essays that are in
the media commons (e.g., using Google Image search using ToolsImage Rights).
EXAMPLES: https://ctdalton98wixsite.wordpress.com/2018/08/29/the-fake-news-
mis-disinformation-propaganda-debate-an-analysis-of-my-thoughts-of-the-crisis/
https://notesfromnataleigh.wordpress.com/2018/08/30/propaganda-disinformation-
and-fake-news/
20. COM 306 INTEGRATED MULTIMEDIA
STORYTELLING
This new course provides students with knowledge needed to serve in editorial
roles in magazine production (including producing multimedia online
magazines).
The three major assignments that were very successful were:
1. A multi-stage creative writing project (students wrote a story from a prompt)
which, after several rounds of workshopping, was then converted into an
audio script and then produced as a podcast, with multiple voices, sound
effects, and music.
https://www.youtube.com/watch?v=_GpZOWyW5iY
21. 2. A layout project to learn to use InDesign: students as a team were given the
already-written copy for a departmental student advising manual, along with
access to a photo archive, and assigned to use InDesign and learned layout
principles to transform the material into a visually interesting manual that would
appeal to students.
3. The final project was a whole-class assignment to conceptualize, collect
content for, edit, and produce an online magazine, using InDesign for creating the
PDF and then ISSUU as a web publishing platform. This can be published in print
as well, if budget allows.
The result was the finest accomplishment yet: The Catalyst
https://issuu.com/reinhardtuniversity/docs/thecatalyst__final_?e=4151480/69
656287
22. COM 350 FILM AND TV STUDIES
This course is a film style, history, and analysis course, exposing the students to a range of
types of moving images (historical, international, Classical Hollywood, contemporary
independent feature films, and various styles of documentaries). Students learn a variety
of analytic models and concepts, from formal to narrative.
Students have three options to combine the received theoretical and analytical concepts
with digital storytelling tools:
I. Weekly web (blog) essays during first half of semester combine academic essay writing
with graphic design, layout, and illustrative images and video clips from the films.
https://kaylasmith153.wordpress.com/blog/
https://masononfilm.home.blog/
http://jamesh2o.blogspot.com/
23. II. Video Essays
A. Student may substitute a video essay for any of the blogs. This requires a
written essay transformed into audio narration and supported by underlying
images and video clips. (3-5 minutes)
B. The same option of creating an extended, research-based video essay is
offered in lieu of a final research paper. Last year, one student chose this
option; this past semester, two-thirds of the students chose this option.
NOTE: I required a script and works cited to be submitted as well.
https://youtu.be/6-pwllZuRCg
https://youtu.be/6-pwllZuRCg
III. Team Documentary Film Final Project (in lieu of final exam)
A 3-5 minute documentary video modeling their techniques upon styles studied
in class.
https://youtu.be/PoQINDK52mY
24. SENIOR-LEVEL HYBRID AND
CAPSTONE COURSES
COM 490 Transmedia Storytelling (capstone course): Students integrate
theory and application as they create a transmedia storytelling project for a
client of their choice, which involves telling their story across multiple
platforms.
https://mckennahaag.wordpress.com/blog/
https://transmediastorytelling2017.wordpress.com/2017/04/27/nature-right-
landscapes-transmedia-portfolio/
25. COM 407 INTERNSHIP
COM 407 is the final test to see how well students can take knowledge and skills
from the classroom and apply them in a real-world job setting, working in a
communication/media role as an apprentice to a professional for 160 hours.
Some students spread their wings and fly, clearly ready to face the world of work.
Others, in a middle group, start off with some falterings (generally of personal
maturity and self-discipline) but then end up showing a good deal of growth.
The weakest group, on the other hand, struggles when faced with the reality of the
expectations of the working world. Since successful completion of the internship is
required of every student, those lacking the maturity and discipline to meet the
professional demands generally end up failing and retaking the course the next term.
26. THESIS PROJECT OPTION
This option is structured to allow a high-achieving student to design a
research-based and/or creative project that utilizes and applies both their
theoretical and their applied/creative knowledge. In addition to traditional
research writing, we will accept proposals from students to produce a feature
or documentary film, web series, multimedia work, etc.
27. WORKSHOP: DISCUSSION &
SHARING
In small cluster groups of 3, share the ideas you
came up for your own teaching with group members,
giving feedback and ideas. Request input based
upon participants' teaching experiences.
Examine strategies, consider effectiveness &
shortcomings. Suggest strategies.
28. EXAMPLES OF CREATIVE
ASSIGNMENTS
Write from a prompt: flash fiction or short story or a dramatic scene
Prompts may be a type of interaction between 2-3 people (e.g., an argument, a negotiation, or
a seduction)
Prompts may be a photo or photos provided by the instructor that evokes the imagination
Prompt may ask for dialogue OR the creation of a series of images that tell a story, without
dialogue and with or without voiceover narration
Once a story or scene is written, ask students to
Create a script for either video, audio or both (if audio only, be sure to include 3 tracks:
voice(s), sounds, music)
Create a storyboard
Storyboard blank: https://freeology.com/wp-content/files/storyboard.pdf
Example of really excellent professional storyboarding https://www.toddjacobsen.com/the-mighty-b/#
29. PROMPTS FOR VIDEO CREATION
ACTIVITIES
In teams of 2-3 (cannot be solo), use their mobile phones to create a 30-90-
second piece in-camera based upon some conceptual guidelines you provide. (In-
camera means to plan it and shoot it in sequence, so that no editing is needed)
IDEAS:
Have them pull up the trailer to the most recent film that they watched and ask them
to analyze it for
1) the emotions or sentiments it evokes, and then
2) Storyboard it.
Provide them with a multi-panel page (6 panels per page is usually). Have students
transcribe the trailer’s key visual moments onto those panels (in order) as they make
notes on story/sentiment/emotions per panel in the space provided.
30. (CONTINUED)
If there is time, or the group is small enough, challenge them to re-create
that trailer and specifically advise them to seek clever solutions that evoke a
similar experience (discourage them from merely trying to recapture accurate
visuals--it would be impossible).
In full class, do a final reflection on the experience and have people share
their favorite clever tricks that were effective (if there's enough time, they can
share the entire thing).
31. MORE VIDEO ACTIVITIES
Provide one (or more) of the additional constraints to focus the final product:
1. Must make the audience experience the following emotions in this order ( _____,
______, ______)
2. Must (as closely as possible) recreate
a certain sample clip from a movie, or
A particular film genre,
A specific camera technique
A specific auteur’s style
3. Create a parody interpretation of one of the above options
Share either as a whole group, if it's small, or in small groups, if it's large. Discuss
what they created.