Syllabus
Instructor: Dr. Amy Bradshaw
Office: Collings 320B
Phone: 325-1530
e-mail: bradshaw@ou.edu
Hours: Tues. 1:30 - 3:00., & by appointment
Course Overview & Purpose
This course will focus on the development of production skills
that will be important to your success in other courses and activities.
We can classify the projects we will work on in this course as
"micro" level, that is, individual components and skills
that can be used as building blocks. These micro level skills,
when combined with learning theory and instructional design, are
used in the development of "macro" level projects, such
as instructional multimedia programs and web based instruction
projects. Success with mastering the tools included in this course
should also increase your confidence and ability to acquire even
more productivity skills in a field in which the primary tools
constantly evolve.
Texts
Required:
Lohr, L.L. (2003). Creating Graphics for Learning and Performance
. Upper Saddle River, N,J.: Merrill Prentice Hall.
Adobe (2000) Photoshop 6: Classroom in a Book. Berkley, CA: Adobe
Press (Peachpit Press).
Optional:
Joss, M.W. (1999). Looking Good in Presentations (3rd ed.). Scottsdale:
Coriolis.
Materials
For this course you will need:
1. Zip disks
2. Original and found Photographs, Sounds, and Video to be manipulated
(See Original materials below)
3. Three-Ring Binder for notes, handouts, project & portfolio
printouts, etc.
4. Intense amounts of time (many hours each week outside of class)
Software to be Used
Adobe Photoshop 6
SoundEdit (& possibly Sound Forge)
Apple iMovie and/or
Adobe Premiere
MS PowerPoint
Hardware to be Used
Macintosh Computers
Assorted Digital Cameras
Digital Video Cameras
Other Digital Video Editing Equipment
CD Burner
Time
Several hours each week outside of class are necessary. The time
required for this course may well exceed that other courses you
have taken.. If your work or personal schedule does not allow
you to meet the intense time requirements for this class, you
are advised not to take this course. On the other hand, this course
will provide you with you the opportunity to acquire and refine
skills that are not included (but which may be implicitly assumed)
in other IPT production courses and that will serve you well in
future media production endeavors.
A Word About Creativity
Sometimes people feel intimidated by their perceived lack of creativity.
While certainly beneficial, creativity is not as vital as precision
when communicating ideas via media in an instructional context.
Creativity is encouraged. Precision is expected. Both can be nurtured
and increased.
Original Materials
Ideally, you will select and develop materials around a theme
of your choice, Although sticking to a theme is not absolutely
necessary, doing so should result in a more cohesive and coherent
final portfolio. You are welcome to select a theme that serves
a purpose beyond this course.
Layout & Design
You have the opportunity explore, examine, acquire, and refine
knowledge and skills related to visual literacy and design. Understanding
several concepts and principles is necessary to the development
of highly effective visuals and media for instruction. You will
be provided with an initial list of concepts to explore and think
about. This is only a starting place; you are expected to investigate
and add to this list as the course progresses.
Photos
During the first day or two of the course, look through your personal
photo collections and identify photos to scan for some of the
photo projects. Below are some ideas to get you started. (Don't
spend too much time looking for photos; we have lots of resources
available.)
Nice subject, poor background
Nice subject, less than ideal lighting
Nice "people" shot
Photo of yourself
Interesting inanimate object
Great background shot
Sounds
During this course you will use and manipulate both original sounds
(e.g., you record yourself) and found sounds (e.g., from the internet,
sound clip collections, CDs, etc.). During the first week, identify
sounds that you have in your personal collection that fit your
personality and/or that seem to fit the mood of images you have
identified for use in the course. Select at least one sound or
song that would be appropriate for use as a soundtrack for your
digital portfolio.
Video
Time and equipment permitting, we will digitize clips from personal
video cassettes. If you have a collection of original VHS video
cassettes, identify a brief portion of an original video to be
digitized.
Modes of Participation
Thorough and careful reading of the Lohr text is highly
recommended. For each assigned chapter or section, there will
be a related discussion, activity, or quick quiz, any or all of
which may be "graded." You are expected and encouraged
to refer to the accompanying website as directed in the text
Nearly all of the activities in this course center on individual
projects. However, we will form 'support teams' to provide peer
assistance and support throughout the course. You will also learn
in teams about digital video recording and editing. Early in the
semester, each team will meet with the instructor outside of class
to learn how to use a Sony Digital Video Recorder. Team members
will videotape each other so each person will have a short clip
of themselves to manipulate. The team configurations should provide
support, motivation, peer mentoring, and benevolent critiques
throughout the various projects. You most certainly are encouraged
to interact beyond your specific team and to share the tips and
tricks you discover regarding the software used with others in
the class.
Your attendance and participation are vital and impact each member
of this class. Because class time is so limited, you are expected
to be on time and attend every session.
During class, we will use Macintosh for all projects. Outside
of class, you have the option to do individual activities from
school, home, or office, if you have the appropriate platform
and software programs. This course involves many complex tools
and processes, so we may not have time to explore sound and video
products for multiple platforms. However, I will provide you with
information regarding similar production tools for the Windows
environment, should you choose to pursue them during or following
this course.
Projects
Projects will be submitted in multiple forms: 1. All
projects should be submitted via the Project Drop box in "EIPT6523"
on Socrates. In addition, final and major components of each project
should be "saved for web" and displayed on a simple
web page. These web pages will serve as the core of an online
portfolio. (We will discuss this more in class.)
Design Principles
1. Using at least three sources, compile a word processed
list of design principles with definitions / descriptions. You
are welcome to include sketches or diagrams where appropriate
(although not required). You will be provided with an initial
list of concepts, which you should expand to include other important
and relevant concepts you encounter during the course. After the
due date, you should continue to extend and refine this compilation
as the semester progresses. This will become part of your final
printed portfolio.
20 points possible. Be sure to cite all sources using APA style.
Photo Manipulation
Each student will submit still photo projects from each of the
categories listed below. For each project, submit both the original(s)
(scanned, if from a paper copy) and the final version(s).
2. Format Comparison: Starting with a 'clean,' high quality
graphic, save the same file in at least four logical (useful)
and contrasting formats. Write a brief summary for each regarding
the formats chosen and what purpose each would best serve. Note
the differences in size, palettes/colors, etc. (submit at least
four files) 5 points possible
3. Image Series: Starting with a good, high quality original,
manipulate the image to create at least four new, high quality
images (e.g., sepia tone; black and white with selective "hand
painting"; monochromatic image; images produced using various
filter effects; etc.) For each final image, provide a concise
description of the procedures used to achieve it. (submit at least
five files: original, new 1, 2, 3, 4 . . . ) 10 points possible
4. New background: Subject overlaid on different background
(min. 4 files: original, subject only, background, final version)
5 points possible
5. Collage: Final image created from components of at
least three different originals and including text added in Photoshop.
10 points possible (submit at least four files: three or more
original component files, final image)
6. Web Set: Animated Banner, Rollover Graphic, and at
least four Buttons. All components of the set should work together
harmoniously and should be developed / saved with appropriate
resolution, palette, format, etc. for one of the following topics:
Instructional Psychology & Technology (at the University
of Oklahoma)
EIPT 6523: Production of Educational Media
(other topics with instructor approval)
(submit photo files plus a web page on which they have been placed)
15 points possible
7. Developers Choice: Start with anything. End up with
something wonderful using techniques from the Adobe text (submit
relevant files). 10 points possible (grade awarded according to
peer vote)
Animation
8. Each student will develop and submit two original animated
gifs.
(submit two different animated gif files) 20 points possible (2
x 10)
Sound Editing
Each student will submit the sound editing projects listed below.
9. Original Sound. 5 points possible
10. Found, Edited Sound (submit original and final version).
5 points possible
11. Edited Long Sound, adapted from CD. 5 points possible
12. Edited Sound from Multiple Sources (must include
fades & overlays). 10 points possible
Video Editing
Each student will submit the video editing projects listed below.
13. Found, Edited Video. Using at least two 'found' video
clips from the internet or digital video collections, use Video
Edit to make each clip shorter, smaller, and more usable. (submit
two separate originals and two separate final versions) 5 points
possible (2 x 2.5)
14. Multi Source Clip with Sound. Using portions of at
least three different existing video files, and at least one sound
file, edit together a new video clip on a topic of your choice.
(submit at least five files: at least three existing video clips,
at least one sound, and the final version) 10 points possible
15. Original Digitized Video with Natural and Added Sound.
Using video shot by you and sound developed via SoundEdit or Sound
Forge, develop a brief video that can be used for one of the following
purposes: A. a brief recruiting video on "Why I love IPT!"
or other recruiting video that would be ideal for use on a web
page devoted to "Graduate Programs in Instructional Psychology
& Technology at the University of Oklahoma" (or similar
idea with instructor approval). B. a very brief "how to"
video that teaches something worthwhile (get instructor approval).
Projects should include both natural and added sound. (submit
at least three files: basic video, basic sound, final version)
25 points possible
Procedure Writing
Procedure writing is an important skill for most instructional
settings, particularly where technology tools are used. Select
a topic (with instructor approval) and develop thorough, accurate,
step-by-step procedures. Include necessary visuals and address
potential problems. (Include Word file or webpage & related
images.) 20 points possible
(This project may be done in teams of two.)
These will be compiled into a "Procedures Notebook"
for student reference.
- Select a topic that will be useful to students of instructional
technology (and get instructor approval).
- Write for beginners -- assume no knowledge.
- Include images / visuals / "screen shots" where appropriate.
- Keep each step clear and simple. Break complex steps down into
their parts.
- Be sure to address potential problems.
Portfolio Project
You will develop a Digital Portfolio using PowerPoint (or possibly
Authorware or the Internet) for the purpose of presenting your
projects. A sample storyboard is provided on the zip disk distributed
the first day of the course. The sample portfolio should be adapted
/ redone to fit your specific projects and tastes. Each project
must be included. (If using PowerPoint, you may wish to divide
the portfolio into two or more parts to reduce memory errors.)
Activity Log
You will be provided with an Activity Log form. Make it a daily
habit to record start and end times and the projects or activities
involved. This form is intended to help you develop accurate estimation
abilities for future projects involving the skills you will be
learning. Maintain this log regularly and accurately. (Logs will
be spot checked at midterm and end of term.)
Grading
Each assignment will be awarded points up to the maximum possible.
Projects will be evaluated in terms of Projects will be graded
in terms of Overall Quality & Appeal, Technical Difficulty
& Execution, Usability, & Creativity.
Design Principles Compilation - 20 pts
Design & Critique Test - 40 pts
Photo Projects - 55 pts
Animation Projects - 20 pts
Sound Projects - 25 pts
Video Projects - 40 pts
Procedures - 20 pts
Digital Portfolio - 30 pts
Printed Portfolio & Activity Log - 10pts
Att./Partic./In-class Projects - 40 pts
Total Points Possible
270-300 = A
240-269 = B
210-239 = C
180-209 = D
Late Work
Assignments submitted up to one week late (with or without pre-approval)
will result in a 10% penalty.
Assignments submitted more than one week late will result in a
50% penalty.
Activity Schedule
Assignments and readings are due at the beginning of class on
the dates on which they are listed.
Week 1: Janurary 15, 2003
Introductions, Syllabus,
Projects & Equipment,
Scheduling Equipment Use,
Support Groups, Finding a Theme,
"Socrates," "Plato," & Internet resources,
PS In-class Activity: Image Correction
(Basic Web Pages?)
Week 2: Janurary 22, 2003
Lohr Discussion, Activity, or Quiz
PS In-class Activity: Selections & Layers
Sound Editing Basics
Scanning & Digital Cameras
Take Pictures with Digital Camera(s) Lohr, Ch. 1
PS, Chs. 1, 2. 3, & 5
Week 3: Janurary 29, 2003
Lohr D, A, or Q
Visual Messages & Screen Design
Sound Editing Activity
Lohr, Chs. 2 & 3
PS, Chs. 4, 6, & 7
{Joss Chapter 6 (19 p.) [Color]}
PROJECT 2 (photo)
Bring a favorite music CD
Week 4: February 5, 2003
Lohr D, A, or Q
Text & Typography Basics PhotoShop In-class Activity:Buttons
Lohr, Ch. 4 & 5
PS, Chs. 8, 9, & 10
{Joss Chapters 5 & 7 (46 p.) [text]}
PROJECT 3 (photo) DUE
PROJECTS 9-10 (sound)
Week 5: February 12, 2003
Lohr D, A, or Q
Photo Rollovers
Simple Animation
Lohr, Chs. 6 & 7
PS Chs. 13, 14, & 15, 17
PROJECT 4
PROJECT 11-12 (sound)
Week 6: February 19 , 2003
Lohr D, A, or Q
Video Basics
iMovie, VideoShop, Premiere
Schedule Video Equipment
Lohr, Ch. 8 & 9
PS, 11, & 12
PROJECT 8
Week 7: Feburary 26, 2003
Lohr D, A, or Q
Sony TRV-10 (digital video camera)
iMovie / Premiere
(video editing) Lohr, Ch. 10
PROJECT 1 (principles) Check
PROJECT 5
Week 8: March 5 ,2003
Procedure Writing
Work on Projects
Take Home Screen Design Activity Lohr, Chs. 11 & 12
{Joss, Ch. 4, 12 (42 p.) [Design & Layout, Design Crimes]}
PROJECT 13 (video)
Week 9: March 12, 2003
Screen Design Review
Digital Portfolios
Work on Projects PROJECT 6 (photo) DUE
{Joss, Ch. 3 (19 p.) [Presentation Media]}
Week 10: March 19, 2003
Spring Break - No Class
Week 11: March 26, 2003
Peer Project Critiques
(PowerPoint Primer?) {Joss, Ch. 10 (15 p.) [Multimedia]}
PROJECT 7 (photo) DUE
Week 12: April 2, 2003
Design and Critique Test
Work on Projects
PROJECT 14 (video w/snd) DUE
Week 13: April 19, 2003
TBA
Procedures DUE
{Joss, Ch. 11 (15 p.) [www] }
Week 14: April 16, 2003
Peer Feedback
(Work on Projects / Portfolios) PROJECT 15 (original video w/snd)
DUE{Joss, Ch. 13, 14 (23 p.)}
Week 15: April 23, 2003
(AERA) Individual work on portfolios
Week 16: April 30, 2003
Portfolio Presentations Digital Portfolios DUE
Print Portfolios / Activity Log DUE
REDOS DUE
