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Assigment 2 – design overview

September 13, 2007

Course/Paper – Design Communication 2- Digital
This paper is currently delivered face to face with students of Otago Polytechnic.  I want to adapt/redesign it to include some further principles of design theory not already included in it, and also adapt it so that it can be taught online to attract learners that we don’t already reach.

GUIDING THEORETICAL PERSPECTIVES
“Critics of theory (Wilson, 1999) have argued that too strict an adherence to any particular theoretical viewpoint often filters our perceptions and blinds us to important lessons of reality.”  (1)
And as such, I have tried to source as wide a range of research as possible in relation to this analysis and re-design.

Therefore, out of the limited research I have done already, the re-design of the paper will take into account some points from the following sources:

a)   Benjamin S. Bloom’s Taxonomy of Education Objectives, Allyn & Bacon, Boston, MA (1984)
b)    Patrick J. Fahey’s Media Characteristics and Online Learning Technology in ‘Theory and Practice of Online Learning’, Anderson T.,& Elloumi, F., (Eds.) http://cde.athabascau.ca/online_book/ch6.html
c)    Fleming, M., Displays and Communication in ‘Instructional Technology Foundations’  R.M. Gagne (Ed.), pp233-260, Erlbaum, Hillsdale, NJ (1987), cited in Fahey (above).
d)    Brown, S. & Knight, P., Assessing Learners in Higher Education, Kogan Page Ltd., London (1994)
e)    Collis, B and Moonen, J. Flexible Learning in a Digital World: Experiences and Expectations Kogan Page Ltd, London (2001)
And the following examples:
f)    http://www.wikieducator.org/Open_educational_resources_and_practices
g)    http://opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus
LEARNER OUTCOMES
a)    Learners will be able to edit an image in Adobe Photoshop and Adobe Illustrator, will understand the differences between the two software packages, and can effectively choose which one would be more suitable for a specific image/task.
b)    Learners will be able to combine image and text in Adobe InDesign, apply basic graphic design principles, produce and print a page layout to a set brief, and appropriately choose when InDesign should be used as part of a DTP design process.

LEARNING ACTIVITIES AND HOW THEY RELATE TO THE ABOVE THEORETICAL PERSPECTIVES
Demonstrations: These will be used for effective initial acquisition of knowledge(2)  and will be based on quality tutorials. (3)
Practical Activities: These will aim to reinforce the information delivered in the demonstrations through Learner Participation. “The use of experience and practice in learning requires willing leaner participation and the conscientious application of new skills and knowledge for proficiency to develop.”  (4)
Similarly, Weekly Tasks related to the above will reinforce the learner’s knowledge acquisition through participation and also encourage “Synthesis” (5)  where the learner must apply previously learnt knowledge to new situations.
This theory will also apply to the Final project/submission, which will also combine related areas of knowledge and skills acquired throughout the course.
The overall design of the course, which builds up the knowledge and acquisition of software skills, and then applies it to new situations and finally results in a submission is meant to enable the development of “Concept Forming and Higher Order Thinking” .(6)

DELIVERY METHODS: (to be added)

ASSESSMENT
“…it is vital to avoid an over-reliance on any one single method of assessment (…) as all forms of assessment disadvantage some students.” (7) Therefore the following methods will be applied:
•    Formative assessment will occur throughout the course by the submission of set tasks on a weekly basis, that ask the student to complete specific tasks such as, apply software techniques learnt in the previous weekly lesson, or gather a set amount of images for possible inclusion in their final project. These tasks must be completed to move on and be eligible for assessment, but will not count towards a final grade. The submission of these tasks will allow lecturers to “diagnose faults and enable students to rectify mistakes”, (8) during the progression of the paper, but will not take up too much of the instructor’s time as they are a pass/fail component, designed to apply the recent knowledge acquisition of the learner, and ensure they are on target for their final submission.
•    Summative assessment will occur at the end of the course, when the student hands in a final, printed page layout to a set brief, a workbook showing research, conceptual ideas and development and the technical development/construction of the submitted poster, and a self-evaluation. Final assessment will be marked over the following criteria: Research, Concept, Design, Technical Realisation & Application, and Printing & Presentation. These criteria will ensure that final assessment is not subjective, and is aimed at aiding the student in the design process. Student’s will be made aware that these criteria are being marked against from the outset of the course. As stated in “Assessing Learners in Higher Education” by Sally Brown and Peter Knight, assessment can be a motivation for students but needs to be clear and inbuilt with the project/paper or work that is being done.  (9)
—————-

  1.  Wilson, B. (1999). The dangers of theory-based design. ITFORUM, Paper #31. In ‘Theory and Practice of Online Learning’, Anderson T.,& Elloumi, F., (Eds.) http://cde.athabascau.ca/online_book/ch2.html  Retrieved April 26, 2004, from http://it.coe.uga.edu/itforum/paper31/paper31.html
  2. Collis, B and Moonen, J. Flexible Learning in a Digital World: Experiences and Expectations Kogan Page Ltd, London (2001) pp.?
  3. Benjamin S. Bloom’s Taxonomy of Education Objectives, Allyn & Bacon, Boston, MA (1984) pp?
  4. Patrick J. Fahey’s Media Characteristics and Online Learning Technology in ‘Theory and Practice of Online Learning’, Anderson T.,& Elloumi, F., (Eds.) p.143 http://cde.athabascau.ca/online_book/ch6.html
  5. Benjamin S. Bloom’s Taxonomy of Education Objectives, Allyn & Bacon, Boston, MA (1984) http://www.coun.uvic.ca/leanr/prgram/hndouts/bloom.htm
  6. Patrick J. Fahey’s Media Characteristics and Online Learning Technology in ‘Theory and Practice of Online Learning’, Anderson T.,& Elloumi, F., (Eds.) p.144
  7. Brown, S. & Knight, P., Assessing Learners in Higher Education, Kogan Page Ltd., London (1994), p.35
  8. Brown, S., Race, P. & Smith, B., Extracts from 500 Tips on Assessment, p.5
  9. Brown, S. & Knight, P., Assessing Learners in Higher Education, Kogan Page Ltd., London (1994), p.33
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One Comment leave one →
  1. davidmcquillan permalink
    September 13, 2007 11:43 pm

    Hi Rach,

    Have you caught up with my postings on “e-Learing and the science of Instruction”?

    http://massageonline.wordpress.com/2007/09/06/e-learning-and-the-science-of-instruction/

    I don’t know if this has any relationship with your project, but it may have. I haven’t finished off this series of posts, but with the amount of work I’ve got on at the moment, am not sure if I ever will. 😦

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