CONTACT INFORMATION

Catalog Course Code: NMJ 550

Three-Letter Course Abbreviation: MDV-O

Instructor: Jeff Sharon

Telephone: 407.679.0100 ext. 3537

Email: jsharon@fullsail.com

iChat: jeffjsharon@aim.com

Hours: By appointment (please call or send an email to schedule) If unable to keep an appointment, please call to cancel or reschedule

COURSE DESCRIPTION

The Multimedia Development and Editing Course is an intro-duction to the multimedia news production process focusing on news communication technologies that have created new media, new language, and new video interfaces, and how the principles and concepts of visual communication are employed in digital media. Students will learn best prac-tices of photography, photo management, video production, audio production, web skills, and advanced postproduction techniques, and then apply these visual information skills to upload content to a website, mobile device, or application. Students also learn how to deploy these technologies to pro-duce and edit sophisticated multimedia content for multiple platforms, including converged environments.

COURSE MATERIALS

Due to the dynamic nature of multimedia development and production techniques, students will consult current, relevant online resources. These digital information sources will sup-plement course lessons, which are based on current industry standards and digital production practices.

COURSE OBJECTIVES

Students will accomplish these course objectives by com-pleting the following milestones:

yy Explore the elements that make up photojournalism

yy Conceptualize story ideas

yy Develop a story through an editorial process

yy Define principles of effective photography and visual storytelling

yy Study industry standards for captioning released photos

yy Review the process of editing photos and visual media

yy Utilize editing software to alter, enhance, and manipu-late photos

yy Select photos and visual media to capture attention and provide context

yy Review best practices of photo and asset management

yy Construct stories for podcast and broadcast

yy Explore industry practices for broadcast writing

yy Define principles of effective audio stories

yy Review best practices of photo and asset management

yy Select media that best supports the narrative direction

yy Build a multimedia story by utilizing photography and au-dio elements

yy Define the elements that make up a multimedia story

yy Review the process for capturing a multimedia story

yy Select media that best supports the narrative direction

yy Explore the principles of proper visual sequencing

yy Investigate multimedia editing and postproduction techniques

yy Integrate multimedia elements to create a cohesive story

yy Publish completed multimedia production for distribu-tion on the web

yy Improve upon an existing online presence

yy Publish completed multimedia production for distribu-tion on the web

yy Customize and enhance a WordPress website for opti-mum performance

yy Examine the influence of web presentation and design in communication

yy Explore the role of text in developing an effective user interface and interactive experience

yy Utilizing advanced techniques in YouTube to enhance content distribution

yy Craft headlines, captions, and cutlines that improve search-engine optimization (SEO)

COURSE SYLLABUS

MULTIMEDIA DEVELOPMENT AND EDITING—ONLINE

COURSE OUTCOMES

By the end of this course, students will be able to:

yy Implement and understand the editorial process

yy Use preproduction techniques for asset, equipment, and story management

yy Produce stories utilizing a digital camera to collect and gather information

yy Show literacy in postproduction skills by editing text, im-ages, audio, and video for storytelling purposes

yy Define story arc

yy Compose headlines and captions compliant with SEO standards

yy Evaluate distribution methods

yy Decide which media-distribution channels to use to pro-mote stories

DEGREE CONNECTION

Each course in the New Media Journalism Master’s program builds upon the knowledge, skills, and abilities developed in previous courses. The MDV course begins students’ founda-tions for the degree’s skill set by providing them with tools to develop, edit, and transform information into multimedia sto-ries. During this course, students will develop proficiency in the editorial process, which includes preproduction, produc-tion, postproduction and distribution methods.

INDUSTRY CONNECTION

In order to contribute relevant stories in today’s digital marketplace, student journalists must understand develop-ment and editing and their effect on story development,

production, distribution, and business models. This course enables students to further develop the skills necessary to succeed in the field of new media journalism by enhancing their ability to use new tools for storytelling. Students are also encouraged to develop a critical eye for not only the work of others but also their own work. The skills developed in this course will add depth to the work each student pro-duces throughout the program and their careers.

RESEARCH COMPONENT

Students will take a hands-on approach to multimedia de-velopment and editing as they use digital skills, tools, and resources to provide their stories with enhanced elements. From finding newsworthy story ideas to contacting relevant sources to interviewing these sources, accurate and consis-tent research is an important part of each assignment.

ADDITIONAL RESOURCES

yy The American Society of News Editors (ASNE) is a non-profit professional organization that focuses on leadership development and journalism-related issues: http://asne.org/

yy Duckrabbit trains journalists, organizations, and companies in audiovisual storytelling and online commu-nications: http://duckrabbit.info/blog/

yy Interactive Narratives captures examples of online visual storytelling as practiced by online and print journalists from around the country and world: http://www.interactivenarratives.org/

MULTIMEDIA DEVELOPMENT AND EDITING—ONLINE Course OutcomesMULTIMEDIA DEVELOPMENT AND EDITING—ONLINE Course Outcomes

yy The Knight Digital Media Center provides a foundation of technical skills and storytelling techniques required by new media platforms: http://multimedia.journalism.berkeley.edu/

yy MultimediaShooter displays examples and tips and tricks to improve multimedia storytelling skills: http://www.multimediashooter.com/wp/

yy The Online News Association is dedicated to in-novation in storytelling across all platforms: http://journalists.org/

yy Poynter Online provides news and tips about writing, reporting and more: http://www.poynter.org/

yy Poynter’s NewsU also provides numerous tools and online tutorials for journalists: http://www.newsu.org/

TOPICS COVERED

yy The Editorial Process

yy Asset Management

yy Photography Basics

yy Editing Images

yy Text Formatting

yy Visual Storytelling

yy Headline and Caption Writing

yy Compiling Information for Stories

yy The Story Arch

yy Postproduction Techniques for Storytelling

yy Distribution Channels

yy Distribution Methods

LEARNING ACTIVITIES

Reading AssignmentsReading assignments are carefully selected to as-sist with students’ exploration of key concepts and provide knowledge of available research and learning technologies. The MDV course relies on articles and online resources to provide students with the most current content possible.

Multimedia ActivitiesMultimedia activities, such as narrated photo slide shows, videos, and design presentations, augment students’ understanding of certain key concepts and provide helpful information.

Weekly ExercisesStudents will have the opportunity to apply inves-tigative concepts covered during the week as they create and publish original content. Weekly exercises include creating a photo story, conducting an audio interview and assembling a podcast, building a mul-timedia presentation utilizing sound and visuals, and improving online presence for a broader appeal.

DiscussionsDiscussions in Weeks 1–4 are conducted on the FSO platform. Topics include pitching an idea for a photo story (Week 1), pitching an idea for an audio story (Week 2), pitching an idea for a multimedia story (Week 3), and improving online presence (Week 4).

GRADE WEIGHTS

Weekly Discussion Boards (4 at 10% each) 40%

Weekly Exercises (3 at 10% each) 30%

Final Story 15%

Mastery Journal 5%

Professionalism 10%

Total 100%

STRATEGIES FOR SUCCESSFUL LEARNING

yy Use your creativity to develop projects that will help build your stories.

yy Become more efficient with the professional tools available to you including software, equip-ment, and online resources to help you succeed in developing stories.

yy Make sure to present work as you would in a professional work environment.

MULTIMEDIA DEVELOPMENT AND EDITING—ONLINE Additional Resources

COURSE-SPECIFIC RUBRICS

RISE Model Discussion BoardRequirements

The minimum requirements for each discussion board are as follows:

yy Provide information, insight, and logical analysis about each of the topics and/or questions in the assignment.

yy Follow the assignment instructions, including presenting ideas in the format requested.

yy This is an online discussion board requiring two separate posts. Requirements for each post are listed in the discussion assignment.

Group Discussion Protocolyy Make sure to employ proper etiquette. Although students may disagree and healthy debate does enhance learning, students’ language and tone should always be respectful and

professional.

yy Do not limit a discussion to “I agree,” “That’s great,” and so forth. Substantiate a position by providing meaningful observations for corroboration. Citing professional principles, practices, experiences, and scholarly or reputable sources provides appropriate support for feedback.

yy As a guide for high-quality response posts, use the RISE model, which includes the four steps outlined in the rubric: reflect, inquire, suggest, and elevate.

Evaluation

The goal of discussion boards is to foster scholarly exchange and meaningful interaction related to course learning objectives. Additionally, participation in discussion boards will assist students in developing the ability to look at all sides of a subject and respect others’ points of view. It is important to demonstrate understanding of the topics being discussed and show engagement in the discussion by posing and answering relevant questions. Students are encouraged to maintain focus and clarity in their writings and introduce supplementary text or multi-media material to enrich the discussion.

MULTIMEDIA DEVELOPMENT AND EDITING—ONLINE Course-Specific Rubrics

DimensionExcellent100%

Good90%

Fair80%

Poor70% or less

Content (70 points)

Thoroughness and Quality

25 points

Post demonstrates an in-depth understanding of the assignment, and all topic(s) are thoroughly addressed

Post addresses all required questions and/or includes all required elements

All information presented is accurate, clear, thorough, and supported by relevant facts, statistics, analysis, and/or examples

Post demonstrates an in-depth understanding of the assignment, and most topic(s) are convincingly addressed

Post addresses at least 90% of the required questions and/or includes all required elements

Most information presented is accurate, clear, thorough, and supported by relevant facts, statistics, analysis, and/or examples

Post demonstrates a superficial understanding of the assignment

Some topics are adequately addressed

Post addresses at least 80% of the required questions and/or includes some required elements

Some information presented is accurate, clear, thorough, and supported by relevant facts, statistics, analysis, and/or examples

Post demonstrates a lack of understanding of the assignment

Discussion topic is not adequately addressed

Post addresses 70% or less of the required questions and/or elements

Many of the points presented are not clear, thorough, creative, or adequately supported with relevant facts

Logic and Argument

25 points

All ideas flow logically; arguments are identifiable, reasonable, and sound

All factual examples/facts given to support a position are relevant and compelling

Counterarguments are successfully addressed

Post includes new meaningful material, enriching the discussion

Most ideas flow logically; most arguments are clear, consistent, flow logically, and make sense

Most factual examples/reasons given to support a position are relevant and compelling

Acknowledgement of counterarguments

Occasional insightful connections to outside material are made

Some logic and/or arguments are unclear, irrelevant, or unconvincing

Post does not fully address counterarguments or make connections to outside material

Unclear arguments or flow of ideas

Few reasons are given to support a position

Simplistic view of discussion topic; little evidence of possible alternative views provided

OR post demonstrates minimal effort or comprehension

Posts are difficult to understand

Writing Skills

10 points

No major grammatical or professional-writing-style errors

Argument and post are well-structured, are organized logically, and flow smoothly

Overall good writing, but one or two grammatical or professional-writing-style issues interrupt the flow of communication

Overall adequate writing with three or four grammatical or professional-writing-style issues that interrupt the flow of communication

Five or more grammatical and/or professional-writing-style errors make the argument and post difficult to follow and process

Use of References

10 pointsIf information sources are used or referenced, all are cited correctly

If information sources are used or referenced, most are cited correctly

If information sources are used or referenced, some are cited correctly

If information sources are used or referenced, few or none are cited correctly

RISE Model Discussion Board (Cont.)

MULTIMEDIA DEVELOPMENT AND EDITING—ONLINE Course-Specific Rubrics

DimensionExcellent100%

Good90%

Fair80%

Poor70% or less

Communication (30 points)

Response Post (RISE)

30 points

Response post incorporates all four elements of the RISE model with an excellent level of detail and effort, including:

Reflect: To recall, ponder, and communicate

Inquire: To seek information and/or provide ideas through questioning

Suggest: To introduce ideas for improvement of the current iteration

Elevate: To raise to a higher degree or purpose in future iterations

Response post addresses at least 90% of the elements in the RISE model with adequate detail and effort

Response post addresses at least 80% of the elements in the RISE model but offers few constructive comments and/or vague suggestions

Response post is submitted but does not address at least 70% of the elements in the RISE model

Student merely expresses agreement or disagreement without explanation, asks no questions, and offers no suggestions for improvement

RISE Model Discussion Board (Cont.)

MULTIMEDIA DEVELOPMENT AND EDITING—ONLINE Course-Specific Rubrics

Assignments

Dimension Excellent100%

Good90%

Fair80%

Poor70% or less

Journalistic Quality

25%

The work exhibits excellent journalistic quality, thorough research, credible sourcing, and excellent writing

23–25 points

The work exhibits good journalistic quality, solid research, mostly credible sourcing, and good writing

20–22 points

The work exhibits fair journalistic quality, a fair amount of research, suspect sourcing, and fair writing

18–19 points

The work exhibits poor journalistic quality, little research, untrustworthy sourcing, and poor writing

0–17 pointsProduction Mechanics

25%

The work exhibits excellent scripting, photography, and editing

23–25 points

The work exhibits good scripting, photography, and editing

20–22 points

The work exhibits fair scripting, photography, and editing

18–19 points

The work exhibits poor scripting, photography, and editing

0–17 pointsTechnical Requirements

20%

All required technical elements are fulfilled

18–20 points

Most of the required technical elements are fulfilled

16–17 points

Some of the required technical elements are fulfilled

14–15 points

Few or none of the required technical elements are fulfilled

0–13 pointsAP Style and Grammar

15%

The work is free of any grammatical or AP-style errors

14–15 points

The work has minor grammatical and/or AP-style errors

12–13 points

The work contains occasional grammatical and/or AP-style errors

10–11 points

The work contains numerous grammatical and/or AP-style errors

0–9 pointsAttribution

15%

Statements are supported by relevant sources

14–15 points

Most statements are supported by relevant sources

12–13 points

Few statements are supported by relevant sources

10–11 points

Statements are not supported by relevant sources

0–9 points

Deadline

(point deductions)

Submitted on time

-0 pointsOne day past-due

-25 pointsTwo days past-due

-50 pointsMore than two days past-due

-100 points

MULTIMEDIA DEVELOPMENT AND EDITING—ONLINE Course-Specific Rubrics

Mastery Journal Assignment

DimensionExcellent100%

Good90%

Fair80%

Poor70%

Failing60% or less

Discussion of Which Content Is Most Helpful

Response specifically identifies which content is most helpful and why

Response identifies which content is most helpful but provides a general explanation

Response identifies which content is most helpful but provides a weak explanation

Response identifies which content is most helpful but does not provide an explanation

Response fails to identify which content is most helpful

25%Discussion of How the Knowledge Acquired in This Course Prepares the Student for a Future Career

Response specifically discusses how the knowledge acquired in this course will prepare the student for a future career

Response generally discusses how the knowledge acquired in this course will prepare the student for a future career

Response identifies that the student learned something from the course but provides a weak explanation as to how it will prepare the student for a future career

Response identifies only that the student learned something from the course but does not explain how it will prepare the student for a future career

Response fails to discuss how the knowledge acquired in this course will prepare the student for a future career

25%Discussion of Course Expectations

Response specifically identifies course expectations and provides detailed examples

Response specifically identifies course expectations and provides general examples

Response generally identifies course expectations and provides weak examples

Response generally identifies course expectations but provides no examples

Response fails to identify course expectations

30%Organization and Coherence The structure is logical

Sophisticated transitional sentences allow ideas to flow, develop, and relate logically

The reader is easily guided through the author’s thought process

Ideas are presented in a logical progression

Good transitional techniques are used between thoughts

Some logic may be faulty, but each paragraph clearly relates to the author’s objective

Ideas are stated but presented randomly without logical or professional structure

The logic behind certain paragraphs may not be clear (i.e., paragraphs are too general)

The ideas are generally conveyed but are not written in a logical or professional structure

Sentences within paragraphs may lack coherence, making the author’s intentions hard to understand

The structure is completely random and lacks paragraph cohesion

The paragraphs may not relate to the objective

The paragraphs may lack topic sentences or be too broad to be effective10%

Writing Skills There are no significant errors in regard to spelling, grammar, usage, punctuation, capitalization, or structure

There are few or minor grammatical/typographical errors

Sources are sufficiently cited

There are frequent grammatical or typographical errors

Sources are not cited correctly, but an attempt at citing them is made

There are either numerous grammatical/typographical errors, or sources are not cited

Grammatical and typographical errors are present to the point of distraction

Sources are not cited10%

MULTIMEDIA DEVELOPMENT AND EDITING—ONLINE Course-Specific Rubrics