Bloom’s Levels

• Understand, Apply, Analyze

Learning Goal

Students will synthesize, interpret, and clearly communicate complex concepts or stories through multimedia, developing critical thinking and digital literacy skills.

Tools & Resources

• PowerPoint (presentation to narrated video)

• iMovie (basic video editing)

• iPads or Smartphones (recording)

Training

• In-person PowerPoint training session (30 min)

• In-person iMovie editing basics session (1 hr)

• (Sessions incorporate research and selection of appropriate images)

Suggested Timeline

• Week 1: Introduce assignment; students draft proposals/outlines and script.

• Week 2: Collect materials (images, video clips), record narration/video, initial editing.

• Week 3: Revise, edit visuals and narration, add text or captions, complete draft.

• Week 4: Peer review session; final edits and submission.

  
  

Possible Assessment Criteria

• Clarity and coherence of main idea/narrative

• Visual quality and composition

• Audio quality and narration

• Depth of analysis and content accuracy

• Technical execution

• Overall technical quality and professionalism

Students create narrative or documentary-style short films using video storytelling techniques. This project typically involves script writing, filming, editing, and production, and requires students to clearly express complex ideas or stories visually.

Bloom’s Levels

• Apply, Analyze, Create

  
  

Learning Goal

Students develop narrative skills and apply filmmaking techniques, demonstrating creativity and critical analysis through structured storytelling.

Tools & Resources

• iMovie (basic editing)

• Adobe Premiere Pro (professional editing)

• Library camcorders, cameras, tripods (filming)

• iPads (filming)

  
  

Training

• In-person recording equipment and filming spaces session (30 min)

• In-person iMovie editing basics session (1 hr)

• In-person Premiere Pro basics session(s) (1.5-3 hrs)

• Optional lab time for support and troubleshooting

Possible Timeline

• Week 1: Pre-production—story pitch, outline/script, planning and storyboarding.

• Week 2: Filming and footage collection.

• Week 3: Initial editing, feedback from peers or instructor.

• Week 4: Finalize editing (music, effects, transitions), screening and submission.

Possible Assessment Criteria

• Clarity and coherence of main idea/narrative

• Visual quality and composition

• Audio quality and narration

• Depth of analysis and content accuracy

• Technical execution

Bloom’s Levels

• Understand, Analyze, Evaluate

  
  

Learning Goal

Students will effectively research, structure, record, and present audio content, developing skills in critical thinking, concise communication, and audio storytelling techniques.

Tools & Resources

• Audacity (audio editing)

• Adobe Podcast (recording, enhancing audio)

• Library audio recorders (recording)

• iPads or smartphones (recording)

Training

• In-person recording equipment and podcasting basics session (45 min)

• In-person Audacity audio editing basics (1 hr)

• Optional lab time for support and troubleshooting

Suggested Timeline

• Week 1:
  Topic selection, initial research, and episode outline/script (bullet points or structured talking points).

• Week 2:
  Record audio using Adobe Podcast or Audacity; peer/instructor feedback on draft recordings.

• Week 3:
  Edit audio content, add intro/outro music or audio effects if desired.

• Week 4:
  Final editing, peer sharing session, submission, listening party.

  
  

Possible Assessment Criteria

• Clarity and coherence of content

• Depth of analysis or discussion

• Audio quality and editing

• Audience engagement (tone, pacing, storytelling)

Bloom’s Levels

• Apply, Analyze, Evaluate

  
  

Learning Goal

Students will effectively plan, conduct, and edit interviews, critically analyze collected oral histories, and thoughtfully contextualize interview narratives within broader course themes.

Tools & Resources

• Audacity (audio editing)

• Adobe Podcast (recording, enhancing audio)

• Library audio recorders (recording)

• iPads or smartphones (recording)

  
  

Training

• In-person recording equipment and interview techniques session (45 min)

• In-person Audacity audio editing basics (1 hr)

Suggested Timeline

• Week 1:
  Identify interviewee(s), conduct background research, create informed consent forms, and develop structured interview questions.

• Week 2:
  Conduct and record interviews (approx. 20-30 minutes per interviewee), organize and review raw recordings.

• Week 3:
  Edit interviews (focus on clarity, narrative flow, length); reflect and write brief context/narrative introduction.

• Week 4:
  Finalize edited audio, present briefly to class, submit.

  
  

Possible Assessment Criteria

• Quality and clarity of the interview

• Thoughtfulness and depth of interview questions

• Contextual framing and analytical introduction

• Technical/audio editing quality

• Ethical and professional interview practices

Bloom’s Levels

• Understand, Apply, Create

  
  

Learning Goal

Students will organize, present, and creatively communicate information through a structured digital platform, developing skills in digital literacy, web publishing, visual communication, and inclusive design.

Tools & Resources

• WordPress

  
  

Training

• Canvas Web Accessibility mini-course (15 min)

• In-person WordPress tutorial (30 min)

Suggested Timeline

• Week 1:
  Identify website purpose, create outline of content, gather or create initial materials (text, images, video).

• Week 2:
  Organize materials into structured pages, develop draft content, basic website setup in WordPress.

• Week 3:
  Refine content, create or integrate visuals/media, complete layout and design, peer feedback on website clarity and navigation.

• Week 4:
  Final revisions, ensure accessibility features are in place (alt text, sufficient color contrast, etc.), finalize design, present to peers, submit.

Possible Assessment Criteria

• Clarity and organization of site content

• Quality and accuracy of information

• Visual design, layout, and navigation

• Effective integration of multimedia

• Accessibility

Bloom’s Levels

• Understand, Apply, Analyze

Learning Goal

Students will interpret and synthesize data or ideas and translate them into visual formats, developing skills in information design and audience-focused communication.

Tools & Resources

• Adobe Express or PowerPoint

  
  

Suggested Timeline

• Week 1: Select topic, research supporting data, create outline or wireframe.

• Week 2: Draft infographic layout.

• Week 3: Peer feedback and visual refinement; integrate any missing data or correct design issues.

• Week 4: Finalize layout, submit.

Possible Assessment Criteria

• Clarity and accuracy of information presented

• Effectiveness of visual organization and layout

• Visual appeal and appropriate use of design elements

• Accessibility and readability

Bloom’s Levels

• Understand, Analyze, Create

Learning Goal

Students will identify and contextualize key events or milestones, demonstrating the ability to synthesize information and present it sequentially using digital tools.

Tools & Resources

• TimelineJS

  
  

Training

• In-person TimelineJS session (45 min)

• Optional lab time for support and troubleshooting

Suggested Timeline

• Week 1: Choose topic/theme; research and select key events with descriptions and sources.

• Week 2: Draft timeline entries; locate multimedia assets (images, videos, external links).

• Week 3: Add content to TimelineJS tool; preview and revise layout for clarity and accuracy.

• Week 4: Conduct peer review for clarity and completeness; finalize and submit.

Assessment Criteria

• Relevance and accuracy of selected events

• Depth of historical or thematic context

• Organization and chronological flow

• Integration of multimedia and visual clarity

Bloom's Levels

• Understand, Apply, Analyze, Create

Learning Goal

Students will identify and contextualize key events or locations relevant to a course theme, organize information visually using a spatial or geographic framework, and make connections, uncover patterns, or highlight complexity in place or location.

Tools & Resources

• StorymapJS

• Google Maps

• Google Earth

Training

• In-person StorymapJS or Google Maps session (45 min)

• Optional lab time for support and troubleshooting

Suggested Timeline

• Week 1: Choose topic/theme; research and select key locations with descriptions and sources.

• Week 2: Draft map details; locate multimedia assets (images, videos, external links).

• Week 3: Add content to StorymapJS or Google Maps tool; preview and revise layout for clarity and accuracy.

• Week 4: Conduct peer review for clarity and completeness; finalize and submit.

Possible Assessment Criteria

• Accuracy and relevance of details/locations

• Depth of geographic, cultural, or thematic context Organization and flow of spatial data

• Integration of multimedia and visual clarity

• Accessibility and technical usability

Bloom's Levels

• Understand, Analyze, Evaluate

Learning Goal

Students will identify and analyze course-related textual content, and will synthesize and communicate findings about their selected text corpus to their class and to the wider public. Students will develop skills in critical thinking, close reading, textual analysis, and representation of textual data.

Tools & Resources

• Voyant Tools (web-based text analysis tool)

• Google Ngrams (word frequency tool)

Training

• In-person Voyant Tools introductory session (45 min)

Suggested Timeline

• Week 1: Choose texts/corpus; research relevant tools for effective analysis of identified topics for study.

• Week 2: Develop effective list of stop words; identify and further refine trends and topics uncovered via textual analysis.

• Week 3: Isolate most effective representations of textual data; preview and revise layout of representations for clarity and accuracy.

• Week 4: Conduct peer review for clarity and completeness; finalize web presentation of textual data and submit.

Assessment Criteria

• Relevance and accuracy of selected textual analysis tools

• Depth of textual or thematic context

• Organization and flow of argument based on analysis

• Effective integration of desired tools into presentation

Bloom’s Levels

• Understand, Analyze, Evaluate, Create

Learning Goal

Students will articulate and extend their understanding of course concepts in a public-facing format, practicing reflective and analytical writing, digital composition, and audience awareness.

Tools & Resources

• WordPress

Training

Canvas Web Accessibility mini-course (15 min)

In-person WordPress tutorial (30 min)

Assessment Criteria

• Quality of writing and depth of insight across posts

• Consistency of voice and engagement with audience

• Relevance to course themes

• Use of media, hyperlinks, and formatting to enhance readability

• Accessibility

Bloom’s Levels

• Apply, Analyze, Create

  
  

Learning Goal

Students will research, write, and design magazine-style content that synthesizes course concepts and engages a broader audience. They will develop skills in collaboration and multimodal communication.

Tools & Resources

• Adobe Express

Training

In-person Adobe Express tutorial (20 min)

Suggested Timeline (4 Weeks)

• Week 1: Form editorial teams; define theme, assign article types/topics, begin research.

• Week 2: Draft articles; begin sourcing images or multimedia; wireframe basic layout.

• Week 3: Peer/edit team reviews; revise articles; complete magazine structure and design.

• Week 4: Final edits and formatting; publish magazine, submit.

Possible Assessment Criteria

• Depth and originality of written content

• Visual and structural coherence across the magazine

• Effective use of multimedia to enhance storytelling

• Collaborative contribution and editorial participation