College of the Redwoods
CURRICULUM PROPOSAL FOR DISTANCE EDUCATION COURSE
Date: February 25, 2013
1. Division: Business and Applied Technology
2. Course ID and Number: DM15
3. Course Title: Pre-Production
SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Pre-Production
4. Please select the distance education method that best describes how the course content will be delivered to most
students taking this class:
CTV
DE 52: One-way video and two-way interactive audio (delivered video and telephone)
ITV
DE 51: Simultaneous Interaction: Two-way interactive video and two-way interactive audio
Online
DE 71: Internet based - Simultaneous Interaction: Session under supervision of instructor not
available by line of sight using the Internet with immediate opportunity for exchange
between participants.
DE 72: Internet based - Delayed Interaction: Session under supervision of instructor not available by line of
sight using the Internet without the immediate involvement of the instructor.
Other
DE 53: Simultaneous Interaction: Two-way interactive audio only
DE 60: Text One Way
DE 70: Audio One Way
5. Attach course syllabus to this proposal.
6. What perceived need will this distance education course address?
DM15 is one of the intro courses for the DM degree, along with DM7, DM10, DM11, and DM20
which are all offered online one or two times a year. Students from out of the Eureka area who
wish to complete the degree by starting online from their locations are forced to take DM15 out of
the recommended sequence if they relocate and start taking face-to-face DM classes after
completing the currently available DM courses offered online. DM15 Is also a valuable course for
any media production student and as an online class can make this educational to a wider reach
audience and more accessible to non-traditional students.
7. Describe in detail how the course content will be delivered and how students will engage this content. Be sure
to describe the specific technologies and/or software to be used.
The course uses College of the Redwoods' Course Learning Environment (CLE). Students
must have a broadband Internet connection, a computer with the recommended operating
system, and ability to play various media formats. The course syllabus, weekly lesson plans,
calendar, lecture materials, supporting course materials, discussion forums, assignments,
quizzes, gradebook, announcements, messages and email are all handled through the CLE
interface. Students are required to login several times every week to view and/or download
course materials. Students submit completed work via the "Assignments" submission link
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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provided. Students engage in weekly discussion forums as they participate in assigned teams
throughout the semester. Students take quizzes online. Lecture and other support content is
delivered in a variety of formats: 1) Web-based visual lectures with text and graphics delivered as
swf format. 2) Short closed-captioned video clips demonstrating pre-production concepts. 3)
Samples of past student work in a variety of formats. 4) Samples of professional level work in a
variety of formats. Students are offered one-on-one support via email throughout the semester.
Students are also offered one-on-one real life support if they are able to meet in the Eureka area.
8. To illustrate the description in #7, describe what students in this course may do in a typical week of this course.
Login to the CLE to review Weekly Lesson Plan.
Read assignment instructions and study assigned material from text.
Study instructor-created visual lecture.
Research and review material from third-party websites identified in the assignment.
Post Discussion Forum messages to their team addressing critical thinking questions from
instructor and demonstrating knowledge gained from assigned studies.
Review assignment instructions.
Review supporting assignment media such as podcasts, screencasts, or web-based
materials.
Review Discussion Forum message(s) from their team peers.
Reply to Discussion Forum messages describing their viewpoint or position on the topic and
sharing new knowledge gained from further research and/or reading since their original
message.
Complete and submit assignment via the CLE "Assignment" link.
Review Discussion Forum messages posted for further discussion.
9. Title V mandates “regular and effective” contact between DE students and the instructor. Describe the nature
and frequency of instructor-student interactions in this course.
Weekly discussion forum participation will be required. Each week, the instructor will post a
discussion forum agenda with problems to solve within their assigned team of peers (generally 3
to 5 students per team). Students must review visual lecture and other support materials
individually and respond in the Discussions by specified dates. The instructor may reply to the
student's Discussion posts by answering questions, asking additional questions, and clarifying
information. The instructor also provides a "general questions" forum where students can post
questions they have about the course. These general forum questions may be answered by other
students in the course or the instructor. The instructor will prompt students to stay on task and
on time by using the calendar tool, regular announcements, messages and email. Students may
send the instructor messages and/or emails concerning questions about the course and expect a
prompt response at any time during the course. In addition, the instructor may hold a "virtual"
office hour using synchronous communication technology such as CCC Confer. Students will
receive feedback and earn grading points from assignments, team participation, online activities,
and quizzes. This is a project-based class where student teams work together to develop an endof-semester team project that is a culmination of skills, techniques, and knowledge they have
gained throughout the semester.
10. Describe the nature and frequency of student-student interactions in this course.
Each week, students are required to participate in the appropriate discussion forum along
with their team of peers. In addition, students are required to share something new learned from
their reading and/or research with these other students. As needed, students can use the
"student lounge" discussion forum provided by the instructor to discuss course-related matters.
Students are encouraged to support one another throughout their teamwork and individual work.
As it occurs, students may provide answers to student-initiated questions posted to the "General
Questions" forum. During the teamwork requirements, students can use asynchronous or
synchronous communication and students will be responsible for scheduling their group
activities and will gain team-building skills.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
2 of 4
11. Describe how you will identify and respond to students experiencing difficulty in this course.
Students who send a message or an email or post a question in the "General Questions"
discussion forum are responded to promptly. As the instructor reviews discussion forum
postings, they can quickly assess whether the student is struggling with the topic(s) being
discussed based upon their responses.
The instructor can respond in the discussion forum and further prompt the student to re-read
the appropriate material. Also, the instructor can have a more private conversation with the
student by sending them a private message.
Discussion forums, assignments, quizzes, and exams are graded promptly. The instructor
will make detailed comments regarding the score achieved and will refer the student to the
materials provided that were pertinent to the discussion forum, assignment or quiz. Detailed
grade rubrics are used so students can see specifically where they have strengths and
weaknesses in their submitted work.
Quiz scores are reviewed by the instructor. Those students with scores that fall below
average or are significantly lower than any previous exam score, are notified via message, email,
or phone. Exam taking skills can be reviewed.
A periodic review of course grades is done to determine who is slipping. Those students are
then notified using the message and email system. Help is offered via an exchange of emails, a
telephone conversation, a synchronous online communication, or meeting face-to-face.
Students who are not participating through the weekly discussion forums or assignments are
notified using the message and email system.
12. Will exam proctoring be required?
No
Yes
If yes, who will proctor exams?
13. Describe how assessments are used in this course to ensure that student work is evaluated effectively and
accurately.
Detailed assignments and quizzes are developed by the instructor and administered by the
appropriate CLE tool. Students submit their completed assignments and quizzes to the
appropriate CLE page and the instructor downloads these submissions for grading. When there
assignment is a group submission, each students participation level and specific project tasks
are tracked through pre-submissions. Assignments have due dates for completion. The
instructor provides feedback to the student and student teams through the appropriate
assignment page and will often times return student work with embedded comments. All
assignments and quizzes will include detailed instructions and detailed grading rubrics so
students will know what is expected for successful completion of course assessments.
14. Describe the equipment and staff resources necessary to support the course for students and instructors.
Support from IT and CLE management staff will be necessary in case of log in problems or
outages. The course can also use an instructor created website that is hosted on the Information
Sciences web server.
15. Describe the contingency plan for this course if access to the delivery system is interrupted.
Short term disruptions of less than a week or two can be handled using College of the
Redwood's email system or adjustments in due dates. Longer term disruptions over 2 weeks
would be problematic and may require use of snail-mail to send and receive course content.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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16. Both state and federal law require community colleges to design courses to ensure access for students with
disabilities, including compliance with Section 508 of the Rehabilitation Act. Please indicate the steps taken to
ensure accessibility by checking the Yes, No, or NA boxes below. For further assistance with accessibility and
assistive technology, please contact DSP&S.
Yes No NA Requirement and Purpose
1. The course delivery provides a text equivalent for all non-text elements such as images,
animations, applets, audio/video files and art. This will enable a screen reader to read the
text equivalent to a blind student.
2. The course delivery provides descriptions for important graphics if they are not fully
described through alternative text or in a document’s content. The description would inform
a blind student of what a picture represented.
3. The course delivery ensures that information conveyed by the use of color is also
understandable without color. For example, so a blind or color-blind student could
understand a color-coded representation of DNA.
4. The course delivery provides textual equivalents to audio information (captioning). The text
will enable deaf students to know what others are hearing.
5. The course delivery provides an alternative audio description for multimedia presentations.
The sound will enable blind students to know what others are seeing.
6. The course delivery ensures that moving, blinking, scrolling, or auto-updating objects or
pages may be paused or frozen. The movement can be distracting for students with certain
disabilities.
7. If using faculty web site vs. college provided course management system, the web site
identifies, by labeling or other appropriate means, row and column headers. The
identification will enable screen readers to discern the headers, which disclose the purpose
of the data in the rows and columns.
Yes No NA Requirement and Purpose
8. If using faculty web site vs. college provided course management system, the web site
provides title frames and includes sufficient information as to their purpose and relationship
to each other. This will help blind students understand the organizational purpose of the
frame.
9. If using faculty web site vs. college provided course management system, the instructor has
ensured, through HiSoftware’s “Cynthia Says” http://www.cynthiasays.com/ or other
appropriate verification, the usability of pages, and will attach to this proposal evaluation
printouts of Section 508 and WCAG—Priority 1 compliance.
10. My course syllabus recommends that students who require accommodations for a disability,
such as accessible formatting of course materials, contact me immediately. Example: “In
compliance with equal access laws, I am available to discuss appropriate academic
accommodations that you may require as a student with a disability. Students are
encouraged to contact Disabled Students Programs and Services (DSP&S) for disability
verification and for determination of reasonable academic accommodations.”
Submitted by: Clyde Johnson
Tel. Ext: 4372
Approvals:
Department Chair: Clyde Johnson
Dean, Distance Education MaryGrace McGovern
Division Chair/Director:
Jeff Cummings
Date: 2/25/13
Review Date: 2/25/13
Review Date: 4/4/13
Review Date: 3/18/13
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date: 04.12.13
Academic Senate Approval Date: 04.19.13
Board of Trustees Approval Date: 05.07.13
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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