EDLD 5366 Digital Graphics, Graphics, Animation, and Desktop Publishing

Digital Graphics, Graphics, Animation, and Desktop Publishing was an enjoyable class. I teach Web Mastering, so I knew the principles of design, namely, contrast, repetition, alignment, and proximity. I had the opportunity to practice an analysis of visual designs using the principles. This exercise gave me a new appreciation of the art and science of design. I looked at and enjoyed the British Library Web (n.d.) site for this project. The works on the site reminded me of books I found at my grandparents' home when I was a child, especially Alice's Adventure Under Ground. I also like that the site is interactive. My daughter, music major at Lamar, was excited to see Mozart's Musical Diary. She was able to read notes and listen to several pieces in the repertoire. I also viewed the ancient work at the Oxford University Early Manuscripts (2003) site. I applied knowledge of design elements to create a carnival poster using MSPublisher (see attachment). I created my first logo for the Digital Newsletter Project, Myles Travelogue (see attachment). This information helped me when I re-designed our faculty/staff page of the campus web site.

I learned the importance of self-branding. Self-branding, for students and teachers, may be subtle, with many not realizing that they have branded themselves. Students need to understand that what is cute now may be frowned upon by a university or job. Students and teachers need to avoid creating a persona for themselves that is negative or derogatory. According to Alcantara (2009), you must: "Start by making a list of companies, slogans, comic books, TV shows, movies — anything that has a message to say that’s primarily through visual means — that you are fond of or feel that reflects your own personality." I have seen all types of icons that students (and teachers) use for their blogs. Students are encouraged to replace distasteful icons. I also have several students who did not bother to put pictures on their blogs. Students need to understand the importance of branding. They need to understand that the world will create a name or brand for you if you do not define yourself. Self-branding can be an excellent tool for self-discovery.

I learned to create an animation using Scratch (myles_travel, 2010). The learning curve was not as small as it appeared. I had to view tutorials, which made the process seem very simple, several times just to create my simple animation. One plus, animation holds everyone's attention, even older people. My grandson had to be shooed away from me so that I could concentrate on the animation I was creating. I think that, if used properly, animation can be used to teach many disciplines. I wanted to allow my students to use Scratch, but it was blocked by the district. I had my students create a voki instead; they had so much fun with this. Just think, students can create animation that teaches others while learning themselves.

Bloom's, which has been a mainstay in classrooms for many years, has been revised to Bloom's Digital Taxonomy (Churches, 2009). I learned the phrase "LOTS" refers to lower order thinking skills and "HOTS" refers to higher order thinking skills. Technology classes must operate at the "HOTS" or project driven level. I feel that if teachers are introduced to the revised Bloom's, there is no limit to what they can have students create including wikis or to blogs.

I learned that technology integration is vital on our campuses. "Because technology continues to play an important role in modern industrial society, integrating technology into the schools will help prepare students to succeed in a rapidly changing world" (North Central Regional Educational Laboratory, 1998). We are preparing a digital workforce. Students will be left behind if we do not prepare them for this new technology driven world.

Learn as a Learner
I found the assignments were fun and easy, with the exception of the Scratch animation. The newsletter also made me appreciate those who have the task of creating newsletters daily or weekly. I like the process, but it was time consuming to find information to use that was practical and stayed in line with topic. I am proud of the finished projects. The creation of the logo caused me to look at myself as I created a brand. I have continued to use my logo. The assignments did not require integration with colleagues. I did share all with my students. They were excited to create the animation. I was also able to apply my newsletter design skill in creating the senior newsletter as senior class sponsor.

Lifelong Learning Skills
I will continue to use all that I learned in Digital Graphics, Graphics, Animation, and Desktop Publishing. I have already planned my lessons for next school year to incorporate the animation project, if voki is not blocked. I will request that Scratch be unblocked. I did not have to work with colleagues for this class. I did not share, even though I should have, any of the technology I learned. I plan to share next school year, if the sites are not blocked by district filters.

Alcantara, L. (2009). The art of self-branding. Retrieved from http://www.lealea.net/blog/comments/the-art-of-self-branding-part-one/
British Library. (n.d.). Online gallery. Retrieved from http://www.bl.uk/onlinegallery/virtualbooks/index.html#
Churches, A. (2009). Bloom's Digital Taxonomy. Retrieved from http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v3.01.pdf
Critical Issue: Developing a School or District Technology Plan. Revised 1998. North Central Regional Educational Laboratory. Retrieved December 16, 2010 from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm.
myles_travel (2010) Retrieved from http://scratch.mit.edu/projects/hwscott/1458221
Oxford Digital Library. (2003). Early Manuscripts at Oxford University. Retrieved from http://image.ox.ac.uk/


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