Design a concept map to illustrate layers of understanding in your chosen subject. This is a brainstorming activity, intended to help you situate the lesson plan you’re developing within the larger context of your subject.
Write three learning objectives for your project-based lesson plan. Use the readings and tools above to inform the syntax of your objectives.
Original understanding brainstorm
I used my current learning objectives to create this concept map of the key areas for my course. There were some concepts that I immediately noticed were missing — mostly around the principles of design layout that I content for and that I ask students to research and use, but these concepts are really missing from my learning objectives.
The revised image
CIOS F233 Desktop Publishing: Adobe InDesign
Working with Graphic Frames
In InDesign, the basic unit of layout is the frame. You have already gotten some experience with frames in the first two jobs. Basically unlike a word processing program where the entire page is one surface or canvas, what you have in InDesign is the capability to place different elements into unique containers, or frames all on the same page. Within each of these containers you add content. The content can be images or text. Various tools can be used to edit a frame, its contents, or both simultaneously. Frames can be manipulated individually or in groups. This week we will begin to explore the use of frames in page layout to create a graphic element.
- Explain resolution and the difference between different graphic formats.
- Set up and design a multi-purpose document that uses typography as a design element by converting text to a graphic element.
- Demonstrate the correct selection of tools and features in the Adobe InDesign interface to create this document.
- Evaluate the quality of the design of a document to achieve the designer’s intended purpose and its intended publication medium and be able to give constructive feedback for improvement.
I did choose “explain” over “define” because I want to make sure students are able to define the term in their own words. I think if I asked for define, I would get a sentence filled with vocabulary that didn’t have meaning or any connection to students. They have to be able to apply their understanding of resolution in the 2nd objective so they need to know what resolution is in order to apply it.
I think because you can accomplish a “look” with a final product without using the correct tools and features on the backend with the software, it is important to be specific with some of the objectives. There are correct and incorrect ways of doing certain things and I want to be clear they are doing things correctly. Similar to using spaces to indent a paragraph. It might look ok, until your document becomes more sophisticated or you begin working on a project with a team of people. Then you need to do things the correct way or your project quickly blows up. Perhaps that is a difference between a skills-based class like this and a discipline that is more open to interpretation like a humanities class. And maybe there are topics within a writing class, like grammar, that you can write objects that are more specific because there are right and wrong rules.
I’m almost thinking that the 4th objective might need to be rewritten into two separate objectives. I’ve heard you should only have one verb per objective. I think this addresses Owen’s question as well.
- Evaluate the quality of the design of a document to achieve the designer’s intended purpose and its intended publication medium.
- Recommend and provide constructive feedback to your peers for improvement to their designs.
These a really are two separate outcomes – being able to evaluate is different from being able to verbalize that feedback.