Provisionally approved July, 2002

USING TECHNOLOGY — MULTIMEDIA

Level III

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:  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.


Portfolio Links: You are expected to use the Level III Communications Portfolio writing standards as guidelines for any writing products prepared for the criteria of this competency.   At a minimum, writing must demonstrate Level II Communications Portfolio standards.


STANDARDS:

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.      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.      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.      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.      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.   Prior Learning: Demonstration of this competency through prior learning and experience would entail documentation of work on a project similar to the one outlined 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.   Independent Study: 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:

a.   Identify a community building effort using digital media and technology: such as a neighborhood group using a web site to organize members.

b.   Review how at least two similar projects have used digital media and technology and write a three-to-five page summary of those projects.

c.   Establish an internship with an organization with access to tools used to create digital media and technology projects.

d.   Create and publish a multimedia project that addresses a public and community service goal of the organization.

e.   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.   Course: Complete a CPCS course addressing the competency or an appropriate transfer.

4.   Field Project: To demonstrate this competency through a field project a student could establish a relationship with a community-based organization interested in using multimedia to launch a campaign on a relevant social issue. As part of the project the student takes major responsibility for designing and building a website for the organization, which includes a description of the issue with a call to action, links to relevant research and newspaper articles as well as streaming media that may be available on the issue, an email distribution list for mobilizing a constituency, a discussion forum for refining the organization’s position on the issue, and a number of electronic actions that can be taken via the website. Documentation should include a comparison with other similar projects regarding the use of appealing graphics, user friendliness, and functionality.