Certificate in Adult Education

EDUC-1094 Course Development

Activity and Assignment Template

Submitted to: Rosemary Vogt

Submitted by: Jana Sproule

Revised: March 7th, 2015

Activity and Assignment Template

Table of Contents
Key Ideas.................................................................................................................................................... 2
Sub-topics.................................................................................................................................................... 3
Big Players.................................................................................................................................................. 4
External & Local Factors & Nature of A Subject........................................................................................... 5
The Learner Activity..................................................................................................................................... 6
The Front End.......................................................................................................................................... 7-8
General and Specific Learning Outcomes & Domains............................................................................9-15
Evaluation Plan and Grade Distribution Chart........................................................................................... 16
Graphic Organizer................................................................................................................................ 17-18

Red River College I EDUC-1094: Course Development

Activity and Assignment Template

Key Ideas

Red River College I EDUC-1094: Course Development

Activity and Assignment Template

Sub-topics
Basic Editing Functions

Identify basic editing functions similar to common software

Identify editing functions specific to audio editing software
Utilize basic editing functions in single waveform editing

Basic
Editing
Function
s

Effects
and
Plug-Ins

Multitra
ck
Editing

Digital
Audio
Editin
g

Keyboar
d
Shortcut
s

Softwar
e
Trouble
Shootin
g

Interpret audio for what sounds need to be removed

Infer which methods of audio clean-up are best for which type of recording

Keyboard Shortcuts

Identify keyboard shortcuts for all basic editing functions

Recall placement of hands for editing efficiency
Implement keyboard shortcuts into editing practices
Program additional keyboard shortcuts into software
Interpret which functions should be performed by keystrokes or mouse clicks for efficiency

Red River College I EDUC-1094: Course Development

Activity and Assignment Template

Software Troubleshooting

Interpret error messages

Test functions to verify problem area
Administer adjustments to settings to solve errors
Dictate audio hardware inputs and outputs

Multitrack Editing

Identify various tools and their uses specific to multitrack editing

Define all function buttons on a track
Compare different functions with same purpose
Conclude which editing processes are best suited for which situations
Utilize multitrack and basic editing functions in audio editing practice

Effects and Plug-Ins

Define various plug-ins purposes

Utilize buses and sends to apply effects
Conclude reasons for applying effects to track versus applying directly to audio
Utilize effects in audio editing practice

Red River College I EDUC-1094: Course Development

Activity and Assignment Template

Big Players
Contextual considerations to consider:
The learners and what their characteristics are.
The desired new behaviour.
The types of learning constraints that exist.
The delivery options.
The pedagogical considerations.
The adult learning theory considerations that apply.
The timeline for course completion.
The learners prior skills.
The learners preferences.
The learners attitudes.
The instructional setting in which the new skills will be used.
The misunderstandings that are predictable.
The beliefs and values the teacher has about teaching and learning.
The level of knowledge she/he has about the subject.
His/her teaching strengths and weaknesses.
The life situations of the learners.
Students prior knowledge and experiences relevant to this subject.
Students goals and expectations.
Important controversies or recent changes within the field.
Learning expectations placed on this course by the university, the college, one or more of the institutions
curricula, one or more professions, and society in general.
Number of students in the class.
Course level/division.
Length and frequency of classes.
Physical elements of the learning environment that affect the class.

http://en.wikipedia.org/wiki/ADDIE_Model
http://archiespeaksout.blogspot.ca/2008/08/dick-and-carey-model.html
http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf
http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf

External & Local Factors & Nature of A Subject

External Factors:

Changes in software resulting from updates from software companies

Various industries/applications these skills could be used in
Red River College I EDUC-1094: Course Development

Activity and Assignment Template

Industries require speed and efficiency

No standardized curriculum

Local factors:

Difficult to give students feedback on their work (they have to use

headphones because they are all in the same room.)
Technical issues with processing power of computers can slow
students/instructor
When students have headphones on, it can be difficult to get/keep their
attention, so occasionally some will miss an important point
Class size 10-15
Headphones required
Face to face for one hour every other school day for two months
Instructors knowledge of digital audio is mostly specific to the radio
broadcast industry

Nature of the subject area:

Students have varying prior knowledge

Content builds on previous content
Critical listening required
Individual work
Part theory, part practical
Requires substantial practice to hone skills
Not a lot of definitive right or wrong answers, very subjective and situational
Learners are college students age 18-26
Learners are required to continue to learn as technology changes

Red River College I EDUC-1094: Course Development

Activity and Assignment Template

The Learner
Learner needs that will be met in my course:

Vast working knowledge of basic and intermediate editing functions

Interpretation of audio for quality and clarity
Comprehension of produced audio elements for broadcast
Development of editing style and ear

This is the intended learner for my course:

Male/Female, age 18-25, visual leaners

Variation of previous knowledge dependent upon prior personal interest
Besides reasonable hearing no physical demands
Usually motivated by self-interest and need for particular skills

These are the learner prerequisites for my course:

A complete Manitoba Grade 12 or equivalent

English 40G/40S (or equivalent) with a minimum mark of 65%
Previous experience not necessary
Strong attention to detail
Strong computer skills are helpful

Essential skills to be addressed in my course:

Continual learning
Computer use/technology/software comprehension
Thinking and solving problems
Adaptability

Red River College I EDUC-1094: Course Development

Activity and Assignment Template

The Front End

Program

Interactive Media Arts

Course Title
Course Aim

Digital Audio Editing For Radio

This course will develop the knowledge and skills necessary for
basic audio editing and sound design relevant to the radio

Course Rationale

broadcast industry.
Digital Audio Editing for Radio is designed for post-secondary
students to develop critical skills essential to a career in the
broadcast industry. Radio is a fast-paced media platform that
requires information to be communicated clearly and concisely.
Its a traditional platform thats ease of access and ability to
disseminate critical information immediately has made it
essential to communities even in an ever-advancing technologybased world. This course addresses the learning of proper
editing techniques for quality and efficiency as they relate to the
broadcast industry. The primary goal of this course is to
establish a skill set that allows learners to expand their creative
sound while working under time limits realistic of the industry.
Students are encouraged to evaluate their own, each others
and outsiders audio work to expand their capabilities.
Responsibility is critical as students work individually on all

Entry

projects.
Students with a passion for sound design, competitiveness and

Characteristics of

strong attention to detail will do well in this course. An interest in

Red River College I EDUC-1094: Course Development

Activity and Assignment Template

Learners

radio broadcasting is an asset but not required. Students will

bring headphones to class every day and participate in class
discussions, giving and receiving constructive criticism and

Course

sharing opinions.
Editing sounds used to mean hours of taking a sharp razor

Description

blade to tiny lengths of tape. Now you can paint a picture for
your audiences ears in seconds. This course is open to
beginning /intermediate students. It covers basic editing
functions of Adobe Audition, proper editing techniques, creation
of audio elements for radio broadcast and building soundscapes. Individual attention, feedback and creativity will be
strongly emphasized. Students can expect to complete the

Course Prerequisites

course in two months with hour-long classes every other day.

A complete Manitoba Grade 12 or equivalent
English 40G/40S (or equivalent) with a minimum mark of
65%

Course Supplies

1 pair of high-quality, over-ear headphones

1 1TB external hard drive for storage

Red River College I EDUC-1094: Course Development

Activity and Assignment Template

General and Specific Learning Outcomes & Domains

Course Title
GLO 1.0
SLOs

Domain of
Learning and
Level (KSA)
Assessment/
Evaluation
Tool and
Domain Level

Teaching &
Learning
Strategies

Digital Audio Editing

Learner should be able to utilize basic editing functions appropriate to possible
situations in radio production.
SLO 1.1
SLO 1.2
SLO 1.3
SLO 1.4
SLO 1.5
Identify basic
Identify editing Utilize basic
Infer which
Interpret audio
editing functions functions
editing
methods of
for what
similar to
specific to
functions in
audio cleansounds need
common
audio editing
single
up are best
to be removed.
software.
software.
waveform
for which type
editing.
of situation.
Cognitive Cognitive Cognitive Cognitive Cognitive Knowledge
Knowledge
Application
Analysis
Evaluation
Formative
Assessment:
Questioning

Formative
Assessment:
Questioning

Formative
Assessment:
Homework

Formative
Assessment:
Quizzes

Formative
Assessment:
Demonstration

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Level:
Knowledge
Direct
Instruction:
Demonstrations
, Didactic
Questioning

Level:
Knowledge
Experimental
Learning:
Observations,
Simulations

Level:
Application
Experimental
Learning:
Observations

Level:
Analysis
Interactive
Instruction:
Discussion,
Brainstorming

Level:
Evaluation
Direct
Instruction:
Didactic
Questioning

Independent
Study:
Essays

Indirect
Instruction:
Reflective
Discussion

Interactive
Instruction:
Brainstorming

Materials,
Equipment &
Resources

Logistics

Interactive
Instruction:
Brainstorming,
Cooperative
Learning
Groups

Independent
Study:
Homework

Computer for each student

Projector for instructor computer
Adobe Audition
Hard drive for storage (students provide their own)
Headphones (students provide their own)
Binder + paper and pen/pencil
Worksheets Basic Editing Functions and What Does Each
Window Do?
Review sheets (2)
Practice Audio in shared folder

Course delivered every other day from 10:30 11:25

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Activity and Assignment Template

Suggested
Time Classroom
Suggested
Time - Lab

7 hours

Course Title
GLO 2.0

Digital Audio Editing

Learner should be able to properly and effectively utilize keyboard shortcuts into
everyday editing practice.
SLO 2.1
SLO 2.2
SLO 2.3
SLO 2.4
SLO 2.5
Identify
Recall
Implement
Program
Interpret which
keyboard
placement of
keyboard
additional
functions
shortcuts for all hands for
shortcuts into
keyboard
should be
basic editing
editing
editing
shortcuts into
performed by
functions.
efficiency.
practice.
software.
keystrokes or
mouse clicks
for efficiency.
Cognitive Cognitive Cognitive
Cognitive Cognitive Knowledge
Knowledge
Application
Application
Evaluation

SLOs

Domain of
Learning and
Level (KSA)
Assessment/
Evaluation
Tool and
Domain Level

Teaching &
Learning
Strategies

4 hours for practice during student spare lab time

Formative
Assessment:
Questioning

Formative
Assessment:
Demonstration

Formative
Assessment:
Observation

Formative
Assessment:
Quizzes

Formative
Assessment:
Demonstration

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Level:
Knowledge
Direct
Instruction:
Demonstration,
Mini lessons

Level:
Knowledge
Direct
Instruction:
Didactic
Questioning

Level:
Application
Experimental
Learning:
Simulations

Level:
Application
Direct
Instruction:
Demonstrations
, Mini lessons

Interactive
Instruction:
Peer Tutoring

Independent
Study:
Homework,
Study guides

Independent
Study:
Homework

Interactive
Instruction:
Cooperative
Learning
Groups,
Problem
Solving

Level:
Evaluation
Interactive
Instruction:
Cooperative
Learning
Groups,
Problem
Solving

Red River College I EDUC-1094: Course Development

Indirect
Instruction:
Reflective
Discussion

11

Activity and Assignment Template

Materials,
Equipment &
Resources

Computer for each student

Projector for instructor computer
Adobe Audition
Hard drive for storage (students provide their own)
Headphones (students provide their own)
Binder + paper and pen/pencil
Worksheets Keyboard Shortcuts
Review sheets (2)
Practice Audio in shared folder

Logistics
Suggested
Time Classroom
Suggested
Time - Lab

Course delivered every other day from 10:30 11:25

5 hours

Course Title
GLO 3.0

Digital Audio Editing

Learner should be able to resolve common technical issues using basic, audio-specific
troubleshooting procedures.
SLO 3.1
SLO 3.2
SLO 3.3
SLO 3.4
SLO 3.5
Locate audio
Test software
Categorize
Interpret error
Generate
hardware
functions.
problem area.
messages.
adjustments to
inputs and
settings based
outputs.
on interpretation
of error
messages.
Cognitive Cognitive Cognitive Cognitive Cognitive Knowledge
Application
Analysis
Evaluation
Synthesis

SLOs

Domain of
Learning and
Level (KSA)
Assessment/
Evaluation
Tool and
Domain
Level

3 hours for practice during student spare lab time

Formative
Assessment:
Questioning

Formative
Assessment:
Demonstration

Formative
Assessment:
Questioning

Formative
Assessment:
Simulations

Formative
Assessment:
Quizzes

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Level:
Knowledge

Level:
Application

Level:
Analysis

Level:
Evaluation

Level:
Synthesis

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Activity and Assignment Template

Teaching &
Learning
Strategies

Materials,
Equipment &
Resources

Direct
Instruction:
Demonstrations,
Mini lessons

Direct
Instruction:
Didactic
Questioning

Experimental
Learning:
Simulations,
Observations

Interactive
Instruction:
Brainstorming,
Problem Solving

Independent
Study:
Homework,
Study guides

Independent
Study:
Homework

Experimental
Learning:
Simulations,
Observations

Interactive
Instruction:
Discussions,
Brainstorming

Direct
Instruction:
Demonstrations,
Mini lessons

Direct
Instruction:
Demonstrations,
Mini lessons

Interactive
Instruction:
Cooperative
Learning
Groups,
Problem Solving

Interactive
Instruction:
Cooperative
Learning
Groups,
Problem Solving
Experimental
Learning:
Simulations

Computer for each student

Projector for instructor computer
Adobe Audition
Hard drive for storage (students provide their own)
Headphones (students provide their own)
Binder + paper and pen/pencil (students provide their own)
Worksheets How to Save a Session and Programming
Audio Ins and Outs and Troubleshooting
Review sheets (3)
Practice audio and sessions in shared folder

Logistics

Course delivered every other day from 10:30 11:25

Suggested
Time Classroom
Suggested
Time - Lab

5 hours

2 hours for practice during student spare lab time

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Activity and Assignment Template

Course Title
GLO 4.0
SLOs

Domain of
Learning
and Level
(KSA)
Assessment/
Evaluation
Tool and
Domain
Level

Digital Audio Editing

Learner should be able to effectively utilize multitrack editing functions according to
industry standards.
SLO 4.1
SLO 4.2
SLO 4.3
SLO 4.4
SLO 4.5
Identify various
Define all
Utilize
Compare
Conclude
tools and their
function buttons multitrack and different
which editing
uses specific to
on a track.
basic editing
functions with
processes are
multitrack
functions in
same purpose.
best suited for
editing.
audio editing
which
practice.
situations.
Cognitive Cognitive Cognitive Cognitive Cognitive Knowledge
Knowledge
Application
Analysis
Evaluation

Formative
Assessment:
Homework

Formative
Assessment:
Quizzes

Formative
Assessment:
Questioning

Formative
Assessment:
Questioning

Formative
Assessment:
Written
Assignment

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Level:
Knowledge

Level:
Knowledge

Level:
Application

Level: Analysis

Level:
Evaluation

Red River College I EDUC-1094: Course Development

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Activity and Assignment Template

Teaching &
Learning
Strategies

Direct
Instruction:
Demonstrations
, Mini lessons
Independent
Study:
Homework,
Study guides
Experimental
Learning:
Observations

Direct
Instruction:
Demonstrations
, Mini lessons,
Didactic
Questioning
Independent
Study:
Homework,
Study guides

Experimental
Learning:
Simulations,
Observations

Direct
Instruction:
Demonstrations
, Mini lessons

Independent
Study:
Homework

Interactive
Instruction:
Discussions,
Brainstorming

Interactive
Instruction:
Cooperative
Learning
Groups

Indirect
Instruction:
Problem
Solving

Direct
Instruction:
Didactic
Questioning,
Lesson
Overviews
Interactive
Instruction:
Cooperative
Learning
Groups,
Problem
Solving
Experimental
Learning:
Simulations

Materials,
Equipment &
Resources

Computer for each student

Projector for instructor computer
Adobe Audition
Hard drive for storage (students provide their own)
Headphones (students provide their own)
Binder + paper and pen/pencil
Worksheets Basic of Multitrack Editing and Multitrack Fill
In The Blanks
Review sheets (3)
Practice audio in shared folder

Logistics

Course delivered every other day from 10:30 11:25

Suggested
Time Classroom
Suggested
Time - Lab

7 hours

5 hours for practice during student spare lab time

Red River College I EDUC-1094: Course Development

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Activity and Assignment Template

Course Title
GLO 5.0

Digital Audio Editing

Learner should be able to effectively utilize effects in audio editing.

SLOs

SLO 5.1
Define the
purposes of
various plugins.

SLO 5.2
Utilize effects in
audio editing
practice.

SLO 5.3
Utilize buses
and sends to
apply effects.

Domain of
Learning
and Level
(KSA)
Assessment/
Evaluation
Tool and
Domain
Level

Cognitive Knowledge

Cognitive Application

Formative
Assessment:
Quizzes

SLO 5.5
Design sound
scapes using
variety of
effects.

Cognitive Application

SLO 5.4
Conclude
reasons for
applying
effects to
track vs.
directly to
audio.
Cognitive Evaluation

Formative
Assessment:
Demonstration

Formative
Assessment:
Demonstration

Formative
Assessment:
Questioning

Formative
Assessment:
Produced
Assignment

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Domain:
Cognitive

Level:
Knowledge

Level:
Application

Level:
Application

Level:
Evaluation

Level:
Synthesis

Red River College I EDUC-1094: Course Development

Cognitive Synthesis

16

Activity and Assignment Template

Teaching &
Learning
Strategies

Direct
Instruction:
Demonstrations
, Mini lessons

Direct
Instruction:
Demonstrations
, Mini lessons

Independent
Study:
Homework,
Study guides

Independent
Study:
Homework,
Study guides

Experimental
Learning:
Observations,
Simulations

Interactive
Instruction:
Cooperative
Learning
Groups

Indirect
Instruction:
Inquiry and
Research

Materials,
Equipment &
Resources

Direct
Instruction:
Demonstrations
, Mini lessons,
Lesson
Overviews
Experimental
Learning:
Simulations
Independent
Study:
Homework
Interactive
Instruction:
Cooperative
Learning
Groups, Peer
Tutoring

Direct
Instruction:
Didactic
Questioning
Interactive
Instruction:
Discussions,
Brainstorming,
Debates
Indirect
Instruction:
Problem
Solving

Direct
Instruction:
Mini Lessons
Independent
Study:
Homework,
Study guides
Experimental
Learning:
Simulations,
Primary
Research

Independent
Study:
Essays

Computer for each student

Projector for instructor computer
Adobe Audition
Hard drive for storage (students provide their own)
Headphones (students provide their own)
Binder + paper and pen/pencil
Worksheets Compressor Definitions, Dynamics
Processing, Effects Definitions
Review sheets (4)
Practice audio in shared folder

Logistics

Course delivered every other day from 10:30 11:25

Suggested
Time Classroom
Suggested
Time - Lab

10 hours

8 hours for practice during student spare lab time

Evaluation Plan
Voiceover Clean-Up

15%

Voiceover Commercial - Simple

15%

Music Edit

15%
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Activity and Assignment Template

Station Imaging

15%

Voiceover Commercial - Complex

15%

Sound Scape

15%

Professionalism

10%
100%

Total:

Grade Distribution Chart

A+

90-100%

85-89%

B+

80-84%

75-79%

C+

70-74%

65-69%

50-64%

0-49%

How Audio Editing Skills Transcend Industry Specialization

Basic audio editing skills are need EVERYWHERE. Even if you dont plan to make audio your main gig.
The chart below shows how

Red River College I EDUC-1094: Course Development

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Activity and Assignment Template

Radio:
On-Air,
Productio
n, News,
Creative

Online:
Content
Creator,
Podcast
er,
Vlogger

Basic
Editing Skills
and
Understandi
ng of Audio

Televisio
n: Audio
Enginee
r, Editor

Production
Houses:
Audio
Editor,
Video
Editor,
Audio
Recording
Engineer

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