Organized by the
Kaneb Center for Teaching and Learning
Wed. Feb. 17 2016, 9:30 to 10:45 AM Notre Dame Room, LaFortune Student Center University of Notre Dame
Notre Dame graduates should be able to ”read and write” the language of media. This session
features faculty from several disciplines who have had students create media in their courses.
They share their learning goals, examples of student work, and feedback from students. They
also talk about the overall experience and how they might do things differently another time.
Intro: Erin McLaughlin (Writing & Rhetoric): communicating with images, sound, & video
Panel: Chad Harms (Management) — posters for “Foresight in Business and Society”
Alex Martin (History) — audio podcasts for ”Rebels in Tsarist Russia”
Gary Belovsky (Biology) — videos for “Biology's Impact in Our World”
Julia Douthwaite (French) — cameraready dialogues (One Button Studio)
Wrapup: Chris Clark (Kaneb Center): how to start developing new activities.
Image adapted from communicate by carla arena on Flickr under a CC:BYNC license
Followup: Chris Clark, [email protected] (574) 6317434
Workshop Web Page: at http://kaneb.nd.edu search for “Beyond Text”
Recommended Online Resources
● RemixT website http://learning.nd.edu/remix ● Instructor's Guide (Penn State) http://tinyurl.com/zqelc5l ● Teaching w/ Digital Media Assignments (Wisconsin) http://tinyurl.com/jddjd8w ● How to design a digital media assignment http://wp.me/prJu22eo ● ds106 Assignments (anthology of sctivities) http://assignments.ds106.us/
Suggested Readings
Daley, Elizabeth. 2003. “Expanding the Concept of Literacy.” Educause Review , no. March/April: 32–40. https://net.educause.edu/ir/library/pdf/erm0322.pdf
Daley, James. 2004. “Life on the Screen: Visual Literacy in Education.” Edutopia . http://www.edutopia.org/lifescreen . (interview with George Lucas)
Hicks, Troy. 2013. Crafting Digital Writing: Composing Texts Across Media and Genres. Portsmouth, NH: Heinemann Publishing.
Hobbs, R. 1998. “The Seven Great Debates in the Media Literacy Movement.” Journal of Communication 48 (1): 16–32.
Jenkins, Henry. 2009. Confronting the Challenges of Participatory Culture . Cambridge, MA: MIT Press. https://mitpress.mit.edu/books/confrontingchallengesparticipatoryculture
Mayer, Richard E. 2009. Multimedia Learning, 2nd. Ed . Cambridge University Press. NAMLE. 2007. “The Core Principles of Media Literacy Education.” Cherry Hill, NJ.
https://drive.google.com/a/nd.edu/file/d/0B8j2T8jHrlgCYXVHSVJidWtmbmc/view
Selfe, Cynthia. 2007. Multimodal Composition: Resources for Teachers . New York: Hampton Press.
Generic Learning Goals for Student-Created Media
A starting point for articulating objectives that are NOT specifically related to a subject area.
1. Show critical thinking
● Recognize problems and find ways to address them
● Recognize assumptions, recognize relationships between ideas
● Gather information, interpret data, appraise evidence, evaluate
arguments
● Draw conclusions and make generalizations
2. Show creativity
● Synthesize combine (remix) in a novel way, use a metaphor
● Take a risk seek out an untested idea or approach
● Embrace contradiction integrate an alternate or divergent concept
● Be original diverge from examples, provide a surprising response
● Explore incorporate ideas NOT covered in the syllabus
3. Locate existing media
● Appropriate for the task
● Legally usable (CC licensed, with permission, or in the public domain)
4. Capture new media
● At a good level of sharpness, volume, brightness, steadiness
● With minimal unwanted sounds or visuals
5. Edit media
● Crop/trim to appropriate size/length
● Add titles and other graphic elements
● Combine (remix) media using layers or tracks
6. Show expertise in producing media
● Work neatly, carefully, smoothly
● Show organization and planning
● Apply design conventions contrast, balance, typography, etc.
● Publish a product online
Chris Clark, University of Notre Dame — 2/10/16
Generic Deliverables for Student-Created Media A deliverable is something tangible or intangible that you expect a student to produce at a certain point during the activity. A small project may require two deliverables in one day, but a semesterlong activity could have a dozen. The goal is to help the students stay on track.
I. Preproduction ● Practice media from a lowstakes task, learning the technology ● Topic, title, question, or thesis initial idea in a few words ● Treatment a more detailed proposal, rough outline, pitch, or plan ● Group member roles ● Storyboard, script or list of interview questions ● Literature review or research ● Shot list or interview information with dates, locations ● Peer feedback on planning
II. Production ● Unedited original media sample ● Broll sample ● Signed talent release form
III. Postproduction ● Rough cut an early draft ● Sources of 3rd party media (photos, etc.) – title, creator, URL, rights ● Peer feedback on the rough cut ● Published media URL – YouTube, Flickr, or SoundCloud ● Proofofwork screen capture editing software or project folder ● Class presentation ● Selfevaluation via rubric ● Written reflection on the project ● Group member evaluations
Chris Clark, University of Notre Dame — 2/10/16
Ideas for Student-Created Media Activities learning.nd.edu/remix/projects
Academic Poster — visual summary of research: title, intro, approach, results,
references — usually printed large and mounted on foam board.
Audio Narrative — an account of events, written and then recorded
Book Trailer — a video based on the idea of a movie trailer — plot summary
or deeper analysis designed to pique interest in a book.
Comic Book — use this format to illustrate a story, set of instructions,
research report, conversation in a foreign language, etc.
[graphic novel has a more detailed, formal style]
Concept Map — a strategy for visualizing knowledge or representing ideas —
a type of graphic organizer, similar to a mind map.
Digital Storytelling — an ordinary person tells a short personal story —
often mixes still images, voice recordings, music, and video clips.
Documentary — a nonfiction piece intended to capture the essence of a person,
group, event, or issue. Often takes an unusual or interesting angle.
Geographic Map — create a set of "points of interest" for historic locations,
or a route that follows the path of a character in a novel, etc.
How—to Video — tell a beginner step‐by‐step how to make or do something.
Instructions usually simple, leave out details only needed by an expert.
"I am from" poem — write and record a poem like George Ella Lyon’s.
Content can be personal, academic, or something else entirely.
Infographic — visual representation designed to quickly explain
complex information.
Interactive Poster — use images, links, and animations to show
information on a topic — Glogster is a popular tool.
"Dub" Videos — Modify media from a movie, TV program, commercial, etc.
— "Redub" adds new sound to a video — "Lip dub" adds new video to voice or music
Photo Essay — use photos and text to explore a topic, convey a story,
make a case, or state an argument.
"Popcorn Maker" Mashup — remix and share video and audio from YouTube and
elsewhere — overlay with web text, links, maps, pictures, etc.
Prezi — create a canvas with text, images, sound, and video —
then identify a path from one item to another.
Public Service Announcement (PSA) — a message aired free of charge
on radio or TV in order to raise awareness or change attitudes.
Radio Drama — audio performance with no visuals — depends on dialogue, music
and sound effects to build characters and story.
Scavenger Hunt — participants receive a list of media items and
use devices to capture as many as they can in a fixed amount of time.
Speed Presentation — limited to 15 or 20 slides, 15 or 20 seconds
to talk about each — "Pecha Kucha" and "Ignite" are two formats.
"Story Corps" Interview — preserve and share the story of someone's life —
record and edit a conversation with a friend or family member.
"This I Believe" Essay — write and record a statement of personal belief.
Tell a story that's brief, positive, and personal.
Timeline — a linear representation of events that take place over millennia
or minutes — imagine future dates or use parallel lines to show
different kinds of activity.
TV Commercial — an advertisement (serious or parody) for a real
or imaginary product.
Video Essay — written essay read aloud and mixed with images, sound,
or video — may explore a topic in an subjective or poetic manner.
Video Story Problem — begin with video of a real‐world problem based on a STEM
concept — students use media to share a solution or explanation
Chris Clark, University of Notre Dame — 2/10/16
Technical Criteria for Evaluating Student-Created Media
Audio Project Still Image Project Video Project
Sound Quality Loud enough, but not distorted
Minimal background noise
Consistent volume level
Voice narration is clear and slow,
not slurred or garbled
Loud enough, but not distorted
Minimal background noise
Consistent volume level
Voice narration is clear and slow,
not slurred or garbled
Music Soundtrack Does not overpower or distract
Appropriate mood for content
Does not overpower or distract
Appropriate mood for content
Color Scheme 2‐5 colors with good contrast
Appropriate for content
Color‐blind‐sensitive
Text / Titles Easily readable font and color choice
One font face, or two of different types
Block text isn’t centered or decorative
Easily readable (font, color, motion)
One font face, or two of different types
Block text isn’t centered or decorative
Visual Composition Balanced, follows rule of thirds
Not crowded, good use of white space
Appropriate zoom level in photos
Few distracting elements
Balanced, follows rule of thirds
Not crowded, good use of white space
Appropriate framing, shots, angles
Appropriate variety of content
Camera Motion and Sharpness
Photos in focus, not fuzzy or pixelated
Depth of field used well
Appropriate use of camera motion
Pans and zooms are smooth and slow
Steady, not jumpy or shaky
In focus, not fuzzy or pixelated
Depth of field used well
Lighting Photos well lit, not dark or washed out
Angle: not backlit or too shadowy
Camera flash used well
Well lit, not dark or washed out
Angle: not backlit or too shadowy
Editing Smooth edits and transitions
Effects used appropriately
Smooth edits
Filters and effects used appropriately
Smooth cuts and transitions
Effects used appropriately
Copyright External media used with permission
Appropriate credit given
External media used with permission
Appropriate credit given
External media used with permission
Appropriate credit given
wp.me/prJu2‐40l — v.1.0 — Chris Clark, University of Notre Dame — 11/11/15