Course Syllabus
Multimedia Arts and Technology
CIS department
INFO-I 310 / 15391 Spring 2026
1. Instructor Contact Information
Instructor: Michael Matrejek
Office: Online – contact through canvas inbox
Office Hours: I will be available for office hours each week on Thursday evening’s from 5 pm – 8 pm. Please make an appointment with me through the Canvas Inbox Message Platform. If you need to make an appointment outside of office hours, I will always accommodate. Don't hesitate reaching out.
Canvas Modules: It is important that you check the Modules section of Canvas weekly, the bulk of the course will be in the Modules section.
Communication Preference: Canvas Message (Inbox) is my preferred means of contact. I will try to return your messages within 24 hours. My response might be slightly delayed on weekends.
Zoom: https://iu.zoom.us/j/9992894695
3. Indiana University mission statement
Our purpose is to enhance the quality of life of the most diverse, urban, industrialized region of the state.
- We engage the community in high-quality teaching and scholarship.
- We partner with communities to impact and promote social, economic, and cultural development.
- We inspire and empower a diverse body of students to be active citizens, who apply their knowledge to transform their communities and the world.
4. College/department mission statement
We are Indiana University in Northwest Indiana, a diverse body of faculty, staff, and students committed to inclusivity, academic excellence, and student success. We provide high-quality undergraduate and graduate education by engaging our communities and performing innovative research and creative activities. We offer the advantages of a large university while providing personalized attention within a supportive campus community.
5. IUN campus-wide competencies
- Critical Thinking: Indiana University Northwest graduates will demonstrate proficiency in applying critical thinking.
- Broad and Integrative Knowledge: Indiana University Northwest graduates will demonstrate proficiency in using broad, integrative knowledge (within and beyond the major)
- Specialized Knowledge: Indiana University Northwest graduates will apply specialized knowledge in discipline-appropriate work, including current applicable disciplinary technology and ethical thinking.
- Social Consciousness: Indiana University Northwest graduates will be informed citizens who consider multiple perspectives. They will be attentive to diversity and seek to understand how their actions affect both local and global communities.
- Collaboration: Indiana University Northwest graduates will engage in meaningful collaborative work.
6. Course description - bulletin
INFO-I 310 Multimedia Arts and Technology (3 cr.)
Explores the application of multimedia in human-computer interaction, education, entertainment, and the arts. Students learn the conceptual and technical foundations of multimedia systems and develop hands-on skills integrating text, sound, images, animation, and video. Emphasis is placed on design principles, usability, and emerging technologies in multimedia production.
Course Prerequisites
Students require a solid level of proficiency in using computers, email, and Canvas.
Required Text
There is no required textbook for this class. Each week’s module will have learning materials provided through online resources.
7. Program & course student learning objectives
Program Learning Objectives (PLOs): IU Northwest Fine Arts interdepartmental program:
PLO 1: Formulate and articulate visual concepts through manipulation of forms and materials.
PLO 2: Discover and expand creative abilities to the highest level of personal expression.
PLO 3: Develop awareness and appreciation of visual expression within the humanist tradition by studying major art movements and historical periods.
PLO 4: Explain and contextualize artwork within broader art history and contemporary art, culminating in a unique body of work and thesis exhibition.
PLO 5: Demonstrate originality and visual competency within a chosen artistic discipline, preparing for graduate school or studio practice.
Course Mission
Design in Time: make ideas move.
This course is where type + image meet audio + motion to tell clear, purposeful stories. You’ll build real-world habits in a desktop-first Adobe workflow—quick on-ramps in Photoshop & Express, craft in Illustrator/Photoshop, clarity in Audition, integration in Premiere Pro, and delivery with Media Encoder. By the end, you’ll ship a cohesive, platform-ready campaign for a cause or brand you care about—and you’ll know exactly how you made it.
Course Learning Objectives (CLOs): INFO-I 310 Multimedia Arts and Technology
This course is about building the habits, tools, and mindset of a professional multi-media designer. At the course level, you’re learning to:
CLO 1 – Make and integrate media.
Plan, create, and integrate type + image + audio + motion using Illustrator, Photoshop, Audition, Premiere Pro, Media Encoder, and Adobe Express to produce platform-ready multimedia pieces.
CLO 2 – Think and talk like a pro.
Apply core media-literacy concepts (typography, composition, shot vocabulary, pacing, sound clarity, formats/codecs) to plan, critique, and iterate, using correct terminology to explain design and editing choices.
CLO 3 – Work like a professional.
Manage a cross-app workflow (file/asset organization, versioning, export specs), use AI features with disclosure, and deliver polished work on deadline that meets technical and accessibility requirements.
Additional Learning Objectives
Illustrator (vector & type): export AI/PDF/SVG/PNG for downstream use.
Photoshop (raster & compositing): Use smart objects, masks, and adjustments to create narrative composites; understand RGB/CMYK basics and nondestructive habits.
Audition (sound): Record clean VO; apply EQ, noise reduction, loudness targets; export WAV/MP3 assets for use in Premiere.
Premiere Pro (integration): Ingest and organize media; perform 3-point edits, add titles/lower thirds, timeline editing, and apply basic color adjustments.
Media Encoder (delivery): Export both 16:9 masters and 9:16 social variants with appropriate presets/bitrates; manage naming/versioning.
Adobe Express (fast publishing): Create quick, on-brand graphic, animated and video layouts.
Planning & critique: Produce concise storyboards/shot lists and give actionable peer feedback using course vocabulary.
Ethics, access, AI: Source assets responsibly, caption as needed, and document any AI-assisted steps (what/why/how) without outsourcing your creative decision-making.
Late Work
Late work is not accepted without prior communication and approval from the instructor.
If permission is granted to submit an assignment late, the following deductions will apply:
- 25% deduction for all late work
- Any late work submitted after 5 days will receive a 0 in the gradebook.
Assignments submitted late without prior approval may receive a zero, regardless of quality. Students are encouraged to communicate early if unforeseen circumstances arise. Proactive communication does not guarantee approval but is always viewed more favorably than silence.
Main Structure
Modality & tools
- 100% asynchronous online in Canvas.
- Desktop Creative Cloud apps are required for all projects. Students should have a smartphone for recording short video/audio.
- We work inside the Adobe ecosystem end-to-end: Illustrator → Photoshop → Audition → Premiere Pro → Media Encoder, with Adobe Express for quick wins and design exploration.
Weekly flow (high level)
W1: Quick win to build momentum. Canvas multi-media introduction.
W2: Quick win to build momentum. Adobe Express shot-types, static graphic that communicates a single emotion/sense.
Weeks 3–6: Foundations in Illustrator (vector/type) and Photoshop (compositing).
Week 7-8: Audition fundamentals (clean VO, EQ, NR, loudness).
Weeks 9–12: Premiere Pro integration—editing, titles, color, and Media Encoder delivery (16:9 + 9:16).
Weeks 13–17: Student-chosen cause/business/charity campaign: plan, produce assets, assemble, polish, export, and showcase (Express portfolio page).
The Four Pillars of Weekly Project Evaluation
Each weekly project in this course is evaluated across four consistent criteria. This structure is intentional: it mirrors how creative work is developed, evaluated, and discussed in professional multimedia environments. Students are assessed not only on what they make, but how they follow direction, how effectively their work communicates, and how thoughtfully they reflect and engage with others.
1. Production Accuracy & Assignment Compliance
This criterion evaluates a student’s ability to accurately follow the assignment brief and technical requirements. Students are assessed on:
- Completing exactly what is asked in the assignment
- Meeting all format, duration, resolution, file naming, and delivery specifications
- Demonstrating attention to detail and professional workflow
- Submitting work that is complete, functional, and technically sound
This category is not about artistic taste or creative brilliance. It reflects professional discipline—following instructions, adhering to constraints, and delivering work as specified. In real-world media environments, this is often the difference between work that can be used and work that cannot.
2. Conceptual Clarity & Impact
This criterion evaluates how effectively the project communicates its intended message, mood, or purpose to an audience. Students are assessed on:
- Visual and/or auditory clarity
- Aesthetic coherence and intentional design choices
- Emotional, narrative, or conceptual impact
- How well the work “lands” with the viewer or listener
This area is inherently subjective and acknowledges that creative communication does not have a single correct solution. Strong work demonstrates intentionality, clarity, and an awareness of audience, even when taking creative risks.
3. Video Reflection & Critical Self-Assessment
For each project, students submit a brief video reflection (roughly 4-7 minutes) responding to guided prompts. Students are assessed on:
- Thoughtful engagement with the reflection questions
- Ability to articulate creative decisions and challenges
- Awareness of strengths, weaknesses, and areas for growth
- Clear and professional verbal communication
These reflections reinforce the idea that process matters. In professional creative practice, being able to discuss your work clearly is just as important as producing it.
4. Peer Review & Collaborative Engagement
Students complete 3–6 peer reviews per project, responding to structured prompts. Students are assessed on:
- Providing constructive, respectful, and specific feedback
- Identifying what is working well and what could be improved
- Offering one clear takeaway or insight per review
- Demonstrating engagement with classmates’ work
This pillar emphasizes creative literacy, collaboration, and critique skills—core competencies in multimedia, design, and media production fields.
8. Course delivery method
Course Website - Canvas
You will participate in this course using the IU Canvas Learning Management Platform. Once you are in the platform, you can learn how to use Canvas effectively, by clicking the “Help” link on the bottom left of the course navigation bar in Canvas.
You will use Canvas to check class announcements, participate in Discussions, view and submit class assignments and view the week-by-week activities in Modules. You will be able to check it for any schedule changes; the latest class or project info and you will be able to keep track of your grades in the Gradebook section. You will be required to use Canvas for uploading your assignments. It will be your job to check it and keep up to speed with what is going on. You can access Canvas at home, on mobile, or at school thru any Internet connection.
You can also access it via phone apps available at the iTunes store and Google Play. You will use iu.instructure.com and then your IU credentials to log in. I would recommend checking it daily to find out about last minute class changes, cancellations, projects, etc.
Course Textbook
There are no texts for this course, but you will be directed to numerous online tutorials available through Adobe and other sources.
9. Technical requirements & materials
Minimal Technology Skills
Comfort using Canvas, sending email with attachments, downloading and installing software, and using video conferencing tools like Zoom.
The programs outlined below are used in the professional design industry. This class is heavily based on program knowledge and usage. You can find links to the software below and on the front page/home page of our Canvas Class.
The programs can be found in the Adobe Creative Cloud bundle.
You can download the entire Creative Cloud through IUware http://iuware.iu.edu/ and Adobe for free.
Directions on how to download and install Adobe Programs can be found here: https://kb.iu.edu/d/bffs
If you need help with installation, please contact the UITS-NW Support Center
Walk-in: Hawthorn 108 or Phone: (219) 981-4357(H-E-L-P) or Email: iunhelp@iun.edu
10. Computer requirements
Computer hardware requirements:
- A laptop or desktop computer that meets Adobe CC software requirements.
- You can not complete this course with an iPad / Tablet.
- Webcam
- Microphone
Internet requirements:
- Google Chrome Web Browser – Keep up with regular browser updates
- Reliable high-speed internet connection (wired or wireless)
You may also receive support from
- University Information Technology Services (UITS) (human support)
- IU Knowledge Base (IUKB) (guides)
11. Required hardware, file storage & software
Student Responsibility Statement
You are responsible for:
- Backing up your work
- Managing your files
- Staying current with course materials, announcements, and deadlines
Technology issues are part of working in digital media. Learning to manage risk, redundancy, and backups is a core professional skill and an expectation of this course.
Hardware: Video Camera
Video camera or smart phone capable of shooting video. If you have a smart phone capable of shooting video or recording audio only, that is sufficient and no other device is needed.
Hardware: Headphones
Earbuds or cheap headphones for Sound and Video editing software.
External Storage Requirement
All students are required to maintain reliable external or cloud-based storage for course files. You must also be able to upload video and audio files to a computer for editing using course software. Acceptable options include:
- External hard drive (minimum 250 GB recommended)
- Cloud-based storage such as Google Drive, OneDrive, or Dropbox
Thumb drives / flash drives are not acceptable as a primary storage solution. Video, audio, and design files require significant space and stability. A single video project can easily exceed 1 GB, and multiple projects will accumulate quickly over the semester.
File Size & Backup Expectations
You will be provided with many files throughout the course, and project files, especially video and audio, can be quite large. Losing work creates a significant and avoidable time burden. Loss of files is not a valid reason for an extension, as students are expected to actively maintain backups throughout the semester. Students are expected to:
- Back up larger project files after each working session
- Maintain multiple copies of important projects (external drive + cloud storage is strongly recommended)
Cloud Storage Best Practices
Cloud storage services such as Google Drive, OneDrive, and Dropbox are strongly encouraged as secondary backups. These services provide:
- Access from multiple computers if needed
- Cloud storage should supplement, not replace, external storage.
Computer Reliability & Campus Resources
Computers fail. Drives crash. Accidents happen. For this reason:
- Do not store your only copy of work on your laptop or desktop
- Always keep project files on external storage and/or cloud backups
If your personal computer becomes unavailable due to technical issues or repairs, this does not excuse missed assignments. Indiana University Northwest provides over 100 student-accessible computers, many located in the library, which is open on weekends.
Not having access to a personal computer is not an acceptable reason for missing assignments or quizzes.
Software: Adobe Creative Cloud
(free from IU) http://iuware.iu.edu/
- Adobe Illustrator CC – Latest version on the cloud
- Adobe Express CC – Latest version on the cloud
- Adobe Photoshop CC – Latest version on the cloud
- Adobe Premiere CC – Latest version on the cloud
- Adobe Audition CC – Latest version on the cloud
- Adobe Media Encoder – Latest version on the cloud
- Adobe Acrobat CC – Latest version on the cloud
Software: Microsoft Office
(free from IU) http://iuware.iu.edu/
Microsoft Word – Latest version on the cloud
Microsoft PowerPoint – Latest version on the cloud
Microsoft Excel – Latest version on the cloud
Software: Additional Required Accounts & Programs
- Canvas account / Email account
- G-Mail Account / Google Drive https://uits.iu.edu/google
- ZOOM - https://zoom.us/download
- Google Fonts - https://fonts.google.com/?preview.layout=grid
- Adobe Fonts – Found within Adobe CC
Additional free content resources will be provided within Canvas
Mac-Centered Learning Environment
This course is taught from a Mac-based Lens, just like those found in most professional design, marketing, and creative agencies.
Our lessons, demos, and resources are designed specifically for Mac computers, including Mac-friendly shortcuts and best practices. If you’re used to working on a PC, don’t worry, while the course focuses on the Mac experience, it will be your responsibility to translate keyboard shortcuts and workflow differences from Mac to PC. Developing this adaptability is a highly valuable skill in the design world, helping you become more versatile and confident. Think of it as leveling up to “double threat” status, able to switch gears no matter what workstation you’re given!
12. Coursework blueprint
Description of Assignments
Projects run on a weekly schedule. Each week, within Canvas you’ll receive a detailed outlining that week’s project and deliverable requirements. Throughout the semester, we’ll also have periodic reviews, discussions, critiques, and mid-week presentations. Stay tuned to Canvas for all up to date information regarding your class.
New assignments go live: Mondays at 12:00 AM
Deliverables due: Sundays at 11:59 PM
Due Dates: Each project is due according to the schedule. These dates are subject to change to accommodate the pace of the class, so please stay apprised of the schedule inside of Canvas.
Backups: You should create a backup of your work on a regular basis. If you lose it, you are going to have to recreate it all from scratch. Losing your work because you failed to back it up is not an excuse and reason to receive an extension or an incomplete.
Late work is not accepted without prior communication and approval from the instructor. If permission is granted to submit an assignment late, the following deductions will apply:
- 25% deduction for all late work
- Any late work submitted after 5 days will receive a 0 in the gradebook.
AI policy & Use of non-licensed work (practical and transparent)
- AI features are allowed with disclosure. In your submission notes, list any AI-assisted steps (what/why/how) and include a process screenshot when relevant. Your creative decisions must remain yours.
- Use licensed/royalty-free assets and credit sources.
Course Structure
This course is organized into two primary phases: Foundational Skill-Building and Applied Multimedia Production. Each phase is designed to progressively develop your ability to plan, create, integrate, and critique multimedia work using industry-standard tools and workflows.
Foundational Skill Explorations
(Weeks 1–11 | 10 Explorations Total)
These weeks focus on core multimedia principles and workflows through structured, hands-on explorations. Each exploration builds on the previous week and emphasizes learning how and why media is created—not just which buttons to click. Explorations include work in:
- Visual communication and composition
- Vector graphics and typography (Illustrator)
- Image manipulation and compositing (Photoshop)
- Audio fundamentals (Audition)
- Video editing and integration (Premiere Pro)
Each weekly exploration is evaluated using the four grading pillars:
- Production Accuracy & Assignment
- Conceptual Clarity & Impact
- Video Reflection & Critical Self-Assessment
- Peer Review & Collaborative
Applied Multimedia Projects
(Weeks 12–17 | 6 Projects Total)
In the second half of the semester, you’ll shift from focused explorations to larger, applied multimedia projects. These projects simulate real-world creative scenarios and require you to integrate multiple tools, media types, and concepts developed earlier in the course.
This phase culminates in a final multimedia campaign project, centered on a cause, business, or organization of your choice. The final project emphasizes research-informed design, audience awareness, iteration, and professional presentation.
Project details will be introduced gradually as the semester progresses.
Points Breakdown
Each weekly exploration or project (excluding the final project) is graded using the four grading pillars, for a total of 40 points per week.
10 Foundational Skill Explorations → 40 pts each / 400 pts total
6 Applied Multimedia Projects → 40 pts each / 240 pts total
1 Final Multimedia Design Research Project → 80 pts
Total Points Available: 720
**Extra credit opportunities may be offered throughout the semester—watch Canvas for announcements.
13. Meeting dates
January 12th through May 8th comprises the Spring 2026 term.
- This class is 100% online.
- There are no class meeting times.
- Weekly assignments & deliverables will be outlined in the Canvas Modules.
14. Due dates for assignments/exams
Weekly Flow & Learning Arc
This course isn’t about memorizing menus or becoming an Adobe expert overnight. It is about learning how to think, plan, create, and communicate like a multimedia professional. Show up, follow the process, stay curious-and yes, name your files clearly. Your future self will thank you. This course is structured to build skills progressively starting with visual communication fundamentals, moving into audio and video integration, and ending with a cohesive, real-world multimedia campaign. Each week focuses on core principles, not just software buttons, so skills transfer beyond this class.
Week 1 / January 12-18
Multimedia Orientation & Creative Confidence
Primary Tools: Course & Canvas Introduction
Primary Principles
• What “multimedia” actually means today (and why it’s everywhere)
• Communication over flashiness
• Following directions as a professional skill
• Reflection as part of the creative process
• This week is about momentum. You’ll make something quickly, learn how the course works, and start thinking like a multimedia designer from day one.
Potential Tie-Ins
• Examples of multimedia in advertising, social media, film, and art
• How professionals balance creativity with constraints
Week 2 / January 20-25
(No expectations Monday, January 19 - Martin Luther King Jr. Day)
Visual Communication Basics
Primary Tool: Adobe Express
Primary Principles
• Shot types, framing, and composition
• Communicating a single idea or emotion
• Designing with intention under constraints
• Understanding that visuals always send a message
• You’ll create a simple static graphic that communicates one clear feeling or idea. Clarity beats complexity.
Potential Tie-Ins
• Posters, photography, and visual storytelling across history
• How framing shapes emotional response
Weeks 3-4 / January 26-February 8
Illustrator: Vector Graphics, Type & Hierarchy
Primary Tool: Adobe Illustrator
Primary Principles
• Vector vs. raster graphics (when and why each matters)
• Typography as communication, not decoration
• Visual hierarchy, alignment, and consistency
• Designing reusable assets for multiple platforms
• You’ll start thinking like a designer who builds systems, not just one-off visuals.
Potential Tie-Ins
• Branding systems and identity design
• Modernist typography and its influence on motion graphics
Weeks 5-6 / February 9-22
Photoshop: Image Manipulation & Compositing
Primary Tool: Adobe Photoshop
Primary Principles
• Non-destructive editing habits
• Layering, masking, and focal points
• Using images to tell a story
• Ethical image manipulation and sourcing
• You’ll learn how professionals actually use Photoshop-as a decision-making tool, not a filter machine.
Potential Tie-Ins
• Constructed imagery in art, journalism, and advertising
• When image editing enhances communication-and when it doesn’t
Weeks 7-8 / February 23-March 8
Audio Fundamentals: Respect the Sound
Primary Tool: Adobe Audition
Primary Principles
• Why clean audio matters more than fancy effects
• Voice clarity, noise reduction, and balance
• Basic loudness awareness
• Preparing audio for use in video
• This isn’t a music production course-but bad audio can ruin great visuals. You’ll learn how to avoid that.
Potential Tie-Ins
• Audio standards in film, podcasts, and online video
• Why audiences tolerate bad visuals longer than bad sound
Week 9 / March 9-15
Editorial Thinking & Timeline Logic
Primary Tool: Adobe Premiere Pro
Primary Principles
• How timelines work and why organization matters
• Sequencing images to create meaning
• Editorial pacing and decision-making
• Choosing what matters instead of stacking clips
• Editing is less about software and more about thinking.
Potential Tie-Ins
• How editors shape meaning in film and digital media
• Storytelling vs. chronological order
Week 10 / March 16-22
Spring Break
No classes. No assignments due.
Use this week to rest, catch up, or let ideas marinate.
Week 11 / March 23-29
Titles, Graphics & Motion
Primary Tools: Premiere Pro + Illustrator/Photoshop assets
Primary Principles
• Consistency across visual elements
• Typography in motion
• Motion that supports communication
• Using templates thoughtfully (and not blindly)
• You’ll see how earlier design work pays off once things start moving.
Potential Tie-Ins
• Motion graphics in advertising, film, and social media
• Why subtle motion often works best
Week 12 / March 30-April 5
Color, Rhythm & Polish
Primary Tool: Adobe Premiere Pro
Primary Principles
• Basic color correction for consistency
• Visual rhythm and pacing
• Refinement and restraint
• Knowing when a project is finished
• This week is about making work feel intentional and professional.
Potential Tie-Ins
• Color theory in film and digital media
• How pacing influences emotion and attention
Week 13 / April 6-12
Campaign Project: Research & Planning
Primary Tools: Full Adobe workflow
Primary Principles
• Research-informed design decisions
• Audience awareness
• Concept development and planning
• Translating ideas into production-ready plans
• You’ll define the direction for your final multimedia campaign.
Potential Tie-Ins
• Contemporary multimedia campaigns
• Historical influences on modern visual communication
Week 14 / April 13-19
Campaign Project: Production & Iteration
Primary Tools: Full Adobe workflow
Primary Principles
• Asset creation and integration
• Iteration through feedback
• Workflow and time management
• Problem-solving during production
• This is where the bulk of the making happens.
Potential Tie-Ins
• Professional creative workflows
• Managing scope and expectations
Week 15 / April 20-26
Campaign Project: Refinement & Delivery
Primary Tools: Premiere Pro, Media Encoder, Adobe Express
Primary Principles
• Polishing and consistency across assets
• Exporting for different platforms
• Presentation and critique
• Finishing strong
• You’ll deliver a cohesive multimedia campaign and review peer work.
Potential Tie-Ins
• Portfolio presentation strategies
• Industry delivery standards
Week 16 / April 27-May 3
Final Critiques & Course Wrap-Up
Primary Principles
• Reflecting on process and growth
• Articulating creative decisions
• Connecting skills across projects
• Looking forward
• No new assignments-just reflection, discussion, and closure.
Week 17 - May 4 - May 8 (Finals Week)
Course Conclusion
• Final assessments
• No late work accepted
15. Course expectations
Late Work
Late work is not accepted without prior communication and approval from the instructor.
If permission is granted to submit an assignment late, the following deductions will apply:
- 25% deduction for all late work
- Any late work submitted after 5 days will receive a 0 in the gradebook.
Assignments submitted late without prior approval may receive a zero, regardless of quality.
Students are encouraged to communicate early if unforeseen circumstances arise. Proactive communication does not guarantee approval but is always viewed more favorably than silence.
Course Attendance and Participation
You should be logging onto Canvas at least three times a week to view assignments, presentations, contribute to discussions, post questions, read posting of others, etc. Activities and assignments will be posted in advance providing ample time for completion. Please plan your schedules accordingly.
Attendance will be taken in this class. You should be prepared to work on projects throughout each week, participate in discussions on Canvas, be available for critiques and make regular presentations of your own work.
Course Absence
If you plan to be absent from class activities for longer periods of time because of a sport, school,
medical, or family event, please let me know and complete your work in advance. Missed
quizzes and certain class activities cannot be made up. Students will need to contact the instructor before the quiz/exam begins. Students will only be eligible to receive a make-up exam with documentation and prior notification. Students who miss an exam and do not have a documented excuse will receive a zero (0) for that exam. Excessive absenteeism from class will affect your project grades (see Rubrics for more info).
If you are consistently absent from class with unexcused absences, I will assume you quit and dropped the course. It is not up to me to catch you up because you decide to skip class. You have signed up for a course at IUN and you must abide by the Course Commitment Policy. Failing to attend class during the first week, or during the first four weeks of the semester can be cause for an administrative withdrawal. An administrative withdrawal is one in which the instructor asks the registrar to drop the student for failing to attend or submit assignments. Abide by the Course Commitment policy. If you do not like the class, or cannot attend as required, you should drop early to get a refund.
Illness
If you are feeling ill or experiencing respiratory symptoms (i.e. sneeze or cough) or fever (100.4 degrees or higher) you should not come to class and should notify your instructor and report to IU Health Virtual Visit. Follow instructions to download an app to find care and if you need to be tested. If you prefer to be in contact with your personal doctor, you may do so. You should contact your instructor if you must miss class due to illness about missed content/work.
Additional Class Information
I completely understand the stress and pressure college students face to work hard and get good grades at school while also trying to hold down a job (maybe more) and take care of children or other family members. That said, I encourage you to remember that your health and well-being are far more important than the work you do in this class or any class. And I encourage you to take the time you need to care for yourself and for your loved ones.
If you are finding it difficult to balance your health and well-being with your work in this class, please let me know. It is okay to ask for help and to acknowledge when you are struggling, and I am happy to help connect you with resources and services on campus and also make accommodations to our course plan as needed. I am accessible by email, and I will do my best to respond to messages within two business days. I will also have office hour appointments available for you to meet with me to discuss any questions or concerns or thoughts you have.
16. Grading weights/scales
Project Evaluation Criteria
All projects in this course are evaluated using the following core criteria. These areas reflect real-world multimedia expectations and the skills needed to work professionally across design, audio, and video environments. Grades reflect both the final outcome and the process behind it—how you plan, execute, reflect, and respond to feedback matters as much as what you submit.
Process & Exploration
- Evidence of thoughtful planning, idea development, and creative decision-making.
- Willingness to experiment, iterate, and refine work based on project goals.
- Engagement with prompts, research, references, and reflection questions tied to each assignment.
Technical Skill & Tool Use
- Appropriate and accurate use of course software (Adobe Express, Illustrator, Photoshop, Audition, Premiere Pro, Media Encoder).
- Correct file setup, formatting, resolution, and export settings based on assignment requirements.
- Demonstration of fundamental production skills such as layer organization, typography control, clean audio, timeline structure, and basic color or motion adjustments.
Communication & Creative Impact
- Clear communication of an intended message, mood, or purpose.
- Effective use of visual, audio, and motion elements to support communication goals.
- Creative choices that feel intentional and aligned with the project brief, audience, and context.
Professionalism & Workflow
- Meeting deadlines and following assignment instructions and specifications.
- Organized file naming, folder structure, and submission practices.
- Professional conduct during critiques, peer reviews, and collaborative activities.
Growth, Reflection & Engagement
- Thoughtful video reflections that articulate challenges, decisions, and learning.
- Constructive participation in peer reviews, offering specific and respectful feedback.
- Evidence of growth over time, openness to critique, and developing confidence working across media.
IUN Grading Scale
Letter Grade Percentage Quality of Work
A+ 97--100 Unusual degree of excellent
A 93--96.99
A- 90--92.99 High achievement
B+ 87--89.99
B 83--86.99 Above average achievement
B- 80--82.99
C+ 77--79.99
C 73--76.99 Minimum desired standards
C- 70--72.99
D+ 67--69.99
D 63--66.99
D- 60--62.99
F <59.99 Failure in the course
NOTE: The instructor will keep students apprised of assignment grades via the online class Gradebook. Feedback on submissions (assignments, exams, etc.) will be provided within 7-10 days of the due date for the assignment. Students are responsible for contacting the instructor if they do not receive any grade by 10 days after the assignment submission date or have questions regarding the submitted grade.
Grading Rubric
A - Exceeds Expectations
The project goes beyond the assignment requirements while fully meeting all specifications.
- Technical Execution: Work is complete, accurate, and professionally prepared; all requirements are met with care and attention to detail.
- Communication & Impact: Creative choices are intentional, clear, and effective; the work communicates strongly to its intended audience.
- Reflection & Engagement: Video reflection is thoughtful and insightful; peer reviews are specific, constructive, and engaged.
- Professionalism: Work is submitted on time, well-organized, and demonstrates strong workflow habits throughout.
B - Meets Expectations
The project successfully meets the assignment requirements and goals.
- Technical Execution: All required elements are present and function as intended; minor issues may exist but do not impact usability.
- Communication & Impact: The message is clear and effective, though creative risk-taking or refinement may be limited.
- Reflection & Engagement: Video reflection addresses prompts clearly; peer reviews are completed and contribute meaningfully.
- Professionalism: Work is submitted on time and follows required specifications.
C - Approaches Expectations
The project meets basic requirements but shows noticeable weaknesses.
- Technical Execution: Required elements are present but include errors, inconsistencies, or incomplete attention to specifications.
- Communication & Impact: Concept or message is unclear, underdeveloped, or overly generic.
- Reflection & Engagement: Video reflection is brief or surface-level; peer reviews are minimal or lack specificity.
- Professionalism: Workflow habits are inconsistent, though work is submitted on time.
D - Below Expectations
The project does not adequately meet the assignment goals.
- Technical Execution: Multiple requirements are missing, incorrect, or improperly prepared.
- Communication & Impact: The work lacks clarity, focus, or intent.
- Reflection & Engagement: Video reflection and peer reviews are incomplete or missing.
- Professionalism: Poor organization, limited participation, or late/incomplete submission patterns are evident
F - Not Demonstrated
The project fails to meet minimum course requirements.
- The assignment is not submitted, submitted extremely late, or largely incomplete.
- Required components (project, reflection, or peer reviews) are missing.
- Little to no effort is demonstrated across technical execution, communication, or engagement.
17. Other university-wide support services
Additional Support
University Information Technology Services (UITS) (human support)
IU Knowledge Base (IUKB) (guides)
IUware (download free software)
Course Technology Accessibility Statements and Privacy Policies
Canvas LMS
Canvas Accessibility Statement
Microsoft Products
MS Products Accessibility Statement
Zoom
TurnItin
TurnItin Accessibility Statement
Academic Support:
Academic Calendar
Student Affairs and Enrollment Management
Academic Success and Achievement programs
Placement Testing
Writing Center
Math Center
Student Support Services:
Accommodation and Accessibility Services
Every attempt will be made to accommodate qualified students with disabilities (e.g. mental health, learning, chronic health, physical, hearing, vision neurological, etc.) You must have established your eligibility for support services through the appropriate office that services students with disabilities. Note that services are confidential, may take time to put into place and are not retroactive; Captions and alternate media for print materials may take three or more weeks to be produced. Please contact your campus office as soon as possible if accommodations are needed.
IU Northwest Accessibility Services.
IU Northwest Disability Support Services.
Counseling Services
Academic Advising
Career Services
18. Course level policies
Communication and Interaction Policy
Interactions are very important for the success of the online course.
- Professional and respectful tone and civility are used in communicating with fellow learners and the instructor, whether the communication is by electronic means or by telephone or face-to-face.
- Written communication, both formal and informal, uses Standard English rather than popular online abbreviations and regional colloquialisms.
- Spelling and grammar are correct in written work.
- Demonstrate respectful tone in verbal communications and body languages when using video interaction.
- Students are expected to check the Canvas website at least three times a week, to read the required materials and complete assessments and discussions.
- The Announcement section is located on the navigation bar. The instructor will post announcements at the beginning of the modules. The announcement is a place where the instructor will provide general class feedback, clarify assignment instructions, submissions procedures, due dates or other issues related to the course.
- Students are encouraged to email the instructor whenever there is a question and visit the instructor during office hours. The instructor will respond to students’ emails in a prompt manner, normally within 24 hours.
- Students will post each assignment on time. The instructor will use the rubric for each assignment to grade the assignment. Instructor written feedback will also be provided along with the rubric. The assignments will be graded within one week of submission.
- Students are encouraged to check the instructor’s written feedback and contact the instructor by email, by phone or during office hours.
Etiquette Policy
Netiquette is a set of rules for behaving properly online. Something about cyberspace makes it easy for people to forget that they are interacting with other real people. The following bullet points cover some expectations for online communication via email, discussion boards, and any interaction between students, faculty, and/or administration.
For discussion boards, these guidelines will be factored into the evaluation of student posts and responses as well.
- Be sensitive to the fact that there will be cultural and linguistic backgrounds, as well as different political and religious beliefs, plus just differences in general.
- Use good taste when composing your responses in Discussion Forums. Swearing and profanity is also part of being sensitive to your classmates and should be avoided. Also consider that slang can be misunderstood or misinterpreted.
- Don’t use all capital letters when composing your responses as this is considered “shouting” on the Internet and is regarded as impolite or aggressive. It can also be stressful on the eye when trying to read your message.
- Be respectful of others’ views and opinions. Avoid “flaming” (publicly attacking or insulting) them as this can cause hurt feelings and decrease the chances of getting all different types of points of view.
- Be careful when using acronyms. If you use an acronym, it is best to spell out its meaning first, and then put the acronym in parentheses afterward, for example: Frequently Asked Questions (FAQs). After that you can use the acronym freely throughout your message.
- Use good grammar and spelling. Avoid using text messaging shortcuts.
19. Indiana University policies
IUN Grading Policies
The following includes highlights paraphrased from several campus or university policies pertaining to grades and grading. For official descriptions of these and other related policies, click the Campus Course Policies button on your Canvas tool bar and then click the link for x Campus Academic Policies.
Grade Appeal
If you believe the grade received in a course is incorrect, you should follow the Grade Appeal Policy. The Change of Grade Request requires course information (course title, semester taken) and a reason for the requested change. Additional documentation to substantiate the reason may be required. If the student's performance or withdrawal was medically related, the student should provide appropriate supporting documentation. Decisions on grade changes are made within the schools. If the request is supported, the school will notify the Office of the Registrar of the new grade. If the request is denied, students will be so notified by the school. The student may then appeal to the Academic Affairs Committee of the Faculty Organization.
Dropping a Course
During the first week of classes, you may drop a class with no grade recorded on your transcript. From the second week of classes through the ninth week (the ‘auto W’ period), you may withdraw from a class with an automatic grade of ‘W’. This will be recorded on your transcript but not included in your GPA.
After the ninth week (and before the final exam period), a student wishing to withdraw with a grade of ‘W’ must be passing the course at that time. You must complete a ‘Drop Only’ form and contact the offices listed for signatures before giving the form to the instructor. The instructor will confirm on the form that you are passing at that time for a ‘W’ grade or that your grade is an ‘F’. This ‘F’ grade WILL be included in calculation of your GPA.
Faculty members are required to report any student who stops attending a class and does not withdraw (with a grade of ‘W’ or ‘F’). Failure of a course due to non-attendance may affect financial aid award amounts.
Academic Integrity Policy
All work should be your original product, unless explicitly noted otherwise. Any materials you reference or take from others should be properly cited. Cheating, plagiarism, or fabrication in any form will not be tolerated, regardless of any justification. For more detailed information see the Student Responsibilities section of the Code of Student Rights, Responsibilities, and Conduct. Academic misconduct will not be tolerated. The minimum consequence is failing the assignment. In a case of more serious offense, a student may fail the course. Students should NOT present work from other courses in this class (i.e., using pieces of previous papers you have done is considered plagiarism). I may use the services of Turnitin.com to check for originality of your written work.
Plagiarism
Honesty requires that any ideas or materials taken from another source for either written or oral use must be fully acknowledged. Offering the work of someone else as one’s own is plagiarism. The language or ideas thus taken from another may range from isolated formulas, sentences, or paragraphs to entire articles copied from books, periodicals, speeches, or the writings of other students. The offering of materials assembled or collected by others in the form of projects or collections without acknowledgment also is considered plagiarism. Any student who fails to give credit for ideas or materials taken from another source is guilty of plagiarism.
(Faculty Council, May 2, 1961; University Faculty Council, March 11, 1975; Board of Trustees, July 11, 1975) Source comes from IU's Policies site.
According to the Indiana University Code of Student Rights, Responsibilities, and Conduct (2010), a student must give credit to the originality of others and acknowledge indebtedness whenever:
- Directly quoting another person's actual words, whether oral or written.
- Using another person's ideas, opinions, or theories.
- Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written.
- Borrowing facts, statistics, or illustrative material; or
- Offering materials assembled or collected by others in the form of projects or collections without acknowledgement.
Fair Use Policy
Copying or recording synchronous classes and asynchronous course materials without the express prior approval of the instructor is prohibited. All copies and recordings remain the property of Indiana University and the instructor. IU and the instructor reserve the right to retrieve, inspect, or destroy the copies and recordings after their intended use. These policies are not intended to affect the rights of students with disabilities under applicable law or IU policies.
Policy on Discrimination, Harassment, and Sexual Misconduct:
As your instructor, one of my responsibilities is to create a positive learning environment for all students. IU policy prohibits sexual misconduct in any form, including sexual harassment, sexual assault, stalking, sexual exploitation, and dating and domestic violence. If you have experienced sexual misconduct, or know someone who has, the University can help. If you are seeking help and would like to speak to someone confidentially, you can make an appointment with Lita M. Pener, Director and Deputy Sexual Misconduct & Title IX Coordinator for the Office of Institutional Equity at lmpener@nwoietix@iun.edu.
It is also important that you know that University policy requires me to share certain information brought to my attention about potential sexual misconduct, with the campus Deputy Sexual Misconduct & Title IX Coordinator or the University Sexual Misconduct & Title IX Coordinator. In that event, those individuals will work to ensure that appropriate measures are taken, and resources are made available. Protecting student privacy is of utmost concern, and information will only be shared with those that need to know to ensure the University can respond and assist. I encourage you to visit stopsexualviolence.iu.edu to learn more.
Indiana University also prohibits discrimination on the basis of age, color, disability, ethnicity, sex, gender identity, gender expression, genetic information, marital status, national origin, race, religion, sexual orientation, or veteran status. If you feel like you have experienced discrimination or harassment, please contact Lita M. Pener, Director and Deputy Sexual Misconduct & Title IX Coordinator for the Office of Institutional Equity at lmpener@nwoietix@iun.edu or Beth Tyler, Associate Vice Chancellor for Student Affairs and Dean of Students at nwdos@iun.edu.
Bias Incident Reporting
Indiana University is committed to creating welcoming, inclusive, and respectful campus communities where everyone can thrive and do their best work—a place where all are treated with civility and respect. If you experience or witness an incident of bias, you should report it. For more information, see Student Incident Reporting.
Accessibility and Accommodations
Indiana University is dedicated to ensuring that students with disabilities have the support services and reasonable accommodations needed to provide equal access to academic programs. To request an accommodation, you must establish your eligibility by working with Freda Cox-Harris, Accessibility Services Coordinator at fjcoxhar@iun.edu. Additional information can be found at accessibility.iu.edu. Note that services are confidential, may take time to put into place, and are not retroactive; captions and alternate media for print materials may take three or more weeks to get produced. Please contact your campus office as soon as possible if accommodations are needed.
Syllabus Disclaimer
Information contained in this syllabus is, to the best knowledge of this instructor, considered correct and complete when distributed to the student. The instructor reserves the right, acting within policies and procedures of Indiana University Northwest, to make necessary changes in course content or instructional techniques without prior notice or obligation to the student.
Tips for Success
- Try to work ahead for all assignments. Since this course is requiring a significant amount of reading, do not get behind in your reading. Students that get behind RARELY catch up.
- Always use Firefox or Google Chrome to access Canvas. Internet Explorer and other browsers often cause problems with discussions and tests. See the recommendations from the IT department regarding Canvas.
- Visit the weekly discussion and participate in course at least 4 out of 7 days in the week, Monday-Sunday. Students who spend 10-15 minutes per day interacting with peers on the discussion board typically earn higher grades than those students who visit the discussion board on fewer occasions.
- Talk to the Librarians. They are experts in APA and are very helpful for finding research needed in this and other courses.
- Ask questions often and read the Virtual Office Hours Discussion Board. Your instructor looks forward to answering your questions.
- Check your IU Northwest email and course announcements often. Your instructor regularly sends important course related content via this method. Failure to access your email or course announcements will not be accepted as a reason for lack of course involvement or completion.
- Bond with your peers. Having a friend in this course who can help you proofread your work and provide feedback and insight on assignments is a very valuable tool
Course Summary:
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