Project: Introduction to Graphic Design
Overview: This micro-learning module was designed to teach learners about the basics of color design in graphic arts and provide opportunities for them to practice using vector-based tools (Google Drawings) while applying the new concepts they have learned.
Intended Audience: This module was designed for learners ages 11 and older.
Tools: Figma, Canva, Google Drawings, and Google Slides
Color Design Basics App Prototype
Framework: ADDIE
This was the first module of my Introduction to Graphic Design course for my middle school learners. While designing this course, I employed the ADDIE framework for learning.
Analysis
Who are my learners? I always get a roster of students before I officially meet them. This allows me to do some investigating:
Ask prior instructors about them
Read up on their IEPs (Individualized Learning Plans) and 504s (Accommodation Plans) to make note of any special needs, accommodations, etc. they may need
Look up their language proficiencies (Do I need to translate anything? If so, into what language(s)?)
Once I meet my learners, I am able to learn a bit more through conversations, surveys, and pre-assessments
Define my learning objectives. My end goal for this unit is to have my learners create 2 different projects: a social media graphic and a sticker (these are their 2 final deliverables). To successfully do this, they need to learn: Color theory, Typography, Hierarchy, Composition/Layout, and Tools.
Design
I outline each module, thinking about:
How will I deliver the information to my students (together or self-paced)?
What activities will they do to practice and demonstrate their mastery of the material? Will these be solo or collaborative?
How will I assess their understanding?
I’ll plan this out, take a break, come back, review and iterate. And I’ll do this several times.
I’ll research how others have taught this. I’ll ask my network for advice, consult with Subject Matter Experts, and get sucked into the YouTube rabbit hole.
Development
For this course, I’ve decided it will be self-paced, as my learners will be coming with a variety of background knowledge of the content and a range of experience with the different tools, which means they will be working at different paces. Also, with self-paced, I’m able to move about the room and support learners individually, which I far prefer to just standing up front and hoping what I’m saying makes sense.
However, I do plan to facilitate a “micro-lecture” of the new concept each session to ensure everyone hears the information and to clear up any general confusion, misunderstandings, etc. before sending my learners off to their activities for the day. This means I will be developing a slide deck that can be used to accompany my micro-lecture as well as stand alone as a learning resource for those that might need to reference it again later.
I will also need to create screencasts for each of the activities (in addition to designing the activities themselves and determining the success criteria), along with accompanying videos on how to use the different features of any digital design tools.
And let’s not forget the visual aids, the translating for my Spanish-only students, and any other modifications and supports my learners might need.
Implementation
For this unit, I know that I want my learners to be mostly self-paced. However, I do plan on facilitating a micro-lecture on the focus of that day’s skill at the beginning of our session. This way I know that everyone has received the material at least once and I am able to address any general questions and misunderstandings before sending them off to work.
My session workflow will essentially be:
Introduce the skill focus for the session and give a brief explanation of what it is, why it’s important, and what to pay attention to when designing for it.
Introduce the mini-project for the session, including going over any new programs, tools, and resources they may need to use.
Review the session’s objectives and where all of the resources are housed within the Learning Management System (LMS)
Send my learners off to explore, play, and learn while I circulate and support as needed
During this time, they may be finishing up projects from previous sessions, reviewing the materials I shared at the beginning of the session, and/or working on that session’s project
Evaluation
Coming soon!
