Extensive reading and discussion of case studies on educational technology that focuses on three areas: effective media design, relevant educational issues, and the existing and anticipated methods for distribution and the business concepts behind them. The primary case study is Star Festival, a multimedia curriculum about Japan that encourages users to explore issues of cultural and ethnic identity. Students expected to develop a project that shows an understanding of the types of business models that facilitate educational technology in the classroom. Graduate students are expected to explore the subject in greater depth. Taught in English.

This is the first edition of a modular open textbook designed for entrepreneurial journalism, media innovation, and related courses. This book has been undergoing student and faculty testing and open review in fall 2017. Feedback has been implemented in Version 1.0 and will continue to be implemented in Version 2.0 (ETA spring 2018). An accompanying handbook will include additional activities, ancillary materials and faculty resources on media innovation for instructors.

Media, Society, Culture, and You is an approachable introductory Mass Communication text that covers major mass communication terms and concepts including "digital culture." It discusses various media platforms and how they are evolving as Information and Communication Technologies change.

This book has been peer-reviewed by 6 subject experts and is now available for adoption or adaptation. If you plan to adopt or adapt this open textbook, please let us know by filling out our adoption form (https://docs.google.com/forms/d/e/1FAIpQLSdIj_Te3hiuJL7cKaofhhUHuDz3_hlVXg6Wg1IPcDZoH2pRrg/viewform?usp=sf_link).

You can view the book's Review Statement (https://press.rebus.community/mscy/back-matter/review-statement/) for more information about reviewers and the review process. An Accessibility Assessment (https://press.rebus.community/mscy/back-matter/accessibility-assessment/) for this is book has also been prepared to see how this book meets accessibility standards.

" What is the history of popular reading in the Western world? How does widespread access to print relate to distinctions between highbrow and lowbrow culture, between good taste and bad judgment, and between men and women readers? This course will introduce students to the broad history of popular reading and to controversies about taste and gender that have characterized its development. Our grounding in historical material will help make sense of our main focus: recent developments in the theory and practice of reading, including fan-fiction, Oprah's book club, comics, hypertext, mass-market romance fiction, mega-chain bookstores, and reader response theory."

Open pedagogy - a component of Open Educational Resources - is a "free access" educational practice that places students at the center of their learning process in a more engaging, collaborative learning environment. The main objective of this assignment is to enhance social justice by reducing inequalities, one of the United Nations Sustainable Development Goals (SDGs). This is a renewable assignment designed to create an active and collaborative learning opportunity through which students can enhance their knowledge of (and appreciation for) the role of immigration and diversity in the creation of the American society throughout history. In this
interdisciplinary assignment, students will integrate theories and practices from two academic disciplines, Communication Studies and Business Administration, to achieve the SDG #10, Reduced Inequalities.

Subject focuses on methods of digital visualization and communication and their application to planning issues. Lectures introduce methods for describing or representing a place and its residents, for simulating actions and changes, for presenting visions of the future, and for engaging multiple actors in the process of envisioning change and guiding action. Laboratory time allows students to apply these methods by designing a web-based portfolio that is critiqued throughout the semester, and evolves as they advance through the program. This course focuses on methods of digital visualization and communication and their application to planning issues. Lectures will introduce a variety of methods for describing or representing a place and its residents, for simulating changes, for presenting visions of the future, and for engaging multiple actors in the process of guiding action. Through a series of laboratory exercises, students will apply these methods in the construction of a web-based portfolio. The portfolio is not only the final project for the course, but will serve as a container for other course work throughout the MCP program. This course aims to introduce students to (1) such persistent and recurring themes as place, race, power and the environment that face planners, (2) the role of digital technologies in representing, analyzing, and mobilizing communities, (3) MIT faculty and their work, (4) MIT's computing environment and resources including Athena, Element K, the ESRI virtual campus, Computer Resources Laboratory (CRL), Campus Wide Information Systems Support (CWIS), the GIS Laboratory at Rotch Library and (5) software tools like Adobe Photoshop and Illustrator, ESRI ArcView, Microsoft Access, and Macromediaĺ¨ Dreamweaver that will assist them in creating digital images, working with relational databases, and launching a web-based portfolio. Macromediaĺ¨ is a trademark or registered trademark of Macromedia, Inc. in the United States and/or other countries.

An introduction to the human communication concentration in the communications major. This course will introduce you to communication principles, common communication practices, and a selection of theories to better understand the communication transactions that you experience in your daily life.

" The course serves as an introduction to the theory and practice behind many of today's communications systems. 6.450 forms the first of a two-course sequence on digital communication. The second class, 6.451 Principles of Digital Communication II, is offered in the spring. Topics covered include: digital communications at the block diagram level, data compression, Lempel-Ziv algorithm, scalar and vector quantization, sampling and aliasing, the Nyquist criterion, PAM and QAM modulation, signal constellations, finite-energy waveform spaces, detection, and modeling and system design for wireless communication."

Production of Educational Videos is an introduction to technical communication that is situated in the production of educational videos; the assignments are all focused on the production of videos that teach some aspect of MIT's first-year core curriculum. The objective of these assignments is improvement in both communication ability and communication habits; these improvements are effected by providing participants with instruction, practice, feedback, and the opportunity for reflection. In addition to improvements in communication skills, improvement is expected in students' attitude towards writing, oral presentations, and collaboration; as the semester progresses, students should feel confident of their ability to write, present, and collaborate.

The course is an introduction to the preparation and delivery of oral presentations in an extemporaneous style. Emphasis is on ethical research, critical and logical analysis, and organization of informative and persuasive presentations.

The purpose of this course is to systematically examine the elements and factors which result in an effective speech. Tying these together are the themes of information and ethics, emphasized in each resource because they are becoming increasingly important to all communicators. Upon successful completion of this course, students will be able to: resolve ethical issues involving speech preparation and presentation; recommend techniques for resolving issues, which may interfere with active listening; identify the most effective speech topics, qualities, content, and delivery techniques based on the specific characteristics of an audience; evaluate the effectiveness of speeches for different types of audiences; use online and library-based research to find and critique the credibility of sources of information; cite sources of information appropriately, accurately, and clearly in both spoken and written contexts; choose the most effective pattern of organization for presenting different types of information to a listening audience; evaluate the effectiveness of supporting details or evidence based on the main ideas or arguments they are used to support; choose the most appropriate pattern for organizing a persuasive speech, based on the relationship between arguments and evidence or the relationship between the topic and the audience; identify whether the functions of an introduction or conclusion have been fulfilled and will be effective when presented to a specific type of audience; create keyword and sentence outlines for informative and persuasive speeches; revise a passage written for readers so that it can be delivered effectively and engagingly to listeners; identify and use techniques to improve the fluidity and clarity of verbal delivery; recognize non-verbal techniques that communicate the speakerĺÎĺ_ĺĚĺ_s confidence and credibility in a sample speech; demonstrate comprehensive knowledge of effective, ethical public speaking by accurately and thoroughly assessing the qualities of entire informative, persuasive, and special occasion speeches. This free course may be completed online at any time. (Communication 101)

This course assists students in developing oral communication skills. Students will be able to speak effectively and comfortably to audiences; explain the nature, value, and requirements of effective public speaking; speak effectively to groups in an academic environment; speak effectively to groups in a non-academic environment; apply principles of cultural diversity to public speaking; and, employ effective information literacy techniques in public speaking.Login: guest_oclPassword: ocl

The Public Speaking course was developed through the Ohio Department of Higher Education OER Innovation Grant. This work was completed and the course was posted in September 2019. The course is part of the Ohio Transfer Assurance Guides and is also named OCM013. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.Team LeadJessica Papajcik                                Stark State College   Content ContributorsJames Jarc                                        Central Ohio Technical CollegeJanny Nauman                                  North Central State CollegeCarrie Tomko                                     University of Akron LibrarianAllen Reichert                                   Otterbein UniversityReview TeamLaura Garcia                                     Washington State Community CollegeJasmine Roberts                               Ohio State University

One of the keys to successful public speaking is being audience-centered.   Always asking the question: What’s in it for them?  Thoughtful audience analysis allows the speaker to adapt all presentations to the needs of their specific audience and situation.  Audience analysis is categorized into three types: demographic, psychographic and situational analysis.  Demographic analysis addresses who your audience is in terms of age, race, religion, education, income, occupation and group affiliation.  Psychographic analysis explores an audience’s attitudes toward the speaker and topic. Situation analysis focuses on the physical environment in which you will be presenting and why the audiences attend. The section further explores tools for gathering audience analysis information by using existing databases, direct observation, interviews, surveys or focus groups.  Without audience analysis you’re just talking. ith audience analysis, you are speaking with a purpose, which makes a great difference on the impact of your message.

By this point, you’re probably aware that delivering your speech is only one part of the public speaking process. Clearly, it’s a critical part of the process, and most likely, the only part that your audience will see, so it’s important to get it right. Strong, confident delivery can help you build rapport and trust among your audience. Supporting your speech with effective presentation aids will help increase audience interest and hopefully understanding of your important ideas. This section will go over several strategies for how to make the most of your time in the spotlight, on stage, in class, or in the corporate boardroom. Part one of this topic deals with the actual delivery of the speech. Part two of this section deals with the development and use of presentation aids. Upon completion of this unit, students should be equipped with practical strategies that they can use to deliver dynamic, engaging, and memorable speeches, no matter the situation. Of course, it takes practice to develop good speech delivery habits, so students should be encouraged to take extra time to form these skills. With support and guidance, even the most timid students can make great strides toward developing a strong “presence” that audiences will really respond to! 

Informative speaking is one of the most common forms of public speaking.  This section starts with the goals of an informative presentation and why we give informative presentations.  Next, it gives strategies for making our information clear and interesting to the audience. There are various types of informative speeches, which focus on objects, people, events, concepts,  or processes. Lastly, the section emphasizes the types of information covered in informative presentations.