Music in Multimedia
The purpose of this class is to provide an overview and general understanding of how to develop and create a multimedia project using specific software. Students will acquire a basic proficiency of Director MX, a powerful software application, and DSP Quattro, a waveform editor (and more). Using Macintosh technology, students will integrate various media elements (photos, text, audio, video) into an interactive or animated final project.
The original course was created in 1999 by Timothy O'Donnell. The current course format, website template (navigation bar) and podcast incorporation was developed out of interaction with consultations with the TLTC department at Indiana University, Bloomington. Specific guidance was offered by Professor Emeritus Mary Goetze.
The original course followed a standard lecture with minimum visual reinforcement and included one group project, an individual final project, and several examinations. After meeting with the TLTC department, the course was restructured to focus on the different learning styles of undergraduate students. The initial goal was to engage the student in learning at many levels during the lecture using varied instructional methods such as group discussion, breakout interactive activities, and student led conversation. Lectures were also captured in a written manual with screen captures to help students in greater depth. Tests were replaced with weekly labs that focused on reinforcing skills and critical thinking skills.Content delivery for specific assignments and organization was also improved over the past few years incorporating an online structure using Oncourse and an integrated website versus a site-specific server accessible only in that lab on one platform (Mac). Finally, the challenge of critiquing digital media assignments was resolved using Oncourse gradebook.
The current model of the course is a combined lecture/lab with a final project. Students access powerpoint, in-class exercise media, lab media and pdf directions and skills using oncourse. Media is downloaded through a website interface. The recent save as draft in oncourse has enabled students to upload work in progress during weekly labs. Assignments tab has allowed me to moderate student progress by timing all due dates (with built-in grace period for illness or religious holidays, etc.). Oncourse has become the all-in-one resource tool for the entire course!
One of my goals was to provide support to students while not on-campus. The use of oncourse forums (peer to peer) and chat room for extra lab support at a scheduled time, and email / oncourse message has created multiple opportunities for students to become engaged. I answer email constantly and use the drop box to review projects at home so that I can provide feedback outside of class time.I incorporated several in-class group assignments that build student cooperation and encourage peer support in non-assessed projects and specific assessed projects. The first week, I have all the students participate in a "class" play that helps them to become aware of their current knowledge base and how it applies to the class.In the lab environment, peer support is encouraged and helps students to gain confidence in new skills. Also, optional group labs are included that specifically are geared to help non-native speakers and novice level students.
A meeting is held with each student, each student completes a survey on existing knowledge, and individual skill levels are assigned. Each week, a course announcement is sent via email and posted on the oncourse home page. The announcement includes the week number, the goals of the week, any changes that may have occurred, and any due dates. Students use the website to find the corresponding week and download the lecture and lab media. A PDF document is posted online that summarizes the particular assignment.The CLASS tab on integrated website provides all classroom expectations, assignment list, and syllabus.The PROJECT tab includes all templates for the project proposal creation, powerpoint, tips on time management, and online resources.The HOMEWORK tab includes all the media, examples, and PDF skill sheet as well as screen captures of how the model was created.
Every effort has been made to utillize the seven principles for good practice in undergraduate education. The previous two questions do address several of these principles. Specific class goals are listed by week using a rubric. The oncourse ASSIGNMENTS tool helps students manage assignments by setting due dates and times. Students receive timely feedback in the online gradebook and this serves as a way to monitor their grades. The oncourse survey and test tool has been essential in gathering data for various course elements. I like to use this tool for tracking participation, supporting forms (reduce paper!) and to receive feedback.
The course website divides the content into easy to find sections: weekly lectures/labs, homework assignments, and project development. Each tab provides additional selections that are specific to that category, such as weekly lecture and lab media, specific links to resources that aid in project development, and student project examples. The integration of the website using the oncourse interface simplifies course content delivery. I prefer simple and consistent design - there are minimal pictures on the site but plenty of examples provided as downloadable executable files.Each lesson is introduced using verbal lecture accompanied by powerpoint. The powerpoints are available on the class website to review during the lecture and as a reference point afterward. In addition, podcasts that use verbal and visual cues help in mastering specific skills (such as creating an audio marker). Several detailed lectures are available in pdf format.
The content provided to students using the oncourse/website interface includes specific campus resources including library catalog systems, specific links to online library and sound banks, campus labs, hours of operation and software availability, and other technology support that is available to students (online, phone, UITS support). Technology issues arise. PDFs that explain a new problem and current solution are posted under resources on oncourse. (We had this problem with using shockwave technology on our browsers --- students needed to learn how to set Rosetta settings to enable this plug-in.)Former students projects are published on the site and server as a reference tool for current students. Although current student projects are not published on the site, they are invited to present in front of the class after certain labs. Students also present their final projects in a live presentation setting and use a peer review rating to evaluate their project prior to the presentation.
The primary challenge of this course has been how to disperse media items that are used for each assignment and a centralized, supported medium to submit media projects that are under 200 Mb. In addition, I wanted to be able to provide examples of each assignment that were easily updated unlike a classroom CD. I used Director to create Projectors of examples. This has allowed students to download examples using the oncourse interface (of course) or the course website. Most recently, I was able to introduce a keyword to monitor open lab attendance and participation (much more reliable than a sign-in sheet) and utilize the oncourse survey and test tool to collect measurable data for assessment and development purposes. Finally, oncourse has become my all-in-one resource tool for the entire course: lecture material dispersal, podcast support, resource pdfs, website integration, class exercise media, lab media, project details and online resources (libraries, pdf, and website links), assignment submissions and feedback, learning assessments using survey and tests, and online gradebook accessible to students for self-monitoring.
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