Instructor: Dave Cornelius
Class Days & Time: M/W 7:30 a.m- 9:20 a.m. and 10 a.m.-11:50 a.m.
Location: Cronk316 and 351
Instructor’s Email & Phone: email@example.com Mobile/Txt: 602-432-5002
Instructor’s Office: 402K
Office hours: M/W Noon-1:00 p.m. and by appointment
Prerequisites and expectations: This course is required of all journalism majors. Students must have successfully completed JMC 110 Principles and History of Journalism as well as JMC 101 Grammar for Journalists and JMC 194 Coding for Journalists. Students do not have to have prior multimedia experience or knowledge in order to take this course.
Course goals: Our goal is to teach you the basic digital tools and knowledge you will need to be a successful journalist or communications professional. You will learn and practice creation of photos, video, audio, podcasts, infographics and maps. We will cover personal branding, Web literacy, social media, mobile reporting, SEO and Web analytics and learn about new ways that information is being delivered on the Web. You will work in teams to report and create a multimedia project, and you will create an online portfolio that you will add to over your time at the Cronkite School so that when you graduate, you will have a robust portfolio of your work to present to employers.
Required materials: There is no text for this class. However, you are required to purchase the following:
- A 32GB USB thumb drive (costs about $10 and available on Amazon. (Students who are going on to broadcast classes may want to purchase a USB 3 HIGH SPEED portable hard drive and Firewire 800, instead of the thumb driv The size of the drive should be at least 500GB and must be MAC compatible and with 7200 RPM drives. We suggest this drive: https://www.bhphotovideo.com/c/product/994690-REG/owc_other_world_computing_owcms8u3h7t1_0_mercury_on_the_go_pro_1tb.html
- A pair of headphones or ear buds. Any standard headphone will work.
Readings: Readings will regularly be assigned using Blackboard announcements. Readings will be posted a few days ahead of when they will be due. It is your responsibility to check your email and/or Blackboard to stay up-to-date.
Any time readings are assigned, you will be required to tweet a takeaway before class. Use the class hashtag as determined by the class:
Suggested resources: In addition, these are optional readings and resources:
- American Press Institute’s Need to Know newsletter. Sign up here: http://www.americanpressinstitute.org/
- 10,000 Words https://twitter.com/10000words
- Lynda (online video tutorials) http://www.lynda.com/
- Journalist’s Toolbox http://www.journaliststoolbox.org/
- “We the Media: Grassroots Journalism by the People, for the People,” by Dan Gillmor, http://www.amazon.com/We-Media-Grassroots-Journalism-People/dp/0596102275
- Nicholas Carr: “Is Google Making Us Stupid?”http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/
- Michael Kinsley: “Cut This Story!”http://www.theatlantic.com/magazine/archive/2010/01/cut-this-story/307823/
- BBC News: “What Will News Look Like in 10 Years?”http://www.bbc.com/news/technology-31008317
- Travis Marshall: Photojournalists move to Instagram, from Syria to Sandy.http://www.americanphotomag.com/photojournalists-move-instagram-syria-sandy
- National Geographic: Photo Gallery: How to Take Camera Phone Pictures.http://photography.nationalgeographic.com/photography/photo-tips/camera-phone-photos/#/fountain-portrait-england_23020_600x450.jpg
- Sam Biddle: How to make a Gif in Five Easy Steps http://gizmodo.com/5941436/how-to-make-a-gif-in-five-easy-steps
- Scott Mowbray: 10 easy non-technical secrets to taking better photos.http://www.huffingtonpost.com/scott-mowbray/photography-tips_b_3976628.html
- Keith Jenkins: “5 Types of Photos that Make for Strong Photo Essays, Audio Slideshows.”http://www.poynter.org/how-tos/visuals/171050/5-types-of-photos-that-make-for-strong-photo-essays-audio-slideshows/
- Talk to the Times: One in 8 Million. http://www.nytimes.com/2009/08/03/business/media/03askthetimes.html?pagewanted=all&_r=0
*For the Times reading, specifically scroll down and read from “How does it all come together?” until the answer to the question, “How many photos do you shoot?”
**Also, watch the audio slideshow of:
- Ed Grajales: The Dictaphone Doctor: http://www.nytimes.com/packages/html/nyregion/1-in-8 million/index.html#/ed_grajales
- Mary Elizabeth O’Donnell-Moore: The Medical Tourist http://www.nytimes.com/packages/html/nyregion/1-in-8-million/index.html#/mary_elizabeth_odonnellmoore
Equipment: You will be able to do most of your assignments on your smart phone. If you do not have a smart phone or do want to use yours, the school has available iPods for your use as well as a handful of handy cams. Additionally, you will be able to check out stabilizers and external mics for your smart phone. Equipment can be checked out for a maximum of 24 hours from Room 608 on the sixth floor. You may check out equipment during the weekend for the same 24-hour time period. If you are late returning equipment, your check-out privileges will be revoked. It is strongly encouraged that you reserve equipment well before you need it. Equipment can be reserved by stopping by Room 608 or by calling 602.496.5253. The broadcast lab will be open Monday through Friday from 8 a.m. to 5 p.m. It will be closed for national/university holidays.
All equipment, and all content captured by the equipment, is the sole property of ASU and the Cronkite School. Equipment must be used for the sole purpose of meeting the goals and objectives of this course and may not be used for other purposes. Content captured with Cronkite equipment cannot be distributed or sold without the express content of the instructor or authorized administrator. Any violation of the video usage guidelines or the Cronkite School Equipment Checkout Agreement is subject to referral to the school’s Standards Committee for possible disciplinary action.
Submitting homework assignments: You will create an online portfolio where you will post your resume and samples of your work. This is also where you will submit homework assignments. You will be required to update and add to this portfolio as part of your JMC 484 internship, so it’s important that you have something good to work with and that you add to it during your time at the Cronkite School. The goal is that you will have a robust and attractive portfolio that you can use for your post-graduation job search.
Computers and labs: Labs will be devoted to experiential learning or learning by doing. You will be given opportunity and time to practice what has been taught and apply it to your planned projects. However, you will need to spend additional time beyond lab hours to complete assignments and practice skills.
You may use computers in labs and editing bays any time the building is open. Computers also are available in the Student Resource Center on the second floor of the building adjacent to the First Amendment Forum. All computers in the building have the same software you will find in your classroom. Edit bays can be found on the sixth floor of the building as well as in the rear of the radio newsroom on the third floor.
Remember to back up your work. Computers are wiped clean each night, so save all of your homework on a flash or hard drive or on your portfolio page.
The Cronkite building is open from 7 a.m. to midnight, Mondays through Thursdays; 7 a.m. to 6 p.m. on Fridays; and noon to 9 p.m. on Saturdays and Sundays during the regular semester. To access the building outside of regular building hours, students may use their student ID cards at the card reader outside the front entry, then sign in with security.
Makeup work: There is none. If you are not present for an in-class assignment or quiz, you will receive a zero for that assignment or quiz.
Attendance: You are expected to be in every class, and you are expected to arrive on time. You may miss two classes without additional penalty (see Makeup Work policy above), but your final grade will be docked a half-grade for each absence in excess of two (a B+ would become a B- and so on.) Tardiness is treated the same as an absence. If you are more than 5 minutes late for a class, you will be marked absent.
Deadlines: Since this is a journalism class, deadlines are important, and you are expected to meet them. Assignments submitted even one minute past the deadline will not be accepted; they will receive a zero.
This is a class in which you will learn a new technology almost every week. If you leave your assignment to the last minute and you are unfamiliar with the technology, there is a good chance you will be late. You should allow yourself enough time to seek help from the instructor and troubleshoot the problem. Remember, things will go wrong!
Accuracy: While we teach technology in this class, it is still fundamentally a journalism class, and that means we will adhere to the school’s rigorous accuracy standards of accuracy. Text, captions, video, audio, tweets or any other element produced for this class should be fact-checked for accuracy. Major errors will result in an automatic “E,” a failing grade for the assignment.
Academic integrity: Adhering to a high ethical standard is of special importance in the world of journalism, where reliability and credibility are the cornerstones of the field. Therefore, the Cronkite School has adopted a “zero tolerance” policy on academic dishonesty. If any student is found to have engaged in academic dishonesty in any form – including but not limited to cheating, plagiarizing and fabricating – that student will receive a grade of XE for the class and will be dismissed from the Cronkite School. At the beginning of every Cronkite class, each student will be given a copy of the full academic integrity policy, along with accompanying information on plagiarism. Students must sign a pledge that indicates they have read and understood the material and agree to abide by the policy. The full academic policy can be found here: http://cronkite.asu.edu/assets/pdf/Academic_Integrity_Policy.pdf.
Use of outside work: All work, including photos, text, video and other images, submitted for this class must be your original work. You may not submit work done for any other class or organization.
Collaborations: All in-class and out-of-class assignments must be your own work – from concept to execution, unless some type of collaboration is specified by the instructor. Even in those cases where students are assigned to teams, not all elements of the assignment may be team-based. For instance, the assignment may call for a team discussion of a topic, but a writing assignment based on the discussion must be your individual work.
Classroom etiquette: Cell phones and any other mobile devices must be turned off during class unless the instructor directs otherwise for the purposes of an assignment. Laptops may be allowed at the instructor’s discretion. Food and drink are not allowed in the classroom. Please arrive on time and listen respectfully while the instructor, guest lecturer or other students are speaking. Computers should be used exclusively for classroom work during class time. Repeated violations of classroom etiquette will result in you being asked to leave the room.
Diversity principles: Cronkite practices inclusivity in student, staff and faculty populations in order to create an academic environment that embraces diversity of thought and acceptance of all people regardless of race, gender, age, sexual orientation or societal, political, cultural, economic, spiritual or physical differences http://cronkite.asu.edu/about/diversity.php
Students in this course are strongly encouraged to broaden their journalistic experiences, with the instructor’s help, by including in their work people from ethnic, racial and religious minorities; the elderly, disabled and poor; gay men and lesbians; and other similar groups. This is to ensure that student work reflects the diversity of the community.
ACEJMC values and competencies: As a member of the Accrediting Council on Education in Journalism and Mass Communication, the Cronkite School is committed to classroom learning that achieves ACEJMC professional values and competencies. These include the core areas of freedom of speech, ethics, diversity, critical thinking, research, writing and use of tools and technologies related to the field. For a full list of ACEJMC values and competencies, see http://www2.ku.edu/~acejmc/PROGRAM/PRINCIPLES.SHTML#vals&comps
Social media guidelines: The Cronkite School has developed standards drawn from the Poynter Institute for Media Studies and the Society of Professional Journalists. These guidelines can be found at http://cronkite.asu.edu/node/735.
Disability accommodations: If you need special classroom accommodations, you must make a formal request through the university’s Disability Resource Center (DRC). You can schedule an appointment at 480.965.1234 (voice) or 480.965.9000 (TTY). You should then provide your instructor with documentation from the DRC on the accommodation(s) being requested, which will be reviewed by Cronkite administration.
Religious accommodations: If you need to be absent from class due to a religious observance, notify your instructor at the beginning of the semester.
Sexual violence or harassment: Title IX is a federal law that provides that no person be excluded on the basis of sex from participation in, be denied benefits of, or be subjected to discrimination under any education program or activity. Both Title IX and university policy make clear that sexual violence and harassment based on sex is prohibited. An individual who believes they have been subjected to sexual violence or harassed on the basis of sex can seek support, including counseling and academic support, from the university. If you or someone you know has been harassed on the basis of sex or sexually assaulted, you can find information and resources at https://sexualviolenceprevention.asu.edu/.
Tests: There will be no tests (and no final).
Assignments: You will be given in-class assignments and exercises as well as assignments to be completed outside of class. You are expected to post all of your completed assignments to the personal portfolio page you create for this class.
All students will be divided into teams to work on a final project that requires them to apply the skills they have learned during the semester. You may use work submitted earlier in the semester for your final project, but you are encouraged to use your instructor’s feedback to improve the work before making it part of your final project. Students will be graded on the quality of their final projects as well as their participation in and contribution to their teams.
Grading: Individual assignments and their weights follow:
|5 Twitter Takeaways from recommended reading||50 points|
|Storify assignment||50 points|
|Live tweeting/mobile reporting assignment||50 points|
|Analytics assignment||50 points|
|Photo slideshow with narration/audio||75 points|
|Web literacy assignment||25 points|
|Podcasting assignment||75 points|
|Infographic/data visualization assignment||50 points|
|Video #1 (Explainer video)||75 points|
|Video #2 (Interview with B-roll and sequence editing)||100 points|
|Web banner design||25 points|
|Online personal portfolio||125 points|
|Final team project||200 points|
|Individual and Team Peer Reviews||50 points|
|Total Points||1,000 points|
The final team project will be scored as follows:
- Outline or storyboard: 25 points
- Personal contribution: 50 points
- Team grade: 125 points
Scale for final course grades: A+ 97-100; A 94-96; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 76-79; C 70-75; D 69-60; E 59 and below.
Extra credit: You may earn one extra credit point for each “Must See Mondays” lecture you attend over the course of the semester, up to a maximum of three points. These events feature prominent journalism and public relations professionals each Monday from 7-8 p.m. in the First Amendment Forum. A schedule for the semester will be posted on the Cronkite website at http://cronkite.asu.edu/events/speaker.
You must blog on any event you attend (at least 150 words) within 48 hours at http://cronkiteconversations.asu.edu and send the comment url for your post to your instructor. To get the url, click on the date and time stamp, then copy the url you’re taken to and send that to your instructor. Students who contribute the most blogs over the course of the semester will earn an invitation to the fall 2017 Cronkite Awards Luncheon.
The school also will offer two other extra credit opportunities this spring:
- The “90 Minute Mastery” series of interactive workshops will be held on designated Friday mornings during the semester for students interested in developing their digital and journalistic skills. Dates and times will be announced later. You may earn 1 extra credit point for each session you attend and blog on.
- “Innovation Day” will be held Friday, Feb. 3, from 4-8 p.m. in the First Amendment Forum. This annual event features drones, VR and new and developing digital tools that students can try out and experiment with. You may earn 1 extra credit point for attending and blogging about what you learn.
Remember: Extra credit for the semester is capped at 3 percentage points.
Below is more information on key assignments. You will get more detailed information on specific requirements and how assignments will be graded prior to each assignment.
Live Tweeting/Mobile Reporting: 50 points Due midnight Jan 29.
You will cover an event or report a story using a mobile phone. The event should be at least two hours in duration. You will report on the event in text as well as video (2), photos (2) and emojis (2). At least one tweet should include a direct quote with attribution using an @-mention or a first AND last name. All tweets should use hashtags and @-mentions when appropriate. Your instructor will provide some options for this assignment, although you may come up with your own pitches.
Web Analytics: 50 points Due midnight Feb. 12.
You will download your data from your live tweeting/mobile reporting assignment into a spreadsheet and “code” your tweets according to the variables they contain (video, emojis, hashtags, etc.) then analyze which tweets had the highest performance and what you would do to improve performance.
Web Literacy: 25 points In class exercise
You will evaluate three Web pages for credibility. You will be provided with a case study and three websites that provide information about a particular event. You will be asked to analyze the credibility of each page and whether you would use it as a source in a news story.
Infographic/Data Visualization: 50 points Due midnight Mar. 26.
You will create an infographic/data visualization using an out-of-the-box tool, such as Infogr.am, Visual.ly, Venngage, Easely.ly and Pictochart. The information must be accurate and presented in such a way that readers can easily understand it.
Storify: 50 points Due midnight Apr. 9.
You will look for trending topics related to your group project and create a Storify of information that you find and explain how you will use the information for your project.
Podcast: 75 points Due midnight Mar. 26
You will record and produce a podcast on a journalistic topic that is relevant to your portfolio site or related to your group project. (Your instructor may allow you to interview a journalist about his or her career as an alternative.) You will edit the interview and upload it to SoundCloud and embed it on your portfolio page along with 100 words and an SEO-friendly headline.
Photo Slideshow with Audio: 75 points Due midnight Feb. 26
You will record and produce a photo slideshow on a journalistic topic that is relevant to your portfolio site or related to your group project. The slideshow should tell an original story using photos and audio interviews. You will start by shooting 20 to 30 photos using a smart phone and recording at least one live interview and two bits of natural sound. You have the option of including free-use music as well. You will then lay the audio and the photos together using Adobe Premiere to create an audio slideshow. The slideshow should be no longer than 3 minutes (but at least 1.5 minutes) and uploaded to YouTube or Vimeo and embedded on your portfolio page.
Video No. 1: 75 points Due midnight Apr 2
You will shoot and produce an “explainer” video that will require minimal editing. The video should explain how to do something. For example, you could explain how to conduct a good interview, how to bake a cake, how to solve a math problem or how to score a field goal. It should be 1.5 minutes in length and contain at least two motion effects, three graphics that provide additional information. and two titles. It will be uploaded to your portfolio page.
Video No. 2: 100 points Due midnight Apr 23.
You will produce a news or feature video for the web that includes at least one formal interview, along with relevant b-roll and narration. The video should be between two and three minutes in length. This assignment builds on the techniques learned in the first video assignment, while also strengthening video storytelling skills. The final video will be uploaded to your online portfolio. Here are two resources to use:
- B-roll: http://www.youtube.com/watch?v=7d_J3ikJTjM
- Interview/Sound on Tape: http://www.youtube.com/user/prvideotv#p/search/0/cKshLzAmOdM
Web Banner Design: 25 points Due midnight Feb 5
Personal Portfolio: 125 points Due midnight Mar 5
You will create a professional portfolio in WordPress. This is where you will submit most of the work for this class. Your final portfolio must consist of the following pages:
- A home page that introduces you, with at least one photo of yourself and a personalized banner
- A contact information page
- A page with a brief biography of yourself, including your career goals, and a resume
- A page of work examples that includes work from this class. You are encouraged to add other journalistic work that you have produced.
Additionally, each page must contain a home button.
Final Team Project: 200 points Due midnight Apr 30
The instructor will divide the class into groups of four or five and each group will work on a multimedia project that will serve as the final project for the course. Each project should consist of at least:
- Four pages
- Introductory text
- An overarching story that ties the project together (at least 800 words)
- One sidebar story (at least 400 words)
- One video element
- One photo slideshow with audio
- Two still photos with captions
- One data element or map
- Links, where appropriate
- Execution of a social media strategy — Creating account on either one or all of the social media platforms such as Instagram/Pinterest/Twitter/Facebook and establishing the project’s presence/existence on there.
Even though this is a group project, each member will be evaluated separately for his or her individual contribution to the project. (See grading, above.) To determine this grade, the instructor will look at the final products of each group member on the project web page as well as the results of a confidential survey in which group members will evaluate each other’s efforts.
All project topics must be approved by the instructor in advance and must have a news angle. Projects must be presented as a web package on a WordPress, Weebly, Wix, Squarespace or another platform approved by your instructor. Here are examples of previous student projects:
For additional examples go to: https://edreamconsulting.com/classroom/
This assignment requires SOLID REPORTING. This means research, aggregating data, making phone calls, etc. The journalistic and storytelling aspects are more important than the technical requirements, thus, will carry the most weight in grading.
Do not take elements from the web. Work must be original. If it is of high quality and information value, it may be submitted to journalism competitions.
Note: Assignments are listed on the day they are due. It is your responsibility to look ahead to the next class period to determine what should be read for that day’s class. Some readings will be provided in the form of handouts or links.
This schedule may change as the semester progresses to accommodate the needs of the class. Updates to the syllabus will be made on Blackboard. Students are responsible for checking Blackboard regularly.
Date: Jan. 9, 2017 Overview
Overview of course and syllabus; survey of student skills; discussion of academic integrity policy as it relates to this class
Lab: Open WordPress & Twitter accounts; sign equipment checkout forms
Homework: Sign Academic Integrity policy; email Twitter & portfolio url to firstname.lastname@example.org prior to the next class.
Date: Jan. 11, 2017 Branding, Mobile Devices & Personal Portfolio
Branding and its importance to journalists; setting up your online portfolio.
Your mobile device is a key acquisition tool in your arsenal if you use it properly.
Due: Academic Integrity pledge
Lab: Create four pages on your online portfolio; write “About Me” paragraph
Homework: Complete lab assignment .
Due midnight Jan 15 Brand statement exercise.
Date: Jan. 16, 2017 MLK Holiday. No Class
Date: Jan. 18, 2017 HTML & CSS Review In class review
Homework: Upload resume to your portfolio;
Date: Jan. 23, 2017 Social Media
Intro to social media; understanding social media cultures and etiquette and how social media is used by journalists; discuss live tweet/mobile reporting assignment
Homework: Work on live/tweet mobile reporting assignment
Social Media Lab: Twitter scavenger hunt in class
Homework: Select professional photo for portfolio page; work on live tweet/mobile reporting assignment.
Date: Jan. 25, 2017 Portfolio Day
Enhancing your site; navigation, images and design basics
Lab: Practice embedding images; add your photo to portfolio page; apply tags
Homework: Work on live tweet/mobile reporting assignment, due next class. Review the following material on using Photoshop
Due: midnight Jan. 29 Live tweet mobile reporting assignment
Date: Jan. 30,2017 Introduction to Photoshop, Creating Web Banners
Windows, layers, cropping, image sizes and resizing, text tools; look at examples of good banners & logos; discuss group projects
Lab: Practice editing in Photoshop
Homework: Design banner for your online portfolio. Read the following: “How to Take Camera Phone Pictures,” National Geographic, http://photography.nationalgeographic.com/photography/photo-tips/camera-phone-photos/#/fountain-portrait-england_23020_600x450.jpg
- “Photojournalism in the Age of New Media,” Jared Keller, The Atlantic, http://www.theatlantic.com/technology/archive/2011/04/photojournalism-in-the-age-of-new-media/73083/
Date: Feb. 1, 2017 Shooting on Your Phone
How to get good photos on your phone; angles, composition and lighting; using stabilizers/tripods
Lab: Complete banner and upload to your online portfolio.
Homework: Bring three to five high-resolution digital images to class for use in the next lab; include a variety of settings/subjects to make the most of the editing lesson.
Due: midnight Feb. 5 Banner exercise.
Date: Feb. 6, 2017 Photo Editing
Editing in Photoshop – color correction, brightness, contrast, cropping, resizing and writing captions
Lab: Edit photos that you bring to class
Homework: Come up with two to three ideas for group projects, due next class.
Date: Feb. 8, 2017 Web Analytics
The importance of understanding your audience; basics of web analytics.
Lab: You will download your data from your live tweeting/mobile reporting assignment into a spreadsheet and analyze which tweets had the highest performance and what you would do to improve performance.
Homework: Work on web analytics assignment,
Due: midnight 12 Feb. Web Analytics Assignment
Date: Feb. 13, 2017 Audio Slideshows
Discuss audio slideshow assignment & review examples
Assignment: Develop pitches for audio slideshow assignment, due next class. Consider how your audio slideshow could be incorporated into your final project. Read each of the following articles on audio slideshows before the next class:
- “Talk to the Times: One in 8 Million,” The New York Times, http://www.nytimes.com/2009/08/03/business/media/03askthetimes.html?pagewanted=all&_r=0
(For the Times reading, scroll down and read from “How does it all come together?” until the answer to the question, “How many photos do you shoot?”)
- “Fair Game,” Sarah Laskow, CJR http://www.cjr.org/cloud_control/fair_game.php
- “Fair Use Frequently Asked Questions,” Pat Aufderheide, Peter Jaszi, Maura Ugarte and Michael Miller, http://www.cmsimpact.org/fair-use/best-practices/documentary/fair-use-frequently-asked-questions
- “Whatever Happened to the Audio Slideshow,” https://onlinejournalismblog.com/2016/12/13/whatever-happened-to-the-audio-slideshow/
Date: Feb. 15, 2017 Capturing Audio & Fair Use
How to capture good audio; what topics lend themselves to audio pieces; pairing audio and visuals; discussion of copyright issues using music and photographs freely available online for slideshows
Due: Pitches for audio slideshow assignment
Lab: Take seven to eight photos of a classmate, including the five types of visuals discussed in the Poynter article, and create a slideshow in Adobe Premiere.
Homework: Work on audio slideshow assignment. View the following audio slideshows:
- “The Dictaphone Doctor,” Ed Grajales, http://www.nytimes.com/packages/html/nyregion/1-in-8-million/index.html#/ed_grajales
- “The Medical Tourist,” Mary Elizabeth O’Donnell-Moore, http://www.nytimes.com/packages/html/nyregion/1-in-8-million/index.html#/mary_elizabeth_odonnellmoore
Due: midnight Feb 19, Audio Slideshow assignment
Date: Feb. 20, 2017 Group Projects
Discuss group projects and review examples; brainstorm ideas; select teams
Homework: Read the following article on audio slideshows:
- “5 Types of Photos that Make for Strong Photo Essays, Audio Slideshows,” Keith Jenkins, http://www.poynter.org/how-tos/visuals/171050/5-types-of-photos-that-make-for-strong-photo-essays-audio-slideshows/
Date: Feb. 22, 2017 Editing on Adobe Premiere
Inputting audio in Adobe Premiere and editing clips; normalizing, amplifying and reducing noise
Lab: Record a minute-long interview of your peer whose photos you took in an earlier class. Once you have the interview, come back and edit it in class. Resize the photos, edit the audio and place it together.
Homework: Listen to this podcast:
- “The Alibi,” Serial: Season1, Episode1 (52 minutes) http://serialpodcast.org/season-one/1/the-alibi
Focus on the sounds, interviews, tone of the reporter and incorporation of music.
Due: midnight Feb 26 Individual Peer Reviews
Date: Feb. 27, 2017 Podcasting
Producing compelling podcasts: What do we need, where can we get it, how do we produce it and how do we publish it? Deconstructing a podcast and learning how to write scripts.
Due: Audio slideshow
Lab: Practice creating a podcast; troubleshoot audio slideshow
Homework: Develop three podcast pitches and come prepared to talk about them in the next class. Pay attention to how they could fit into your group project.
Date: Mar. 1, 2017 Infographics & Data Visualization, Part I
Discuss and approve podcast pitches; review different kinds of infographics news companies use for storytelling purposes
Lab: Work with Google Maps, Piktochart and other infographic programs
Homework: Work on podcast. Bring to the next class two examples of infographics and be prepared to explain why they work or don’t work.
Due: midnight Mar. 5 Personal portfolio sites
SPRING BREAK March 5-12, 2017 No Classes
Date: Mar. 13, 2017 Infographics & Data Visualization, Part II
Discuss good and bad examples of infographics that students provide, focusing on clarity of information and presentation; basic design principles (typography and color); discuss infographic/data visualization assignment
Lab: Practice creating an infographic using data
Homework: Work on podcast, due next week. Research data you will need to build an infographic and develop two pitches for an infographic, due next week. Pay attention to how these could fit into your final group project.
Date: Mar. 15, 2015 Group Project Day
Lab: Work in teams to build your multimedia project site. Get an appropriate url and create the pages; develop content outline for your project, due at the end of class
Due: Infographic pitches
Homework: Watch these videos about explainer videos.
- “How Disposable Oil Wells Might Cause Earthquakes,” Joe Wertz, NPR, https://www.youtube.com/watch?v=Abi4j58ghjA
- “30 seconds to know: When’s the Best Time to Buy a Plane Ticket?”
- “Tom Brady’s Deflategate scandal, explained,” Joseph Stromberg, Vox News, http://www.vox.com/2015/1/21/7866121/deflated-football-patriots-cheating
Here are more options for you to choose from:
- John Arlia: Role of a Kicker in a football game (video and narrative)
- Grace Clark: What is a high school color guard troupe? (music and graphics)
- Andrew Krauss: How to run the QB bootleg (narrative and a white board)
- Adrienne St Clair: How to be a high school mascot (video, music and humor!)
Read the following article before the next class:
- “How Journalists Can Create Better Explainers,” Meena Thiruvengadam,
Due midnight Mar. 26 Podcast
Date: Mar. 20, 2017 Introduction to Video
What are explainer videos and when do they work? Discuss explainer video assignment
Lab: Work on infographic assignment, due next class
Homework: Work on infographic assignment, due next class.
Date: Mar. 22, 2017 Video Shooting and Editing
Basics of video shooting, capturing clean audio, importing video into Adobe Premiere
Lab: Work in pairs to take a series of shots – a steady shot, 10-second shot, zoom, pan, some b-roll
Homework: Develop two pitches for your second video assignment, due next class. Consider how your video could be incorporated into your final group project.
Due: midnight Mar. 26 Infographic Assignment
Date: Mar. 27, 2017 Video Editing Part I
Editing on Adobe Premiere; video editing basics
Due: Second video assignment pitches
Lab: Import video you shot in the last class; create a sequence with some audio and some b-roll
Homework: Work on video assignment and final group project. Read and tweet a takeaway from each of these readings on Storify using class hashtag before the next class:
- “How to: Create Stories Using Storify,” Abigail Edge, https://www.journalism.co.uk/skills/how-to-create-stories-using-storify/s7/a562894/
- “How Journalists Can Use Storify to Cover Any Type of Meeting,” Elana Zak, http://www.adweek.com/fishbowlny/how-to-use-storify-to-cover-a-meeting-workshop-or-event/250024
Date: Mar. 29, 2017 New Forms of Storytelling for the Web
Storify: What is it and how does it work? Discuss Storify assignment.
Lab: Practice writing a story on Storify.
Homework: Develop an idea for a Storify based on a trending topic related to your group project and be prepared to discuss in the next class.
Due: midnight Apr. 2. Video Assignment (explainer video)
Date: Apr. 3, 2017 Web Literacy
The rise of “false news;” distinguishing credible information from information that cannot be verified or trusted; discuss Storify ideas for group project
Lab: Examine websites and determine veracity
Homework: Continue working on second video assignment and final project; work on Storify assignment. Read the following on SEO and tweet a takeaway before the next class:
- “What is SEO and How Can it Help my Website’s Google Visibility,”, Natalie Lines, http://www.theguardian.com/small-business-network/2014/jan/16/what-is-seo-how-website-google-visibility
- “Web Words that Lure the Readers,” Claire Cain Miller, http://www.nytimes.com/2011/02/11/business/media/11search.html?_r=0
Date: Apr. 5, 2017 Search Engine Optimization
What it is, why it is important and how you can use it to gain a wider audience?
Lab: Evaluate the code on your portfolio site and make changes that would make it more visible in internet searches.
Homework: Continue working on second video.
Due: midnight Apr. 9 Storify Assignment.
Date: Apr. 10, 2017 Video Editing Part II
More video editing basics
Lab: Work on editing second video assignment.
Homework: Complete second video assignment; upload to portfolio page; work on group project; view the following site, created by a Cronkite class that tests apps and tools for Google, and be prepared to discuss some of your favorite tools in the next class: http://cronkitelab.news/
Read the following:
“The Top Apps for Journalists from 2016, ijnet,
Date: Apr. 12, 2017 New Tools
A review of some new tools that journalists can use to do their jobs better; discussion of apps and tools in assignment above.
Homework: Work on group project
Due: midnight Apr. 16 completion of Enterprise Peer Reviews.
Date: Apr. 17, 2017 Video Critiques
Show videos in class and critique your peers
Homework: Finalize videos based on critiques
Date: Apr. 19, 2017 Lab day Work of final enterprise sites
Homework: All Tweet takeaways
Due: midnight Apr 23 completion of all Tweet takeaways and Video 2 News package. due:
Date: Apr. 24, 2017 Lab Day
In class presentation of enterprise sites Complete course evaluation; work on group project, due Midnight Apr. 30.
DATE: Apr. 26, 2017 Lab Day
Finalize improvements to Enterprise site.
Due: Apr. 30 Final Enterprise Site