College of the Redwoods
CURRICULUM PROPOSAL FOR DISTANCE EDUCATION COURSE
Date: Sept. 22, 2013
1. Division: Business and Applied Technology
2. Course ID and Number: DM-20
3. Course Title: Media Development for the Web
SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces ): Media Development
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?
Students who are unable to attend face-to-face classes at the Eureka campus will be able to complete the
online version of this class. DM20 is primarily a class about developing web deliverable content so it is a
very good fit as an online class. Every time this class is offered online there are students from the
Mendocino and Crescent City areas.
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, software for media
development, and ability to play various media formats. The course syllabus, weekly lesson plans,
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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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 provided. Students engage in weekly discussion
forums as they participate in assigned teams and exchange ideas about a relevant topic during 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 closedcaptioned 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 or other internet sources.
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 other web-based media.
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.
Review instructor feedback from previous week assignment.
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. Students must review visual lecture and other support materials 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.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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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. Participation typically includes initial critical thinking comments on a defined topic or prompt,
and responses to other student comments. In addition, students can be required to share something new
learned from their reading and/or research with these other students. Students can use the "student
lounge" discussion forum provided by the instructor to discuss course-related matters, as needed
throughout the semester. 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.
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
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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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 will also use an instructor created website that is hosted on the Information Sciences web server.
This local server will also be used for students to post their team-developed websites for grading and critiques.
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 deliver course content and receive student work.
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.
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
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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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:
Associate Dean:
Director, Distance Education: MaryGrace McGovern
Executive Dean: Jeff Cummings
Date: Sept. 22, 2013
Review Date:
Review Date: 10/1/13
Review Date: 10/1/13
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Academic Senate Approval Date: 10.18.13
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
Yes
Date: 10.11.13
Board of Trustees Approval Date: 11.05.13
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