Using Technology — Multimedia

January 15, 2002

Rationale

The "Using Technology" competencies comprise a number of variants which include Audio Production, Video Production, Photography, Desktop Publishing, Multimedia Production, Internet Communication, Basic Networking, and Database Management. Each of these is being developed as an individual competency. In a community-oriented media and technology program, it is clear that students should become proficient at using appropriate communications media and information technologies. For the concentration in Community Media and Technology, proficiency in at least one of the above areas is required. For the proposed major two Using Technology competencies are required. As per the mission of the program, this knowledge and skill should then be applied in the service of social goals.

For this competency, students are expected to demonstrate sufficient technical proficiency in the area of multimedia production to complete a media/technology project related to public and community service. Noting the trend toward converging digital media, the term multimedia is used here to capture the complexity of what might have been referred to simply as web design a short time ago. The competency progresses from still media to more complex dynamic media, culminating in the production of a multimedia project and reflection on its effectiveness in a community building effort.

Competency Statement

Can demonstrate technical proficiency in multimedia applications and utilize such skills in a project related to public and community service.

Criteria

1. Demonstrate general knowledge of basic design principles and graphics formats as they relate to the creation of still media.
2. Create and manipulate digital still images.
3. Create a layout for a design project.
4. Create and publish a multimedia project using a variety of formats.
5. Evaluate and critique the use of still and dynamic media in community building efforts and describe best uses of the media and technology in these examples.

Standards

1. For criterion 1, discuss such key design terms as proximity, alignment, repetition, foreground/background, shadow, color, and contrast, as well as key technical concepts such as resolution, image compression, the distinction between bitmap and vector-based graphics, and graphics file formats (gif, jpeg, etc.). Students should then be able to identify and discuss examples of good design.
   
   
2. For criterion 2, demonstrate knowledge of digital image capture techniques using digital camera/camcorder, scanner, and digital film/media card readers and the image manipulation software that accompanies their use (eg. Adobe Photoshop). Creation and manipulation should include such processes as editing, adding filters and adjusting brightness/contrast and color balance. Students should then be able to store and print using a variety of media and digital image storage and printing techniques: CD, zip disk, DV tape, color printing, etc.
   
   
3. For criterion 3, design layout should include provision for images and text using appropriate tools for text and image editing as well as web and/or desktop publishing where appropriate. Student should be able to demonstrate digital image importing/exporting techniques, including placement of text/images on a page, according to the principles demonstrated in standard 1.
   
   
4. For criterion 4, demonstrate a combination of design principles in a basic web page, using basic HTML hand coding, creating/importing backgrounds, text, and images, adding rollovers, image swaps and other interactivity, including incorporating basic animation, and digital video and audio in a web page. Publication of project should include uploading web page/site (including gathering files, uploading files, and testing page/site), exporting as a multimedia presentation using an appropriate presentational tool (Powerpoint, Quicktime, etc), and/or using a CD-RW drive (CD burner) to store project.
   
   
5. For criterion 5, evaluation should include a comparison of two or more projects in terms of their relevance to public and community service and their cost-effectiveness in serving low income populations.

Examples of Demonstration

1. Demonstration of this competency through prior learning and experience would entail documentation of work on a project similar to the one outline above, such as creating a digital media and technology project for a non-profit or community-based technology center. The project should be one that took advantage of at least three identifiable digital media and technology tools or applications and that addressed at least one frequently excluded populations.
   
   
2. A student who wants to demonstrate this competency through independent study may proceed by creating their own media project, using digital media and technology as they relate to community building. The project(s) should be approved by the evaluator. Then, working alone or in a group, a student may undertake an independent study project that would:
   
   
   1. Identify a community building effort using digital media and technology: such as a neighborhood group using a web site to organize members.
   2. Review how at least two similar projects have used digital media and technology and write a three-to-five page summary of those projects.
   3. Establish an internship with an organization with access to tools used to create digital media and technology projects.
   4. Create and publish a multimedia project that addresses a public and community service goal of the organization.
   5. Do a final 10-15 minute presentation, documenting and analyzing every step in the process and concluding with aspects were most successful, where unexpected outcomes emerged, and what might have been done differently.
      
      
3. A student may take one course related to the uses of media and technology (at CPCS or elsewhere). A course focusing on multimedia might include some of the following topics:
   
   
   1. An exploration of the development of technology and digital convergence as it relates to community building or uses by non-profit organizations and/or community-based technology centers.
   2. An examination of the methods and applications of still and dynamic media, from the creation of graphics, image/photo manipulation, and digital video/audio production.
   3. Hands-on use of the tools used to create still and dynamic media such as digital cameras, scanners, digital camcorders, etc. with an emphasis on the cost effectiveness in relation to non-profit organization and/or community technology centers.
   4. An examination of the uses of digital media and technology by populations in the US and abroad who are generally excluded from access to hardware, software and the Internet. Such an examination would consider low-cost training and outlets for distribution.