Audio Terms And Best Practices

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Samuel Edsall

Education Business Entertainment & Humor

Audio Terms | Best Production Practices BC 101 Week 11

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Most students today will enroll in at least some online classes during their academic career. However, online pedagogy has a reputation of lacking interaction, instantaneous communication, or visual tools to assist in instruction. The purpose of this presentation will be to share student expectations in an introductory media online class and how these expectations were met through the use of social media, smartphone applications, and screen-capturing applications.

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The focus of this presentation will be on the conversion and application of a traditional media production course to an online class. Topics include the process involved in converting the traditional classroom experience to an online environment, effectively presenting information to users in the online environment, evaluation of digital media projects, and digital tools that enhance online pedagogy.

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Education with mobile technologies and online platforms is, for the most part, education on the move. It is education that is convenient to populations of students who for whatever reason cannot commit to site- and time-specific class meetings. This kind of education serves a good purpose, by making education available to demographics of students, who, without mobile education, may not have any education. But in order for convenient education to produce quality learning, instructors must organize and structure the mobile and online presentation of educational content methodically and carefully. In a brick-and-mortar classroom, where course instruction occurs in a set place and time period, the regularity of place and time provide structure. With mobile and remote education, it is in the interest of both instructors and students for instructors to determine precisely when students will engage with educational content. Structuring the availability of learning information structures the educational experience. Structure can be created in a number of ways with technology: by date and time control mechanisms built into e-learning systems, with specialized client-side soft- ware, as well as with server-side controls on the computers storing the instructional data. With remote instruction, the technological framework is responsible for the success of the pedagogy.

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Social media has changed the way television and films can be produced. Producers in New York can interactively discuss scripts, storyboards and rough cuts with their contacts in Los Angeles via on-line or via mobile devices and applications. The implications for integrating mobile media technology into higher education curricula and pedagogic methodology are equally transformative. For faculty teaching film and video production, mobile media can provide students with access to an infinite number of resources that exponentially expand what can be taught, how it can be conveyed, and where learning can take place. At the University of Cincinnati a group of thirty-three students from four academic programs in three different colleges utilized a variety of social media technologies to experience an interdisciplinary class that was "team-taught" by both their UC Professor and professionals from the film and TV industry in LA and NY. Their work resulted in the 2012 Gold Rush Expedition Race documentary, an hour-long film that will air this March on a national cable television channel.

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