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COURSE SYLLABUS
MULTIMEDIA DEVELOPMENT AND EDITING—ONLINE
CONTACT INFORMATION
Catalog Course Code: NMJ 550
Three-Letter Course Abbreviation: MDV-O
Instructor: Jeff Sharon
Telephone: 407.679.0100 ext. 3537
Email: [email protected]
iChat: [email protected]
Hours: By appointment (please call or send an email to
schedule)
If unable to keep an appointment, please call to cancel
or reschedule
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 supplement course lessons, which are based on current industry
standards and digital production practices.
COURSE OBJECTIVES
Students will accomplish these course objectives by completing the following milestones:
yy Explore the elements that make up photojournalism
yy Conceptualize story ideas
COURSE DESCRIPTION
The Multimedia Development and Editing Course is an introduction 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 practices 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 produce and edit sophisticated multimedia content for multiple
platforms, including converged environments.
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 manipulate 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 audio 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 distribution on the web
yy Improve upon an existing online presence
yy Publish completed multimedia production for distribution on the web
yy Customize and enhance a WordPress website for optimum 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)
Multimedia Development and Editing—Online  Course Outcomes
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
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 produces throughout the program and their careers.
yy Show literacy in postproduction skills by editing text, images, audio, and video for storytelling purposes
RESEARCH COMPONENT
yy Define story arc
Students will take a hands-on approach to multimedia development 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 consistent research is an important part of each assignment.
yy Compose headlines and captions compliant with SEO
standards
yy Evaluate distribution methods
yy Decide which media-distribution channels to use to promote 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’ foundations for the degree’s skill set by providing them with tools to
develop, edit, and transform information into multimedia stories. During this course, students will develop proficiency in
the editorial process, which includes preproduction, production, postproduction and distribution methods.
INDUSTRY CONNECTION
In order to contribute relevant stories in today’s digital
marketplace, student journalists must understand development and editing and their effect on story development,
ADDITIONAL RESOURCES
yy The American Society of News Editors (ASNE) is a nonprofit 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 communications: 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  Additional Resources
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 innovation 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
GRADE WEIGHTS
Reading Assignments
Weekly Discussion Boards (4 at 10% each)
40%
Reading assignments are carefully selected to assist 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.
Weekly Exercises (3 at 10% each)
30%
Final Story
15%
Multimedia Activities
Multimedia activities, such as narrated photo slide
shows, videos, and design presentations, augment
students’ understanding of certain key concepts and
provide helpful information.
Weekly Exercises
Students will have the opportunity to apply investigative 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 multimedia presentation utilizing sound and visuals, and
improving online presence for a broader appeal.
Discussions
Discussions 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).
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, equipment, 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  Course-Specific Rubrics
COURSE-SPECIFIC RUBRICS
RISE Model Discussion Board
Requirements
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 Protocol
yy 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 multimedia material to enrich the discussion.
Multimedia Development and Editing—Online  Course-Specific Rubrics
RISE Model Discussion Board (Cont.)
Dimension
Excellent
100%
Good
90%
Fair
80%
Poor
70% or less
Post demonstrates an in-depth
understanding of the assignment, and all
topic(s) are thoroughly addressed
Post demonstrates an in-depth
Post demonstrates a superficial
understanding of the assignment, and most understanding of the assignment
topic(s) are convincingly addressed
Some topics are adequately addressed
Post addresses at least 90% of the required Post addresses at least 80% of the required
questions and/or includes all required
questions and/or includes some required
elements
elements
Post demonstrates a lack of understanding
of the assignment
Most information presented is accurate,
clear, thorough, and supported by relevant
facts, statistics, analysis, and/or examples
Some information presented is accurate,
clear, thorough, and supported by relevant
facts, statistics, analysis, and/or examples
Many of the points presented are not clear,
thorough, creative, or adequately supported
with relevant facts
Most ideas flow logically; most arguments
are clear, consistent, flow logically, and
All factual examples/facts given to support a make sense
position are relevant and compelling
Most factual examples/reasons given
to support a position are relevant and
Counterarguments are successfully
compelling
addressed
Some logic and/or arguments are unclear,
irrelevant, or unconvincing
Unclear arguments or flow of ideas
Post does not fully address
counterarguments or make connections to
outside material
Simplistic view of discussion topic; little
evidence of possible alternative views
provided
Content (70 points)
Thoroughness and Quality
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
25 points
Logic and Argument
All ideas flow logically; arguments are
identifiable, reasonable, and sound
25 points
Writing Skills
Post addresses 70% or less of the required
questions and/or elements
Few reasons are given to support a position
Post includes new meaningful material,
enriching the discussion
Acknowledgement of counterarguments
OR post demonstrates minimal effort or
comprehension
Occasional insightful connections to outside
material are made
Posts are difficult to understand
No major grammatical or professionalwriting-style errors
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-writingstyle 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
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
Argument and post are well-structured, are
10 points organized logically, and flow smoothly
Use of References
Discussion topic is not adequately
addressed
If information sources are used or
10 points referenced, all are cited correctly
Multimedia Development and Editing—Online  Course-Specific Rubrics
RISE Model Discussion Board (Cont.)
Dimension
Excellent
100%
Good
90%
Fair
80%
Poor
70% or less
Response post incorporates all four
elements of the RISE model with an
excellent level of detail and effort, including:
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
Communication (30 points)
Response Post (RISE)
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
30 points purpose in future iterations
Student merely expresses agreement or
disagreement without explanation, asks no
questions, and offers no suggestions for
improvement
Multimedia Development and Editing—Online  Course-Specific Rubrics
Assignments
Dimension
Excellent
100%
Good
90%
Journalistic Quality
The work exhibits excellent journalistic
quality, thorough research, credible
sourcing, and excellent writing
The work exhibits good journalistic quality, The work exhibits fair journalistic quality, a The work exhibits poor journalistic quality,
solid research, mostly credible sourcing,
fair amount of research, suspect sourcing, little research, untrustworthy sourcing,
and good writing
and fair writing
and poor writing
25%
Production Mechanics
23–25 points
The work exhibits excellent scripting,
photography, and editing
25%
Technical Requirements
20%
AP Style and Grammar
15%
(point deductions)
Most of the required technical elements
are fulfilled
Statements are supported by relevant
sources
Most statements are supported by
relevant sources
-0 points
The work exhibits poor scripting,
photography, and editing
Some of the required technical elements
are fulfilled
The work contains occasional
grammatical and/or AP-style errors
Few or none of the required technical
elements are fulfilled
0–13 points
The work contains numerous grammatical
and/or AP-style errors
10–11 points
Few statements are supported by
relevant sources
0–9 points
Statements are not supported by relevant
sources
10–11 points
Two days past-due
-25 points
0–17 points
14–15 points
12–13 points
One day past-due
0–17 points
18–19 points
12–13 points
14–15 points
Submitted on time
The work exhibits fair scripting,
photography, and editing
16–17 points
The work has minor grammatical and/or
AP-style errors
Poor
70% or less
18–19 points
20–22 points
14–15 points
15%
Deadline
The work exhibits good scripting,
photography, and editing
18–20 points
The work is free of any grammatical or
AP-style errors
Attribution
20–22 points
23–25 points
All required technical elements are
fulfilled
Fair
80%
0–9 points
More than two days past-due
-50 points
-100 points
Multimedia Development and Editing—Online  Course-Specific Rubrics
Mastery Journal Assignment
Excellent
100%
Dimension
Discussion of Which Content Is
Most Helpful
Response specifically identifies
which content is most helpful and
25% why
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
Good
90%
Response specifically identifies
course expectations and provides
30% detailed examples
Organization and Coherence
The structure is logical
Sophisticated transitional
sentences allow ideas to flow,
develop, and relate logically
Writing Skills
Failing
60% or less
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
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
Ideas are presented in a logical
progression
Ideas are stated but presented
randomly without logical or
professional structure
The ideas are generally conveyed
but are not written in a logical or
professional structure
The structure is completely
random and lacks paragraph
cohesion
The logic behind certain
paragraphs may not be clear (i.e.,
paragraphs are too general)
Sentences within paragraphs
may lack coherence, making
the author’s intentions hard to
understand
The paragraphs may not relate to
the objective
Good transitional techniques are
used between thoughts
The reader is easily guided
through the author’s thought
process
Some logic may be faulty, but
each paragraph clearly relates to
the author’s objective
There are no significant errors
in regard to spelling, grammar,
usage, punctuation, capitalization,
10% or structure
There are few or minor
grammatical/typographical errors
10%
Poor
70%
Response identifies which content Response identifies which content Response identifies which content Response fails to identify which
is most helpful but provides a
is most helpful but provides a
is most helpful but does not
content is most helpful
general explanation
weak explanation
provide an explanation
25%
Discussion of Course
Expectations
Fair
80%
Sources are sufficiently cited
There are frequent grammatical or
typographical errors
There are either numerous
grammatical/typographical errors,
Sources are not cited correctly, but or sources are not cited
an attempt at citing them is made
The paragraphs may lack topic
sentences or be too broad to be
effective
Grammatical and typographical
errors are present to the point of
distraction
Sources are not cited