Digital technologies 120 course overview
- 1. Digital Technologies 120 Modern skills for a modern world
- 2. Session Outline • Introduction to Session - What is the purpose of the session • The Vision of this course - What is it trying to teach students? What is DT120 all about? - FIT connections • Curriculum exploration - look at the curriculum and the appendices and how they are linked throughout the curriculum - look at the updates to the course - UDL links - look at the literacy component to the course • Assignment Examples • Complete assignments from the Curriculum
- 3. FIT – Focus on Information Technology • We live in a country where there are not enough people prepared to fill the needs in IT. • Part of the problem is High School Students have no clue what careers in IT are out there. • The FIT program preps them – Hooks them – by helping them connect what they like to do with careers that exist. • Every Sector uses Technology – FIT prepares students for work in all industries • Digital Literacy important!
- 4. DT120 & FIT
- 7. The Vision For This Course • What is it trying to teach students? • What is DT120 all about?
- 8. What is Digital Tech? • Digital Technologies 120 gives students hands on experience with modern multimedia technologies. It will introduce them to issues such as copyright, design, communication and production. Areas studied include: digital audio and video, digital image production and manipulation, and website design.
- 9. The Outcomes • G.C.O. 1.0 Demonstrate an awareness of the ethical and copyright implications of media creation. • G.C.O. 2.0 Explore principles of effective design and communication. • G.C.O. 3 Design and create media products in a variety of formats.
- 10. GCO1 opyright & Digital Tech 120 • Students need to know what copyright is and how it applies to them in the context of this course. Often taught in the context of what type products they are producing. • Basic understanding of Canadian copyright law • Fair Dealing • Public Domain • Creative Commons licensing
- 11. Copyright Clear Images, Music & Video http://morguefile.com http://sxc.hu http://www.archive.org/ http://dig.ccmixter.org/ http://www.flickr.com http://www.jamendo.com http://www.freesound.org/
- 12. Example of Student Copyright Free Work • Open File Titled: “Student_Example_Copyright.wmv” from the Example Folder.
- 13. GCO2 Design & Communication • Its just as much about the process as it is about the product • Evidence of planning • Understanding the Target Audience • Done in the Context of 4 Areas of Study
- 14. Suggested Units of Study in DT120 • Digital Imaging • Web Design • Digital Audio • Digital Video Production
- 15. Digital Imaging Know Do Image resolution, image sizing and Use layers effectively image file formats Produce and reuse images Elements of an image editing Use various selection tools software interface Transform images When and how to make image adjustments (e.g., brightness, Retouch images contrast, hue and saturation) Combine more than one image How to manage assets throughout digital image production workflow Add and manipulate text in a project Apply filters or effects
- 16. Sample Project - Magazine Cover • Through this activity you will have an opportunity to practice using text layers. You will create a magazine cover that has several layers of text with different font styles, colors and sizes.
- 17. Website Design Know Do How to manage assets and use Communicate plans with file-naming conventions storyboard or wireframes Principles of user interface design Optimize JPEGs and GIFs o navigation menu Integrating images and text Principles of information design o organizing content Design and create an aesthetically appropriate web Principles of graphic design pages o color scheme o layout Incorporate color and layout o multimedia content consistently Design for maximum usability and Basic HTML accessibility
- 20. Sample Project – Website Design
- 21. Sample Project – Website Design
- 22. Example of Student Work
- 23. Digital Audio Know Do Basic science of sound Create multi-track projects Common audio file formats Import existing audio into a project Create sound effects. Elements of a digital audio editing software interface Record audio in software How to organize and manage Perform basic audio editing tasks audio assets Apply effects Export final production into a common audio format
- 24. Sample Project – Digital Audio
- 25. Sample Student Work • Open File Titled: “Student_Example_Digital_Audio.mp3” from the Example Folder.
- 26. Digital Video Know Do Common video file formats Use shot lists or storyboards to plan projects. Elements of a video editing software interface Shoot a sequence Basic principles of animation Animate a sequence o Frames per second o Recognize different types Incorporate music/audio into a of animation product. Videography techniques Import video into a project Organize and manage video, Perform basic video editing tasks image and audio assets Export final production into a common video format
- 27. Sample Project – Digital Video
- 28. Sample Student Work • Open & Watch the Video Titled : “Student_Example_Digital_Video.wmv”
- 29. Open Source/Cheap Solutions • The Curriculum is being designed with not specific software in mind. This is so limitations due to financial restraints will not hamper the ability of a school to deliver this course. – Audacity (Digital Audio) – Gimp (Digital Images) – Windows Movie Maker Live (Though not “free” does come with most Windows based systems) – Wordpress/Blogger/N-vu (Web Design)
- 30. Updates to Curriculum Document
- 31. Literacy is an important component • We the traditional literacy skills are key as are the digital literacy skills. • To cultivate literacy skills, students of digital technologies will demonstrate: 1. proper evidence of planning through the use of 1. graphic organizers, 2. planning sheets, 3. peer editing and brainstorming sessions. 2. Students will also be involved in creating scripts for both Audio and Visual units. 3. Student reflection on the process of a project as well as the goals and outcomes.
- 32. Keys to language arts and literacy reading and viewing • Reviewing materials to assist in the creation of products and when appraising technology media. Writing and representing • through the creation of written and visual products such as storyboards, scripts for short films and other technology platforms. Speaking and Listening • Students will apply their oral language skills through classroom interactions and presentations to peers.
- 33. Sample Project – Website Design
- 34. Sample Project – Website Design
- 35. Sample Project – Digital Video
- 36. UDL – Universal Design for Learning • Is a “framework for guiding educational practice that provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged. It also “...reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.” (CAST 2011). • Important principles planning and assessing: – Multiple means of representation: provide diverse learners options for acquiring information and knowledge – Multiple means of action and expression: provide learners options for demonstrating what they know – Multiple means of engagement: tap into learners' interests, offer appropriate challenges, and increase motivation
- 37. Sample UDL • For universal strategies for different learning styles- provide generic pieces of the assignment and give students the option to use these pieces. Soundscape UDL • For universal strategies for different learning styles provide different tracks for a soundscape. Import the tracks into your audio editor and have the students focus on practicing the skills involved with editing of the tracks. (mix tracks, clip, mute) (Appendix I)
- 38. Look Fors • Added for each unit of study. – Added to give focus to each section. – Assignments are built around these “Look Fors”
- 39. Assessment and Evaluation • Use checklists and rubrics as a teaching strategy by developing each assessment tool collaboratively with the students. • Sample rubrics are included • These rubrics are intended as a starting point. Suggested to build them together with classes. • Because student achievement level may vary from class to class this provides an application of UDL by heightening the engagement of the students by communicating the standards of major projects and assignments.
- 40. Web Design Checklist and Rubric Area/Value0 4 3 2 1 Mark Homepage Planning Planning for website was An adequate amount of planning Very little evidence of No real planning detailed. It is obvious a lot has been done. Student clearly planning. completed. Attractive, has strong eye appeal and has a clear title. Y N of thought has gone into the has an idea of what he/she is project. designing. Index, table of contents or some other clear indicator of the contents of the site. Y N Site creator is clearly identified and information for contacting is available. Y N Work Ethic Student always uses Student uses classroom project Student usually uses Student does not use classroom project time well. time well most of the time. The classroom project time classroom project time Copyright date or date the site was created is easy to determine. Y N Conversations are primarily majority of conversations are well, but occasionally well, and/or is focused on the project and focused on the project and things distracts others from their disruptive to the work Layout and Design things needed to get the needed to get the work done and work. of others. work done and are held in a are held in a manner that manner that typically does typically does not disrupt others. DIV tags or tables are used for layout purposes. Y N not disrupt others. Each section of the page is clearly labeled with headings. Y N Consistent format is evident from page to page. Y N Text and background are complimentary and do not clash. Y N Graphic Design The web site has an The web pages have an attractive The Web pages have a The Web pages are exceptionally attractive and and usable layout. It is easy to usable layout, but may cluttered looking or Text is legible. Y N usable layout. It is easy to locate all important elements. appear busy or boring. It confusing. It is often locate all important is easy to locate most of difficult to locate Color and fonts (face, style) are effective and support both design and content. Y N elements. White space, the important elements. important elements. graphic elements and/or Colors are consistent within site. Y N alignment are used effectively to organize Pages are not long with a lot of vertical scrolling. Y N material. Navigation Consistent navigation menu exists on all pages. Y N Information Design The site has a well-stated, The site has a clearly stated The purpose and theme of The site lacks a purpose Location of navigation menu is consistent on all pages. Y N clear purpose and theme purpose and theme, but may the site are somewhat and theme. There is no that are evident throughout have one or two elements that do vague. Information is real evidence of Content the site. Information on each not seem to be related to it. Some poorly organized. organization. page and throughout the issues are evident with the entire site is organized organization of information on Rich content and information are present to make the site worth visiting or re-visiting. Y N logically. pages or throughout the site. Information is clearly labeled and organized. Y N Information is easy to find (not more than 3 clicks away). Y N Some links to external sites are evident. Y N Interface Design Links for navigation are Links for navigation are clearly Links for navigation take Some links do not take clearly labeled and labeled and allow the reader to the reader where he/she the reader to the sites Graphics are of appropriate quality. Y N consistently placed to allow move easily from a page to expects to go, but some described. A user the reader to move easily related pages (forward and back), needed links seem to be typically feels lost. Graphics illustrate content effectively and appropriately. Y N from a page to related pages and internal links take the reader missing. A user (forward and back), and where he/she expects to go. A sometimes gets lost. Bullets, spacing and indents effectively and attractively contribute to the overall design. Y N internal links take the user rarely becomes lost. reader where he/she expects Technical Elements to go. A user does not become lost. Home page is named “index.html”. Y N All internal and external links work and are clearly labeled. Y N Size of graphics is appropriate. Y N All pages have a title. Y N Technical Aspects All links work. All images Most links work. Most images Many technical problems Site really does not load properly. All assets load properly. Some of the assets exist with the site (e.g., work. Audio files, video files and animations serve a clear purpose. Y N are organized properly in are disorganized in folders. bad links, images, file folders. organization). Total number of Y, N Rating __Very well designed and easy to use Required Elements All criteria on the main Most of the criteria on the main Some of the criteria on the Almost none of the instruction sheet have been instruction sheet have been met. main instruction sheet criteria on the __ Design needs to be improved but site is usable met. have been met. assignment have been __ Poorly designed, difficult to use met. Comments: / 70
- 43. Hands on Activities • HTML intro Activity • Soundscape Assignment • Video Editing Assignment • Optional additional assignment – Magazine Assignment
Editor's Notes
- #17: Key points covered in this assignment:Font styles and SizesColorsLayers