William Paterson University of New Jersey

College of Education

Department of Secondary and Middle School

August 18-19-20-21, 2003

9:30 a.m-3:30 pm.

Melda N. YILDIZ Wayne, NJ 07470 (973) 720-3717 yildizm@wpunj.edu   Curriculum Vitae: http://euphrates.wpunj.edu/faculty/yildizm/CV.html

Course of study

 Theme- Preparing Inquiring Educators: Knowledge, Understanding, Application

Course Title and Credits: CIEE Media Education and Video Production. 3 graduate credits/ Non-credit (3 credits require online participation in addition to 4 day institute and present final project)

Course Description:  

This course is offered as an elective course for students at the College of Education. The focus of this course is media literacy and video production using stills, video, and audio. The course will offer/ suggest creative strategies for producing media in classrooms with limited resources and equipment. The class discusses and views examples of how visual images and sound are used to convey messages and persuade viewers in advertising and in the news. Media Literacy classroom applications and techniques are addressed. Legal and ethical issues are examined as well as the role of visual media within the word-centered tradition of present curricula. 

Key assignments: 2 threads: Media Literacy- Digital Video editing 

Key Skills/ Concepts/ Understanding:
Analysis of bias and persuasive techniques in TV, movies, print 
Creation of a digital video using media literacy concepts 

Key Software/ Specialized Hardware:
Adobe Premiere- Video Digitizing Software 
Digital Sound edit software 
Adobe Photoshop- Image Editing, Drawing and Painting Software, also used for scanning images and photos.

Blackboard (web communication)

Assumptions: Participants have taken courses on multimedia and internet. They must have taken an introductory computer software course or show ability in basic computer skills. "Video as an educational technology" course is one of the last courses that they take in the program. For some, this course is an elective course for their program. This course is not for beginner level of computer users. Students must have an internet access. 

Requirements: Students are required to attend every weekend.  Class Discussion List on the Web is required. Students will be encouraged to find a comfortable platform to share their reading/ resources/... If they have not have an internet access they can send an email to group or Xeroxing the information for class, or any other suggested way to communicate and share information. Students are required to subscribe to any listserv of their interest and introduce the listserv to the class.

General goals: 

• Ability to integrate of technology and multicultural education in the classroom.
• Use technology as a catalyst for educational reform.
• Reflection on classroom practice so as to use technology effectively and with vision.
• Work with the cutting edge technology with have educational implications.
• Promote the educational philosophy of hands-on, student centered learning in a fully integrated environment.
• Prepare teachers to become leaders in the educational applications of technology and keep pace with changing technology.

Objectives of the course: 
Upon completion of the course, students will be able to:  

• Develop skills in critically analyzing print, audio, and video messages.
• Define literacy in an information age.
• Examine and analyze the media literacy movement including rationale for media literacy curriculum in multicultural education.
• Examine current print and digital media copyright issues as they pertain to society in general and the classroom in particular.
• Examine the process of using digital video/ audio editing systems as classroom tools.
• Integrate the use of computers and multimedia software in an instructional context
• Participate in design and production processes while exploring methods for structuring similar classroom based activities.
• Produce audio/video digital projects. (Process will be emphasize during the course not the product.)
• Discuss contemporary technology issues, its implications and limitations technology brings to education.
• Integrate video production technology appropriately into lesson plans.  
• Use on line resources for research and classroom activities.  
• Make a presentation using technology.  
• Have awareness of adaptive/ assistive technology for students with special needs.  
• Evaluate educational software on disk, laserdisc, and CD-ROM.
• Research and present classroom strategies and resources for integrating critical thinking and critical viewing across the curriculum:  in language arts, social studies, health, the arts and humanities, even science and math.
• Ability to integrate of technology and multicultural education in the classroom.  
GO UP

Students Learning Outcomes

· Develop skills in critically analyzing print, audio, and video messages.

·  Examine the process of using analog and digital video/ audio editing systems as classroom tools.

·  Integrate the use of computers and multimedia software in an instructional context.

·  Produce audio/video digital video projects. (Process will be emphasized during the course not the product.)

• Research and present classroom strategies and resources for integrating critical thinking and critical viewing across the curriculum.

• Develop lesson plans and curriculum guides that incorporate computer technology across grades and subjects.

Course Content

1.        How to write a script and construct a storyboard

2.        Video Production Techniques

3.        Video Editing Techniques

4.        Violence on TV and the effects on the youth, minorities 

5.        Commercials in our lives

6.        Points of View: Our reliable sources for news

7.        How to use the Internet as a learning/sharing tool.

8.        Using video technology in the classroom

9.        Using online discussion tools

10.     Creating rubrics and evaluating Video and multimedia projects

11.     Presenting projects using technology

12.     Discussing contemporary computer/ technology issues/ Ethics

Teaching/ Learning Methods

·         Lectures

·         Readings

·         Writing (journals, scripts, storyboarding)

·         Presentations

·         Demonstrations

·         Modeling

·         Hand-on learning

·         Discussions (in class/online)

·         Cooperative learning

Students will understand course materials through lectures, journal entries, cooperative group experiences, responses to professional journal articles, and oral presentations of individual and group projects. In addition, students will experience demonstration of technology applications, including the use of videotapes, computer software, and Internet browsers.

Misc.: 

Students are encouraged to bring their camcorder or digital cameras, etc. that they are using in their school so that they can start using their own material.

The course will offer/ suggest creative strategies for producing media in classrooms with limited resources and equipment. Bells and whistles are not the goal of the production, but the process to think and create a product/ project is the  emphasis. Goal is not to learn the software in detail but be able to experience/ have a sense of  the process of a media production. Simple solutions and techniques will be introduced or recommended. Language and grammar of media (identifiable techniques) will be discussed in class during the media making process. 

Some of the sub topics/teams,  I would like to explore/integrate:  Violence on TV and the effects on the youth, minorities,  Commercials in our lives,  Our reliable sources for news,  Love and hate relationship with Disney,  How to use the internet as a learning/ sharing tool.

There will be room for individual versus group projects. Technology will provide us many tools to use, but also puts us in a position that we need to be a producer, camera person, editor, etc. in our multimedia presentations. In group projects, participants can share these responsibilities. 

Participants will be required to make extra effort to share and produce projects using various technology (paper to communication software). Reflection and journal writing will be recommended. 

I know a course like I will be teaching may not have enough time to it. Some of the ideas of resources will be shared with the participants to explore for their own projects and research. 

Evaluation Methods

How to Assess students
Assessments will be based on Before Class/ After Class Activities/ Individual and Group Projects in Class, and Final Project/ Portfolio. While producing a multimedia project by ourselves, we usually required to be an author, artists, or publisher as well as graphic designer. However, the students in this course not only encourage to explore a new role, but also use their own skills or interest. For instance, one might enjoy getting the video footage, another might like to work on editing in the group work. 

Final project evaluations will be based on:  thoroughness and accuracy of content  presentation of ideas in an organized, logical sequence  effort and creativity recommended evaluation criteria the class members.

How to assess the course
Students not only fill out a course evaluation form at the end of the course, but also encouraged to give feedback during the course and email suggestions to the instructor.

A. Evaluation will be based on an assessment of the components in the student's electronic portfolio.

Portfolios will be burned in CD form.  

See checklist at http://euphrates.wpunj.edu/courses/video/checklistID.xls

1.        Lesson Plan/ Idea. Curriculum Project- integrating technology into the curriculum.

2.        Media Review Report: Options: Book report/ five journal articles/ 10 web page annotations/ educational software/ Video/ videodisk/ DVD, etc.  And post it on the blackboard.

3.        Preparing/ taking a online terminology test

4.        Creating Video Production evaluation rubric.

5.        Electronic journals- reflections on improvement- total of 5.

B. An assessment of the technical skills demonstrated by the development of the electronic portfolio.

1.        Subscribing a listserv of an interest - reflection paper

2.        Online Research Skills/ Strategies- Researching online tools and sharing on discussion board.

3.        Pre-production (Script writing, storyboarding), production (videotaping), post-production (editing) Activities

4.        Group assignments/ Homework

C. Presentation of the Video Projects and Curriculum Project to the class.

D. Class Participation, Attendance, and Electronic Discussions.

1. Active in class and online participation.

2. Attendance

3. Extra points

Grading will be based on the following elements:  Assignments Requirements (attendance/ listserv participation based on required readings) Group Project in Class Final Project.

How you receive points and how they turn into grades?

Recommended Texts

Kenny, R. (2001). Teaching TV Production in a Digital World: Integrating Media Literacy. Englewood, Colorado: Libraries Unlimited.

Martin, J. (1998). Active video: A teaching tool for every classroom. Glenview, IL: Good Year Books.

Rosenkrantz, P. (1995).The classroom video producer’s Guidebook. Portland, ME: J. Weston Walch Publisher.

Valmont, W. (1995). Creating videos for school use. Boston: Allyn and Bacon.

How to Write a Bibliography

MLA or APA Style

Citation Machine- for APA style Bibliographies
http://www.landmark-project.com/citation_machine/cm.php

Bibliography 

Adams, D. M., Hamm, M. (1987). Electronic learning:  Issues and teaching ideas for educational computing, television, and visual literacy. Springfield IL. Charles C Thomas, Publisher.

Adams, D., Hamm, M. (2000). Media and Literacy: Learning in an Electronic Age – Issues, Ideas, and Teaching Strategies. Charles C Thomas Publisher, Ltd. Springfield, Illinois.   

Baron, N. S. (1987). When Seeing is Not Believing: Language, Magic, and AI. The American Journal of Semiotics, Vol. 5, N0.3 & 4, 321-339.   

Bassoppo M., Temba C. (Fall-Win 1997).The Implications of Digital Video Interaction (DVI) Technology in the Production of Multimedia Instructional Modules. Educational-Technology-Review; n8 p21-25.   

Bazeli, M. (1997). Visual Productions and Student Learning. 6p.; In: VisionQuest: Journeys toward Visual Literacy. Selected Readings from the Annual Conference of the International Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996); see IR 018 353.   

Bazeli, M. J.; Heintz, J. L. (1997). Technology across the Curriculum: Activities and Ideas. Englewood, CO. Libraries Unlimited, Inc. ED404986 

Beasley, A. E. (Feb 1997). Fun with Video Editing: Creating the Illusion of Reality. School Library Media Activities Monthly; v13 n6 p27-29,32.   

Beasley, A. E. (Oct 1995). Becoming Video Literate. School Library Media Activities Monthly; v12 n2 p34-36,50.   

Berg, B. (1996). Classroom Close-Ups: A Guide to Using Video Technology in the Classroom. Parsippany, NJ. Good Apple   

Berger, A. A.(1982). Media Analysis Techniques. Vol 10. Beverly Hills, CA: Sage Publications.     

Blonsky, M. Ed. (1985). On signs. Baltimore, Md.: Johns Hopkins University Press.   

Brookfield, S. (May 1986). Media power and the development of media literacy: An adult educational interpretation. Harvard Educational Review Vol 56(2) pp. 151-170.   

Brown, J. A. (1991). Television "Critical Viewing Skills" Education: Major media Literacy projects in the United States and Selected Countries. Hillsdale, NJ: Lawrence Erlbaum Associates.   

Brown, K. (1993). Video Production in the Classroom: Creating Success for Students and Schools. TechTrends; v38 n3 p32-35 Apr-May 1993.   

Brunner, C. (1999). The new media literacy handbook : an educator's guide to bringing new media into the classroom. New York: Anchor Books/Doubleday.    

Buckingham, D. (1993). Children Talking Television: The making of television literacy. London, Palmer Press.   

Butler, J. G.(1994). Television Critical Methods and Applications. Belmont, California: Wadsworth Publishing Company.   

Cartwright, S. R. (1996). Pre-production Planning for Video, Film, and Multimedia. Butterworth-Heinemann. PC Disk. For use with Microsoft Word, version 6.0 or higher. USA.  

Clendenin, B. (1998). The Video Book. Old Tappan, NJ. Prentice Hall.   

Corporation for Public Broadcasting (1997). Study of School Uses of Television and Video. 1996-1997 School Year Summary Report. ED413879.  

DeVillez,-Stephen (Fall-Win 1997). Video Production in the Media Center. Indiana-Media-Journal; v20 n1-2 p19-21.  

Duncan, B. (2001). A Media Literacy Menu: Ingredients for Successful   Media Studies. email to Mltheory listserv also published in Telemedium 1998.   

Ekhaml, L. (Apr 1998). Seven Common Mistakes Found in Student-Produced Video Productions. School Library Media Activities Monthly; v14 n8 p39-41.   

Feuerstein, M. (March 1999). Media literacy in support of critical thinking, Journal of Educational Media, Abingdon. Volume: 24 Issue: 1, pp 43-54.   

Fink,E. (1998). The Transition to Digital Video: What Lessons Have We Learned So Far? ED418691.  

Frechette, J. D. (1997). The Politics of Implementing Media Literacy into the United States: A look at the objectives and obstacles facing the Massachusetts Public School Teacher. Department of Communication. Master of Arts.   

Frost, R., Hobbs, R. (1998). Instructional Practices in Media Literacy Education and Their Impact on Students' Learning. New Jersey Journal of Communication; v6 n2 p123-48 Fall 1998.   

Gutenko, G. (June 1997). When an AVID Makes You Rabid: Restructuring Media Production Curricula in Response to the Nature of Nonlinear Video Editing. Paper presented at the Annual Meeting of the Association for Media and Technology in Education (Vancouver, British Columbia, Canada, June 4, 1997). ED420083.

Hart, A. (1998). Teaching the Media International Perspectives. Mahwah: New Jersey: Lawrence Erlbaum Associates, Publishers.   

Hobbs, R. (1998). Media Literacy in Massachusetts. In. A. Hart (Ed.) Teaching the Media International Perspectives. (pp. 127-144). Mahwah: New Jersey: Lawrence Erlbaum Associates, Publishers.   

Hobbs, R. (1998). Teaching with and about Film and Television: Integrating Media Literacy Concepts into Management Education. ED439453.  

Hobbs, R. (1997). Expanding the concept of Literacy. Media Literacy in the Information Age. New Brunswick: Transaction Publisher. 163-183. 

Hobbs, R. The Seven Great Debates of Media Literacy Movement.   

Hobbs, R. (1994, Winter). "Teaching Media Literacy-- Yo! Are You Hip to This?" Media Studies Journal.   

Kubey, R. (1997). Media Literacy in the Information Age. New Brunswick: Transaction Publisher.   

Lacey, N. (1998). Image and representation : key concepts in media studies. New York : St. Martin's Press.   

Leh, A. S. C.; Gazda, R. (1998). Elementary School Children Creativity: Video and Internet. ED416855 Modified version of a paper presented at the Annual Meeting of the International Visual Literary Association-IVLA (29th, October 1997).     

Limpus, B. (1994). Lights, Camera, Action! A Guide to Using Video Production and Instruction in the Classroom. Prufrock Press.   

Lund, Donna J. (1998). Video Production in the English Language Arts Classroom. English Journal; v87 n1 p78-82 Jan 1998.    

Lynch, W. (1998). Communications Technology and Video Production: An Evolutionary Study of Their Effects on a Distance Learning Program. In: ED-MEDIA/ED-TELECOM 98 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Proceedings (10th, Freiburg, Germany, June 20-25, 1998). ED428691.     

McLaren, P., Hammer, R., Sholle, D., Reilly,S. (1995). Rethinking Media Literacy: A Critical Pedagogy of Representation. New York: Peter Lang.   

McLuhan, M. and Fiore, Q.(1967) The Medium is the Message. Singapore: HardWired.   

McLuhan, M. (1964). Understanding media; the extensions of man. New York, McGraw-Hill.   

Newell, A. R. (1995). Media Commentary. Video Production: Process Not Product. Journal of Educational Television; v21 n3 p193-98 Win 1995.   

Potter, W.J. (1998). Media Literacy. London, New Delhi: Sage Publications.   

Reilly, B. (1994). Composing with Images: A Study of High School Video Producers. 7p.; In: Educational Multimedia and Hypermedia, 1994. Proceedings of ED-MEDIA 94--World Conference on Educational Multimedia and Hypermedia (Vancouver, British Columbia, Canada, June 25-30, 1994); see IR 017 359.    

Rowland, W. D. Jr. and Watkins, B. editors (1984). Interpreting television : current research perspectives. Beverly Hills: Sage.   

Smaldino, S. E.; Muffoletto, R. (Sep 1997). The Educational Media Experience in Teacher Education. TechTrends-; v42 n4 p37-40.  

Silverblatt, A. (1995). Media Literacy Keys to Interpreting Media Messages. Westport, CT and London, Praeger.   

Silverblatt, A., Ferry, J. Finan, B. (1999). Media Literacy, Approaches to Media Literacy: A handbook. New York, London. M.E. Sharpe, Inc.

Scott, A., Yildiz M. (1996). Minnie Mouse Meets Paulo Freire: Media Literacy, Praxis, and Multicultural Education, National Association for Multicultural Education 1996 Proceedings. 252- 261.  

Takakuwa, Y. (Mar 1998). Video Production To Introduce Everyday Life to Foreign Friends by Secondary School Students as a Means of Media Education. Educational Media International; v35 n1 p26-28.

Tyner, K. (1998). Literacy in a Digital World: Teaching and Learning in the Age of Information. Mahwah, NJ: Lawrence Erlbaum associates.

Tyner, K. (1994). Video: A tool for reform. Arts education policy review, 96 (1), 18-26. Washington, DC: Heldref Publications.

Verhagen, P. W. (1996). Functions and Design of Video Components in Multimedia Applications. Educational Media and Technology Yearbook; v21 p105-18 1995-96.   

Williams, S. H., Medoff N. J. (1997) Production article in Media Education Assessment Handbook. Edited by William G. Christ Lawrence Erlbaum Associates, Publishers Mahwah, NJ. pp. 235-254.

Zettl, H. (1995). Video Producer. A Production Lab. CD-ROM Integrated Media Group. Belmont, California: An Imprint of Wadsworth Publishing Company, An International Thomson Publishing Company.

Online Resources and Links

Lesson Plans are designed on one and a half hour class time. The lesson plans can be adopted or the order can be changed if the need occurs. 

Video Resources

http://euphrates.wpunj.edu/courses/video/Video.htm

adforum.com http://www.adforum.com

adbusters.org http://adbusters.org

Videomaker.com http://www.videomaker.com/scripts/gloss.cfm?

More links and information listed: 

Multicultural Education Links

Media Education Links

List of Activities