instructor - csc-srv1.lasalle.educsc-srv1.lasalle.edu/mccoey/syllabi/itm 620-com 640 summer...

ITM 620/COM 640– Professional Media Production

INSTRUCTOR

CONTACT INFORMATION

Instructor: Tonya Ellis, M.A.

Location/Dates: online Monday, May 21 – Friday, July 13, 2018 (8 weeks)

Office Hours: Monday-Thursday 10:00am-3:30pm at La Salle office; online hours by appointment

Email: [email protected]

Phone: 215-951-1456 (La Salle office); 610-428-0770 (cell)

INSTRUCTOR BIO

I have been teaching production since 1998 to both undergraduate and graduate students, and served as Assistant Chair to La Salle’s Communication program for six years. However, my main job is working as station manager for La Salle University’s cable access TV station, La Salle TV. As the only employee of the station, I am responsible for every aspect of the channel: working with students, faculty, and community members to produce programs; developing policies and guidelines for the station’s operation; writing scripts; creating social media and web material; researching, purchasing, and operating equipment; creating shooting and programming schedules; maintaining budgets; troubleshooting; and anything else that needs to be done. In addition to La Salle TV, I have overseen the production of videos for La Salle Admission’s prospective student website, short documentaries for the Veterans History Project housed at the National Archives, and public service videos for the Philadelphia Fire Department. My education includes both a BA (Communication/English) and MA (Professional Communication) from La Salle.

COURSE OVERVIEW

This course presents current audio and video practices and technologies used in corporate and institutional communications. Students will implement pre-production, production, and post-production practices in developing messages for corporate and institutional audiences. Students will gain a general understanding of script-writing, lighting, audio, and editing tools used in media production to enable them

Last Modified: 3/17/18 of 18 © 2018 La Salle University

mailto:[email protected]


to best communicate with professional videographers and audio technicians as well as to produce simple productions of their own.



PREREQUISITES

Although you don’t have to be an expert, you should be comfortable working with the following tools:

Online course tools such as email, Canvas, discussion boards, etc. Microsoft Word and PowerPoint Any basic video camcorder or video recording device Any nonlinear editing software (digital editing such as iMovie or Windows Movie Maker) YouTube.com

COURSE OBJECTIVES

By the end of this course, a successful learner should be able to:

Explain how media is used in corporate and institutional communications. Discuss how a media project moves through the preproduction, production, & postproduction

stages. Plan a media project and manage its completion through all three stages. Evaluate the effectiveness of a media project.

COURSE OUTCOMES

Outcomes are the knowledge, skills and attitudes a learner should have upon completing this course. Upon completion of this course, learners should be able to:

Knowledge

1. Discuss the purpose of media for corporate and institutional communications.2. Describe the people involved in a media project.3. Explain the process for creating a media project.

Skills

1. Conduct a project needs analysis for a media project.2. Develop a content outline for a media project.3. Propose a treatment for a media project.4. Write a script and storyboard for a media project. 5. Shoot and edit a basic video.

Attitudes

1. Appreciate the time and effort necessary to create a successful media project. 2. Judge a media project’s effectiveness.



REQUIRED TEXTBOOKS AND MATERIALS

TEXTBOOKS

Corporate Media Production, 2nd editionRay DiZazzo (Elsevier Science, 2003)ISBN: 978-0-240-80514-6

SOFTWARE/HARDWARE REQUIREMENTS

Because you will be required to produce a short (2-minutes) edited video, you should have access to:

A video camera that will allow you to capture digital files that can be later be transferred to a computer (example: smartphone, mini-DV camera with FireWire, digital camcorder, etc.)

A simple nonlinear editing program that will allow you to edit the video you have shot with the camera. This program could be Windows MovieMaker, Apple’s iMovie, Adobe Premiere, Final Cut Pro, etc. Some programs will give you a 30-day free trial.

A YouTube.com account so you will be able to post the video you have shot and edited for the entire class to view. You can post as “unlisted” so only those with the URL can watch your video.

RECOMMENDED READING/WEBSITES

Videomaker offers equipment reviews as well as great tutorials for every stage of production http://www.videomaker.com

Lowel is a lighting manufacturer who provides an educational section on its website http://www.lowel.com/edu

TECHNICAL SUPPORT

If you have issues with La Salle’s email or Canvas system, you can contact the IT for assistance.

Email: [email protected] Phone: 215-951-1860


mailto:[email protected]

http://www.lowel.com/edu

http://www.videomaker.com/


COURSE STRUCTURE

All course work will be done online. When working online, all discussions, assignments, conversations, and postings that are scheduled and due in a week’s time are expected to be competed in that week. The online week runs from Monday to Sunday. If you have a schedule issue, please contact the instructor.

Unit/Week

Topics Reading Assignment

Unit 1May 21-27

Course introduction

Media overview

Preproduction – project needs analysis

DiZazzo: Pages 7-38Ch.2 Key Players; Ch. 3 Media Groups in the Corporate World; Ch. 4 Production Overview; Ch. 5 Production; Ch. 6 Program Needs Analysis

Introduce yourself in the discussion forum.Examine the syllabus thoroughly and post confirmation, along with any questions or concerns, in the discussion forum.Review the weekly presentations & readings.Contribute to this week’s online discussion questions.

Unit 2 May 28 – June 3

Preproduction – content outline, treatment

DiZazzo: Pages 39-55Ch. 7 Content Outline; Ch. 8 Creative Concept; Ch. 9 Treatment

Review the weekly presentations & readings. Contribute to this week’s online discussion questions.Complete Project Needs Analysis assignment.

Unit 3June 4-10

Preproduction – script and storyboard

DiZazzo: Pages 56-85Ch. 10 The Script; Ch. 11 Script Terminology;Ch. 12 Dialogue & Narration; Ch. 13 Structure & Transitions;Ch. 14 Screenplay Format Script

Review the weekly presentations & readings. Contribute to this week’s online discussion questions.Complete Content Outline & Treatment assignment.



Unit/Week

Topics Reading Assignment

Unit 4June 11-17

Preproduction - project management including shooting schedule and budget

Production – equipment and aesthetics

DiZazzo: Pages 89-107Ch. 15 PreproductionPages 125-133Ch. 17 A Day on Location & in StudioPages 156-197Ch. 21 Audiovisual Aesthetics;Ch. 22 Technical Aesthetics;Ch. 23 General Aesthetics

Review the weekly presentations & readings. Contribute to this week’s online discussion questions.Complete Script & Storyboard assignment.

Unit 5June 18-24

Production – directing

DiZazzo: Pages 198-212Ch. 24 People Skills;Ch. 25 Judgment Skills

Review the weekly presentations & readings. Contribute to this week’s online discussion questions.Shoot footage for your project.

Unit 6June 25 – July 1

Postproduction - editing

---- Review the weekly presentations. Contribute to this week’s online discussion questions.Shoot and/or Edit footage for your project.

Unit 7July 2-8

Postproduction – evaluation and delivery

DiZazzo: Pages 236-240 Ch. 30 Why Evaluate?

Review the weekly presentations & readings. Contribute to this week’s online discussion questions.Edit your project. Complete this week’s assignments: Completed & Posted Sample Video plusMedia Project Presentation Summary

Unit 8July 9-13

Presentation of projects/media proposals

---- Contribute to this week’s online discussion questions.



COURSE REQUIREMENTS

PARTICIPATIONActive and informed participation is required in all online discussions and will make up 40% of your grade. (See rubric.)

PROJECT/ASSIGNMENT DUE DATESMedia Project In this course, you will work on a media project that will fulfill a need of an organization. The project could be a training video, a marketing video to be used on a website, a motivational video for company employees, etc. Although not required, a project relating directly to your job is the easiest to create. If you can’t find a work-related project, try an organization in which you are heavily involved.

ProposalYou will start by researching and writing. The proposal will contain the following elements:

Project needs analysis Due week #2 Content outline & Treatment Due week #3 Script & Storyboard Due week #4

Presentation with sample project Due week #7You will also shoot and edit a portion of the media project. At the end of the course, you will present a summary of your project to the class along with a sample video. You are not expected to create the entire project if it is lengthy but to produce a sample to show your audience what the final project would look like. The project could be one section of a training video or a scene from a promotional video.

ASSIGNMENT SUBMISSIONPlease be certain to turn work into the appropriate area under the appropriate assignment title.

LEARNER EXPECTATIONSStudents are expected to:

Complete all readings and assignments by the due date Check the online course material and discussion forum on a regular basis (each week runs from

Monday – Sunday; new material will be available each Friday before the new unit begins) Participate actively in both online and in-class discussions Take initiative to review reading sources and contribute items of interest to course discussions. Engage the instructor immediately if any problems arise that may prevent the student from

completing the above requirementsThe instructor is expected to:

Post all course materials and assignments in a timely manner Make herself available by email and/or online chat for student questions or concerns Check the course regularly and contribute to the online discussion areas Provide each student with weekly feedback on their progress in the course Grade and return all assignments in a timely manner



EVALUATION AND ASSESSMENT OF LEARNER PERFORMANCE

Grade definitions4.0 A 930-1000 pts. Superior level of competency3.67 A- 900-929 pts. Very good level of competency3.33 B+ 870-899 pts. Good level of competency3.0 B 830-869 pts. Average, satisfactory level of competency2.67 B- 800-829 pts. Less than average level of competency2.0 C 700-799 pts. Below that expected of graduate work0.0 F 0 – 699 pts. Failure to demonstrate a marginal level of competency

Class breakdownOnline participation/Reading discussions 40% (400 points)Project Needs Analysis 10% (100 points)Content Outline/Treatment 10% (100 points)Script/Storyboard 15% (150 points)Media project presentation w/sample video 25% (250 points)

Grade 100 points 150 points 250 points

A 96.5 144.75 241.25

A- 91 136.5 227.5

B+ 88 132 220

B 84.5 126.75 211.25

B- 81 121.2 202.5

C 75 112.5 187.5

GRADES

Grades will be posted within one week after the scheduled due date. Grade book questions should not be asked before the one week window.



RUBRIC FOR EXPECTATIONS IN ONLINE DISCUSSION QUESTIONS

Discussion will be graded weekly; scores will be based on the following rubric:

Excellent (20-18 points)

Average (17-16 points)

Fair (15-14 points)

Poor (13-0 points)

Timely contributions and responsiveness

3 or more postings per question. Your initial post should be made by Wednesday 11:59pm so peers have time to read and respond. You should post responses to others at least one day during the Thursday to Sunday timeframe. Your 3+ posts include:

1 student-initiated topic (approximately150 words) with responses to those who comment on your post

2+ responses to peers’ initial posts (approximately 50 to 100 words)

Must make quality 3+posts for 20 points. This is for the most active participants.

2 or more postings per question

1 posting per question

No postings or late postings per question.

You will lose significant points for not initially posting by Wednesday.

Knowledge and incorporation of course content

Provides evidence that lecture material was clearly understood. Posts suggest critical thinking and/or synthesis of information

Provides evidence that lecture material was clearly understood.

Postings have unclear relationship to course material

Provides no evidence that readings were completed and/or understood

Responsiveness to peers

Responds to other students with thoughtful ideas and opinions. Poses additional questions or discussion.

Responds to other students with thoughtful ideas and opinions

Does not respond to other students with thoughtful ideas and opinions.

Responds inappropriately to peers.



Use of online etiquette

Follows discussion board etiquette as posted in Expectations handout.

1-2 infractions against discussion board etiquette

2-3 infractions against discussion board etiquette

Significant infractions against discussion board etiquette

RUBRIC FOR DISCUSSION SCORING

Your initial posting to discussion topics and your responses to others will be evaluated by the following criteria:

INITIAL POSTINGIntegration and synthesis of concepts and principles in the initial response

Application: examples of personal and professional experience in initial response

Appropriate citations in the initial response

Writing standards and clarity of the initial response

Timeliness of the initial response

The response refers to course materials and reflects an understanding of the assignments and readings for that unit.

Irrelevant comments are not part of the response and concepts are synthesized and ideas addressed.

Excellent ___.Satisfactory ___.Unsatisfactory ___.

The response addresses authentic and professional examples. This integrates the course materials with personal relevant experience.

Application of course materials, concepts and ideas correctly and insightfully.


The response refers to course resources of resources gathered by the learner to support theoretical insights.

Opinions are welcomed but are labeled opinions and held to z minimum unless the questions requests the learner discuss personal feelings.Excellent ___.Satisfactory ___.Unsatisfactory ___.

The writing is clear, concise and easy to understand. The terminology used us appropriate and used correctly. The response is coherent and meaningful.


The response is submitted on or before the due dates.


RESPONSES TO OTHER LEARNERSIntegration and synthesis of concepts and principles in response to other learners

Writing standards and clarity of the response to other learners

Timeliness of the initial response

The other learner’s concerns and ideas are address with respect and the response refers to the course materials where appropriate. Irrelevant comments area excluded

The terminology is clear and concise and the writing is easy to understand and coherent.

Excellent ___.

The response is submitted on or before the due dates.

Excellent ___.Satisfactory ___.



and the response reflects an understanding of the content.


Satisfactory ___.Unsatisfactory ___.

Unsatisfactory ___.



RUBRIC FOR PROPOSAL

*Use this as a general guideline. Specific rubrics for each project are located under the “Grading Rubrics” module as well as in each unit with the assignment.

Written communication in proposal assignments

Unsatisfactory Basic Proficient Distinguished

Clarity of written communications

The communication is incomprehensible and poorly organized

Most of the communication is comprehensible but some areas require interpretation by the others learners. Some poor organization is present.

The communication is comprehensible and easy to understand. Generally the organization is good and it is easy to follow.

The paper is easy to understand and well organized. Proper citations are included as needed.

Grammar used in written communication

The grammar is considered unsatisfactory if there are major grammatical errors and this interferes with learner comprehension.

The response may have a number of major grammatical errors but is comprehensible.

The communication may have a few errors but is easy to understand.

The communication has no grammatical errors.

Audience appropriateness of written communications

There is little evidence of writing for the intelligent professional much of the communication includes colloquial expressions, use of first person, etc.

Some parts of the communication includes colloquial expressions, use of first person, etc.

The communication is thoughtful and written for the appropriate professional audience.

This communication is written for the intelligent professional.

Timeliness of written communications. Submitted by Due date

Submitted three of more days after the due date is poor.

Submitted one or two days after the due date is unsatisfactory.

Submitted on the due date is satisfactory.

Distinguished is submitted on orbefore the due date.

Use of credible sources in support of communication

The course materials are infrequently referenced; opinions are not clearly labeled.

Most course materials are references and some opinions are identified.

Opinions are clearly identified and for the most part materials are referenced.

The communication is concise and complete.

Application of knowledge in unit sources in support of communication

The course materials are infrequently referenced. There is a lack of relationship between the response and the question.

Some references are made to the course materials but there are still a lot of unlabeled opinions.

In general the communications examines and includes materials from the course.

The course materials are synthesized with the communication.



RUBRIC FOR PRESENTATION AND PROJECT SCORING

* Specific rubrics for each project are in “Grading Rubrics” module as well as in each unit with assignment.

Presentation of proposal and sample video

Unsatisfactory Basic Proficient Distinguished

Clarity of communication

The project is incomprehensible and poorly organized.

Some areas of the project are poorly organized and require additional explanation.

The project is clear and comprehensible with generally good organization.

The project is innovative and well presented, concise and easy to understand.

Sound and look of presentation and video

There are many errors that interfere with comprehension.

This project has some errors but is comprehendible.

This project has very few errors & is easy to comprehend.

There are no errors in this project.

Appropriateness for the audience

There is little evidence of audience appropriateness, slang and colloquial expressions are included.

Some parts of the project are not appropriate for the audience but less slang and colloquial expressions are included.

The project is developed for the appropriate audience and address the professional with few errors.

The project is developed for a professional audience with no deviations.

Timeliness of the project and submitted by due date

Submitted three or more days after the due date.

Submitted one or two days after the due date is unsatisfactory

Submitted on the due date is satisfactory.

Submitted on or before the due date.

Completeness of the projects

The project ignores all or nearly all of the elements assigned in the project.

The project addresses most of the elements assigned however some elements are superficially covered.

The project addresses most of the elements assigned all elements receive adequate coverage.

The project addresses all of the elements and incorporates innovative ideas.

Insight of the projects

No new insights are presented in the project.

The project presents a few insights that link the course materials to authentic work experiences.

The project presents some insights that link the course materials to authentic work experiences.

The project presents a numerous insights that link the course materials to authentic work experiences.

Conciseness of the projects

The project includes irrelevant information and is difficult to comprehend.

The project includes irrelevant information but is comprehendible.

The project contains a minimal amount of irrelevant information and is easily understandable.

The project contains no irrelevant information.

Use of content knowledge in the projects

The course materials are infrequently referenced. There is little relationship to the project.

Some references are made to the course materials but there are a lot of gaps in relationship to the project.

In general the project examines and includes materials from the course

The course materials are synthesized with the project.



ACADEMIC HONESTY

A high level of responsibility and academic honesty is expected from our students and it is imperative that a student demonstrates high ethical standards in his/her academic work. Academic dishonesty includes, but is not limited to, submission as one’s own work or material that is not one’s own. Plagiarism from the web or from any other source is unacceptable and will be dealt with under the university’s policy on plagiarism. Students suspected of academic dishonesty are subject to disciplinary actions. Please refer to the La Salle Student handbook.

COURSE POLICIES

Having juggled school with a full-time career myself, I understand how difficult the process can be. However, in order to create a fair environment and add value to your degree, there need to be standards that we can all follow. Some of these standards and procedures are outlined below. Please refer to the syllabus for additional expectations.

LATE WORK POLICY

All assignments are due on Sundays before midnight. Late assignments will be penalized 10% for each day late. In the absence of extenuating circumstances, no work will be accepted more than 1 week late.

No credit will be given for any late threaded discussion posts or late final assignments. Since the threaded discussions are a central part of the class, student participation is necessary (and required) during the current week of each lesson. Consequently, students must post their reply to the threaded discussion question(s) and reply to at least two classmates' posts during the week of the relevant unit in order to be eligible for credit. Concerning final assignments, external deadlines prevail so flexibility is not an option.

In the event that an assignment is turned in late, you are required to notify me by email that the work has been completed. At my earliest convenience, I will then grade the late work and update your grade.

COMMUNICATION

Please be aware when you email me with a question or concern to allow 24 hours for a response. In most cases the reply will be much sooner. I believe that prompt and relevant feedback to your questions, concerns, and posts is of extreme importance. (However, I also believe that we must all take time for our family and ourselves so occasionally the response time to Friday evening or Saturday emails may be longer. Please call or text me on my cell if you have not heard from me within 24 hours and need an immediate response.)

Concerning email, you must put your NAME on the email and YOUR CLASS AND THE ASSIGNMENT OR ISSUE YOU ARE REFERRING TO IN THE SUBJECT LINE OR the reply may be delayed. Please comply with this request to ensure a prompt response from me.

Furthermore, feel free to post questions in discussion threads but address them specifically to me so I know it's something you want me to look at as soon as possible. Another mode of communication is the main chat room in the course which allows us to chat in "real-time" during a mutually arranged appointment. Alternatively, I’m at my La Salle office Monday – Thursday from 10:00am to 3:30pm.



ETIQUETTE

Please understand that there is a certain type of etiquette that must be upheld in the class when posting in discussion areas and when turning in college work. To this end, refrain from slang, derogatory language, caps, and any potentially offensive forms of expression. Hence, when you approach your instructor or other students with questions or comments, you should always maintain a professional tone.

DISCUSSION BOARD TIPS

Most times you will be replying to the same topic each week. You will stay within the thread to keep the conversation threaded. This does not mean you cannot start your own topic within a topic. If so, start your own with a unique topic.

Keep your responses short and to the point. Remember, everyone needs to read all of the posts. Try to keep within two paragraphs.

Be articulate as you can and at the same time exercise brevity.

If you want to post something with more than one point, break it up into two posts. This will allow someone to reply to only one point.

If you post a comment and it does not sound the way you expected, go back and respond to your own post to clarify your point.

Go ahead and address someone personally. This is great for creating a sense that you are really “speaking” to that person. In fact, it helps all the readers follow the threads in the discussions easily.

Feel free to be funny. Everyone likes humor - especially if you are relating to a personal experience.

Paste Web links into your message to help prove a point or bring attention to a new way of thinking. Just a word of caution: don’t depend on Web links to prove your point but use the, as supporting information only. You should always be involved in the discussion drawing from your own knowledge base and your own experiences.

Be aware of your tone – irony doesn’t always work it could be completely misinterpreted. The professor and your classmates can not see your facial expressions online and your comment may be taken the wrong way.

Your posts should be full sentences. Do not use IM language derived from writing instant messages on the Web. Not everyone understands the IM language. Besides your discussion responses are to be thoughtful and critical observations about the subject matter.

Only use caps for emphasis otherwise it may sound as if you are yelling.



Be aware of spelling and grammar. Use the same standards that you would in the classroom.

Criticize the idea, not the person. Be constructive in criticism and offer alternatives.


instructor - csc-srv1.lasalle.educsc-srv1.lasalle.edu/mccoey/syllabi/itm 620-com 640 summer...

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