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Oswego Update Project
A Graduate Research Project
Updating Course Outlines in Technology Education
June 2004
“Communication Systems”
In collaboration with:
Developer:
Chris Mangano, Graduate Student, SUNY – Oswego,
Project Directors:
Dr. William Waite, Professor, SUNY-Oswego,
Mr. Eric Suhr, Liaison, New York State Education Department,
Content Consultants:
Mr. Steven Defendorf, Solvay High School
Mr. Mike Harter, Phoenix High School
Mr. James Cuyler, Baldwinsville High School
Original Writing Team (1986):
David Faux, State University College at Oswego
Earl Gates, Greece Olympia High School, Rochester
Cherl Scholand, Greece Olympia High School, Rochester
Digitally available at
www.oswego.edu/~waite
Forward
The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.
The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.
Hundreds of sections are offered in New York state each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.
It is hoped that this graduate-level research endeavor will accomplish the following:
· provide a solid graduate research project for the developers involved (learning by doing)
· involve known, successful teachers as consultants to the process through a common interview template
· honor the work and dedication of the original writing teams
· refresh course objectives and teaching strategies
· forge a more uniform format between and among course outlines
· update the bibliography of each course to reflect the last ten years of literature review
· include Internet resources both useful as general professional tools, and as specific content enhancement
· develop an index showing how NYS M/S/T standards are accomplished for each course objective
The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.
Dr. William Waite, Professor
SUNY Oswego, Dept. of Technology
School of Education
Overview of the Course
Course Goals
This course will explore the world of communications in terms of the sender, receiver, and the message that is being sent. It will introduce students to tools and equipment that allow modern communications to happen.
Rationale
The speed at which we gather important information is increasing as the world is becoming smaller and smaller. Limitless information is at our fingertips and talking to someone half a world away just takes a push of a button. Students are required to use many high tech devices that seem to change from day today. Our society demands that all citizens have the ability to stay informed and up to date with what is going on in the world around them. Exploring the workings of all our society’s media will help students prepare for a life of ever changing communication systems.
Course Description
Communication systems is a hands on course where students, using time tested production design methods and state of the art digital equipment, will design and produce both a radio and a video project that would meet the same standards found in professional media production companies anywhere in the industry.
½ Elective Credit
18 weeks
Grades 9-12
No prerequisites
Course Skills, Knowledge, and Behaviors to be developed
After successfully completing this course students will be able to:
· identify the communication process.
· recognize the steps used to send and receive every message.
· operate technical devices.
· analyze the impact of communication on society and cultures of the world.
Content Outline
Module 1.0 Communicating Information
1.1 Systems Overview
1.1.1 A communication systems model
a. Input, process and output stages
b. Monitor feedback, control and adjust
c. Resources
1.1.2 Types of systems for communicating information
a. Audio systems • Radio and Telephone
b. Video systems • Television
c. Integrated media systems • Computer assisted multimedia
1.2 Developing the Message
1.2.1 Client data and information gathering
a. Client interview
b. Message identification
c. Market identification
1.2.2 Identifying the approach
a. Brainstorm communication solutions
b. Identify appropriate media
1.2.3 Client confirmation
a. Presentation of proposal
b. Customer modifications and acceptance
1.2.4. Organizing production
a. Scheduling and contracting
b. Identifying and selecting resources
1.2.5. Careers in the communications field
Module 2.0 Electronic Graphics and Drawing Systems
2.1 Electronic Still Imaging
2.1.1 Recording
a. Camera operation
b. Applications
2.1.2 Output
a. Monitor display
b. Image printing
c. Presentation graphics
d. Digital Authoring
2.2 Presentation Graphics
2.2.1 System requirements
a. Hardware
b. Software
2.2.2 Visual considerations
a. Image selection and placement
b. Color
2.3 Computer Assisted Illustrating
2.3.1 System requirements
a. Hardware
b. Software
2.3.2 Input procedures
a. Drawing techniques
b. Importing and manipulating images
2.4 Electronic Publishing
2.4.1 System requirements
a. Hardware
b. Software
2.4.2 Basic typography
a. Measurement
b. Type selection
c. Formatting
2.4.3 Output devices
a. Low resolution printers
b. High resolution imagesetters
2.4.4 Telecommunication applications
a. File sharing
b. Telepublishing
c. Accessing services
2.4.5 Careers in the graphics field
2.5 Image Reproduction
2.5.1 Printing systems
a. Lithography
b. Flexography
c. Gravure
d. Screen
Module 3.0 Electronic Communication Systems
3.1 Audio Systems
3.1.1 Recording and playback
a. Analog (disc, tape and records)
b. Digital (disc and tape)
3.1.2 Audio production resources
a. Equipment (source, amplify and playback)
b. Mediums (tape, disc and record)
c. Facilities (studio and control room)
d. People (station manager, program director, on-air staff,
sales/marketing, chief of production and staff, chief engineer
and technical staff, traffic manager, news director/reporters)
e. Capital (advertising sales, rate cards, promotion, networks and
owners)
3.1.3 Studio and live production
a. Equipment (mixing board, console, microphone, cart machine,
tape recorder, CD player,turntable and amplifier)
b. Techniques (miking, recording, equalizing, mixing, editing,
dubbing and duplicating)
c. Music and voice recording
d. Airshifts (morning, noon and evening)
e. Station format (music, personalities and programming)
3.1.4 Telecommunications applications
a. Telephone
b. Message systems
3.2 Video Systems
3.2.1 Video recording and playback
a. Analog
b. Digital
3.2.2 Production resources
a. Equipment (cameras, lighting, audio, dubbing, computers and
editing)
b. Formats (2”,1”, 3/4”,1/2”, 8mm)
c. Facilities (studios, mobile units, editing, control room and
transmitter)
d. People (station manager, news director, engineer and reporter)
e. Capital (advertising sales, networks, stock holders and owners)
3.2.3 Production planning
a. Target audience/demographics
b. Approach method (information, promotion, persuasion and
entertainment)
c. Format (commercials, public service announcements, interviews,
news broadcasts, documentaries, electronic field productions,
electronic news gathering and short features)
d. Storyboarding
e. Scriptwriting
f. Supporting floor plans and drawings
g. Budgeting and scheduling
3.2.4 Production techniques
a. Composition and camera techniques
b. Directing
c. Scenery
d. Audio
e. Lighting
f. Editing
g. Dubbing
h. Graphics (titles, animations and computer generation)
i. Single camera productions
j. Multi-camera productions
3.2.5 Broadcast considerations
a. On-air program schedule
b. Market share and ratings
c. Careers in the broadcasting field
3.3 Integrated Media Systems
3.3.1 Computer animation
a. Hardware and software requirements
b. Image motion and effects
3.3.2 Sound digitizing
a. Inputs and digital interface devices
3.3.3 Image capture
a. Inputs and digital interface devices
b. Applications
3.3.4 Media integration and production
a. Computer generated video (encoders and genlock)
b. Interactive video (software drivers and interfaced peripherals)
Module 4.0 Communication Through the Internet
4.1 What is the Internet?
a. History
b. Present Status and Current Usage
c. Internet vs. Proprietary On-line Services
d. Domains
4.2 Applications
a. E-mail and Listservs
b. The World-Wide Web
c. Usenet and Internet Relay Chat
d. Audio and Video Communication
4.3 Information Gathering
a. Education
b. Business
c. Health
d. Religion
e. Human Connections
4.4 Skills
a. Search Strategies
b. Conventions and Netiquette
c. Programming (e.g., HTML, 2004 Microsoft FrontPage)
4.5 Issues
a. Privacy
b. Security
c. Free Speech
4.6 The Future of the Internet
4.7 Applications to presentation graphics and animated presentations
4.8 Careers in the Internet field
General Instructional Strategies
This is a project-based course with students spending about 7 weeks on audio and 11 weeks on video. The class takes place in an laboratory with powerful computers and state of the art digital cameras, camcorders, and audio/video mixing equipment. Class sizes need to be limited to the amount of equipment available and union contract. Students at all academic levels are encouraged to take this course.
Module 1.0 Communicating Information
Performance Indicators/Supporting Competencies
Given the appropriate information relating to communications and to a level acceptable to the instructor:
Students will be able to:
1. Identify the parts of the communication systems model.
2. Describe the types of communication systems.
3. Categorize information gathering.
4. Design a proposal presentation.
5. Identify production resources.
Suggested Specific Instructional Strategies
- Examine and define all the parts of the systems model with unlabeled handout that students can fill in as part of their notes
- Poll students and develop lists of all possible forms of communications.
- Require students to research radio and TV demographics and ratings.
- Have students prepare a radio show proposal.
- Have student groups prepare a power point presentation on production resources that they found while doing research on the Internet.
Module 2.0 Electronic Graphics and Drawing Systems
Performance Indicators/Supporting Competencies
Given the appropriate information relating to graphics and drawing systems and to a level acceptable to the instructor:
Students will be able to:
1. Identify the part of a still camera.
2. Describe still camera operation.
3. Explain film processing and printing.
4. Define computer illustrating.
5. Compare drawing techniques.
6. Describe electronic publishing.
7. Differentiate between low and high-resolution printers.
8. Identify telecommunication applications.
9. Compare printing systems
Suggested Specific Instructional Strategies
- Describe still camera parts during small group demonstrations where each student has a camera to work with while the demonstration takes place.
- Describe still camera operations during during small group demonstrations where each student has a camera to work with while the demonstration takes place.
- Show video on photographic processes and techniques.
- Discuss and computer illustrating programs that students have access to on the school network.
- Have students create illustrations for their CD cover.
- Have students create publications using school software.
- Demonstrate printing publications on different resolution quality printers.
- Discuss file sharing, telepublishing, and accessing services during instructional lesson.
- Have students take a field trip to local print shop.
Module 3.0 Electronic Communication Systems
Performance Indicators/Supporting Competencies
Given the appropriate information relating to electronic communications systems and to a level acceptable to the instructor.
Students should be able to:
- Distinguish between analog and digital audio systems.
- Recognize audio production resources.
- Compose a radio show.
- Identify the parts of a video camera.
- Describe video camera operation.
- Compare video production resources.
- Design a video production.
- Classify production techniques.
- Describe computer animation.
- Utilize audio digitizing devices.
- Implement media integration.
Suggested Specific Instructional Strategies
- Give students examples of both analog and digital systems during audio lesson.
- Bring in a guest speaker from local radio station to discuss radio production.
- Have students create a radio show using the laboratories audio equipment.
- Give a small group demonstration of video cameras so that each student may make use of their own camera during the lesson.
- Have student take practice shots with video cameras for editing exercise.
- Bring in guest speaker from a local television station to discuss television production.
- Have students create video project using the laboratories video editing equipment.
- Have students read and discuss local TV and radio ratings as found on the Internet.
- Demonstrate and discuss computer animation software such as 3D Studio Max or Flash.
- Require students to extract audio tracks using digitizing software as part of radio project.
- Give examples and discuss media integration as part of radio and TV production lesson.
Module 4.0 Communication Through the Internet
Performance Indicators/Supporting Competencies
Given the appropriate information relating to communication through the Internet and to a level acceptable to the instructor.
Students should be able to:
- Differentiate the Internet from older information resources.
- Generate and store an email document using Internet resources.
- Compile research data from Internet sources.
- Utilize Internet search engines to find required data.
- Recognize security issues as they relate to the World Wide Web.
- Predict the future of the Internet.
- Utilize presentation graphic.
Suggested Specific Instructional Strategies
- Require student groups to do a presentation on the history of the Internet using PowerPoint slide show.
- Demonstrate and discuss computer email systems.
- Invite the librarian to speak to students about online resources.
- Discuss Boolean search strategies and require students to search the Internet using said strategies to find require data.
- Have students write a paper on plagiarism, intellectual property and copyright laws, using Internet resources.
- Have student groups brainstorm possible paths for the future of the Internet during class discussion.
- Require students to make a PowerPoint presentation on the future of the Internet.
Bibliography
O’Hair,D./ Friedrech,G. (1998). Strategic communication in business and the
professions. Boston, MA: Houghton Mifflin Company.
Dominick, J. (2001). The dynamics of mass communication. New York.
McGraw-Hill.
Sanders, M. (1997). Communication technology today and tomorrow.
New York: McGraw-Hill.