Building The Website

Students have accomplished the following preparation for their professional online image:

• Put thought into your Personal Brand.
• Surveyed Professional Brand Guides.
• Built a Brand Guide Style Sheet.
• Surveyed Individual Student and Professional Websites/Digital portfolios.
• Built a set of preliminary Wire-frames and Site Maps for your Web Site.
• Attended a WIX web-building training session. (Click here to review the presentationDownload Click here to review the presentation.)

NOW - students will use all the tools at their disposal in the WIX environment, with your  Style Sheet and Site Maps handy, to BUILD THE FIRST VERSION OF THEIR WEB SITE! They will experiment with the interface, explore the capabilities, Google tips and tricks and hacks for WIX, import your fonts, change templates to THEIR color schemes and post a link their blog with some reflective comments about the process in their blog post.

 

You Are Being Watched & The Internet Never Forgets

In these classes, we will transition into "Unit 2: Your Online Personal Identity" with following activities and assignments:

• Discussion of the documentary "The Social Dilemma"
  
  
• Learning what Google knows about you
• open your chrome browser and log into your Gmail/Google acount
• click this link and we will explore together/privately: https://bit.ly/GoogleKnowsU
  
  
• Learning what others see about you on Google
• While still logged into Google, go ahead, Google yourself
• Now log out of Gmail/Google and Google your name
• Note the similarities and differences
  
  
• Dr. Nichols shares a brief presentation - "The Internet Never Forgets."
  
  
  

• Think about HOW YOU WANT TO BE SEEN by completing the Personal Brand Worksheet in Canvas before our next class meeting.

 

The Social Dilemma - Discussion Ideas

Some things to discuss about the documentary The Social Dilemma.

• Tristan Harris raises the issue of Google Addiction within the Google organization- and it went nowhere. Why?

"If you are not paying for the product, you ARE the product."

"The gradual and imperceptible change in yoru behavior is the product."

• How does this model compare with Chomsky's Propaganda Model for mass media?
  
  
• When you're talking to a real person IRL - the software wants you back so it nudges you?

Examples of A/B Testing from Netflix - from my presentation at PCA 2022

                                https://netflixtechblog.com

The algorithm sells our eyes to Netflix, Prime, HBO, HULU, Spotify, Pandora, etc. so we will re-subscribe.

My high-speed provider benefits from this arrangement – since my subscriptions are dependent on my access.

Is this a reason we should be concerned about internet throttling the feeds of less lucrative providers?

Teens getting Driver's licenses at later ages... Self-driving cars? Surrender of autonomy?

• "You build the machine and the machine changes itself."  Erewhon - the Book of the Machines.

The 25-year Bet About Technology

 Read the WIRED Article about Kevin Kelly's bet with Patrick Sale on whether or not technology will destroy society here: https://www.wired.com/story/a-25-year-old-bet-comes-due-has-tech-destroyed-society/

 (Links to an external site.)

You can also see a "print-friendly" version here: PRINT FRIENDLY VERSION Download PRINT FRIENDLY VERSION

You could even listen to the article here while you follow along: A 25-Year-Old Bet Comes Due Has Tech Destroyed Society WIRED.mp4

Create a Blog to respond to the questions below - and post the blog link (to the specific blog entry - not to your blog home page) in this Canvas Assignment.

• Who is Kevin Kelly? DETAILS!
• Who is Patrick Sale? DETAILS!
• Describe the chief conflict between the two men.
• What was the bet they made?
• How did the bet go in the three areas measured?
  • Economic Collapse
  • Global Environmental Disaster
  • The War Between Rich and Poor
• Do you agree with the verdict of the judge who settled the bet? Why or why not?
• What other areas SHOULD the bet have covered? If you were making a similar bet for the NEXT 25 years. what areas would you include for judgment?
• What changes do you think the next 25 years will bring?

Reading On Screens

ASSIGNMENT: Reading on Screens!

For our first reading/thinking/blogging assignment, students will post their thoughts and reflections on two articles, as well as the class experience writing a letter with pen and paper:

1. Everything Science Knows About Reading on Screens by Annie Sneed
2. Reading in a Whole New Way by Kevin Kelly

Students will experiment with a few interactive digital artifacts as they explore the affordances new media brings to the composition and reception of electronic "texts."

Check the Blog List to the right to see their posts!

All the Answers to the Final Exams are here!

 

Digital Defense

Students will make a comprehensive defense of their "body of work/learning" in a presentation on Tuesday, May 3, 2022 at 9:00am.

The defense may be in any of the following formats:

1. Student-produced video
2. Website / web pages
3. Live presentation (with graphics)
4. Other previously approved digital format (game, gallery, etc.)

 The Defense will deal with these issues:

1.     Understanding Media (Memes, Privacy, Copyright, etc.)

2.     Personal Branding (Style Sheet, Portrait Unbound, etc.)

3.     Website Design (Branding, SEO, Design, Coding, etc.)

4.     Social Media Presence (Branding, Design & Content)

5.     Preparing for Career (Resume, Video Resume, Landing Page)

6.     Video Production (Shooting, Lighting, Editing)

7.     Design Principles and Tools

8.     Digital Aggregating and Curating (Pinterest, Flipboard, etc.)

The Video Resume!

 Students in CM412 will write, storyboard, create shot lists, and prepare to shoot, edit, and produce a Video Resume for their Website and Social Media platforms.

The Video Resume will include many of the elements in their print-centric resumes, such as:

1. Education background: When recording video resumes, briefly introduce the educational experience and qualifications, the majors and graduates, and the specific skills and abilities if necessary.
2. Work experience: Focus on past jobs and positions and achievements.
3. Training experience: What kind of skills training did you participate in, and what benefits do you get from it?
4. Job intention: which position you’re applying for, and why do you want to this job. You can state it from your majors and your future career plans.
5. Concluding remarks: you can end your resume recording with sentences like Thank you for watching my resume and looking forward to the opportunity to get an interview.

 Students will research contemporary sources and read articles like  

• THIS ONE: https://loftresumes.com/blogs/news/6000724-5-of-the-worlds-most-creative-video-resumes
  
• THIS ONE: https://www.wyzowl.com/how-to-make-a-video-resume/ ... and  
• THIS ONE: https://www.thebalancecareers.com/tips-for-creating-a-video-resume-2064219
  

Students will:

• Write a script
• Develop a Storyboard
• Develop a two-column shot list
• Shoot, edit, and publish a video resume!
  

Shooting the Video Vocabulary

 CM412 Students will be "shooting the vocabulary" - that is to say, shooting original video illustrating a number of shots used in video production, ranging from the EWS (Extremely Wide Shot) to the ECU (Extreme Close-up), as well as a few B-roll shots like the Noddy Shot, Cut-in, etc.

(Examples can be found here!) 

Students will also add samples of the four basic camera movements: Pan, Tilt, Zoom, and Dolly/Truck.  (See Pan, Tilt, Dolly, Zooming)

Students will then make a "Video Vocabulary Examples" video with titling, music, etc. to illustrate all the techniques and shots. Students will embed their videos in to a blog entry with reflection and discussion of their projects.

Making Movies: Editing with Premiere Pro

Students will use Premiere Pro (and provided video, audio and photos) to recreate the 25-second introduction to a fictitious documentary called "Baseball: America's Pasttime."

 In doing so, students will demonstrate their learning of the program interface, importing collateral, using photos, layers, timeline, transitions, effects, editing clips before and after insertion to the timeline, titling, the Ken Burns effect, and exporting to various video formats (in this case, a format suitable for YouTube.)

They will upload their videos to YouTube and embed them in their blogs with additional prose commentary on the process.

Here is the sample video I hastily edited:

Some of the tasks I completed while making this clip:

• cutting a video clip into two segments
• dropping in a music clip for background
• shortening a music clip
• "fading out" a music clip
• adding title
• adding photos and resizing photos for frame
• fading in - and out - title
• fading in photos
• cross-fading between photos
• "Ken Burns" Effect - rough cut - on still photos
• fading video to black
• and more...

Adobe has some helpful links to instructions and video tutorials to help you get started HERE.

A good YouTube tutorial of the "Ken Burns Effect"

(In follow-up projects, students will create a sample of camera shots, and a brief tutorial on tips to make video better.)

RESOURCES: 

https://www.dropbox.com/sh/w7rfkzx02atyv4j/AACAbYnAKPpWjvkloJoUqhMea?dl=0