515

Major projects and assessments for 515:

Additional considerations:
 * What do you want folks who complete this course successfully to be able to do?
 * What changes would you implement?
 * What are the transferable skills you see students taking form this course?
 * How does this course prepare candidates to adapt to change?
 * Is there an IVDL component to this course (describe)?

COURSE SYLLABUS:

**Course Description:**
Digital Media Production is a course for K-12 teachers in the pre-production, production and postproduction of the following forms of digital media: Video, Audio, Television. All three forms of this media will be in the context of K-12 classroom technology integration into existing curriculum (Ohio Technology content standards). This course will be a 4-semester hour course, three in-class hours with one of the semester hours directly tied to Technology Facilitation clinical/field practice.

I am, for now, the only instructor for EDU 515. I've been fortunate enough to have designed this course as well. The course is phrenetic as it is only offered during the summer semesters. In addition, I've chosen to teach this course in the Macintosh environment for several reasons:
 * Jim Harmon: **
 * 1) Mac is the recognized platform of choice for media production world-wide
 * 2) The video editing tool standardized on the Apple OS, iMovie, is better designed product than Windows MovieMaker
 * 3) With Apple regaining a larger market share in both education and world-wide, we owe it to our students to provide them with a diverse computing experience

These things being said, many students have commented positively on course feedback regarding these very issues.

There are three major assignments for EDU 515 and I'll detail them here: • Adding a soundtrack to the beginning and end of the production • Adding appropriate sound effects • Adding appropriate photos to the podcast as chapter markers || 1a, 1b, 1c, 2a, 2c, 3a, 3b, 3c, 4c, 5a, 5d || audio, simple & clean titles, professional & simple lighting and a professional treatment, script, storyboard, and production schedule. || 1a, 1b, 1c, 2a, 2c, 3a, 3b, 3c, 4c, 5a, 5d ||
 * ~ Assignment ||~ Description ||~ Standards ||
 * //Video Catalog// || In a group, students produce a short series of video vignettes that helps to familiarize them with both sides of the camera (it should be obvious in their production that they've been on both sides of the camera). They download a set of pre-completed script storyboards and must create a video to match, complete with audio, titles, transitions and credits. || 1a, 1b,1c, 1d, 2a, 2b, 3a, 3b, 5c ||
 * //Podcast// || Individually or in groups, students create an enhanced podcast that engages a constituent in the educational process (ie: parents, students, teachers, administrators, community members, etc...). The podcast run 3-5 minutes and are saved as an MP3 file. The production is expected to be professional in content and quality, including:
 * //Major Video Production// || Students begin by writing a one to one and a half page treatment of an idea for the major film project, a production of approximately 5-8 minutes to be shot and edited during the term. The purpose of a treatment is usually to sell your idea to someone (a producer) in order to obtain funding for the project. I function as the "producer" for this purpose. Once approved, students begin the scripting and story boarding process, building on their knowledge from the Video Catalogue assignment. This major group production includes conservative transitions, clear & professional