Image Quality in Photoshop and InDesign
Topics: Graphic Design, Visual Communication, Photoshop
Audience: Graphic Design Students
Goal: To create a lesson that will accommodate multiple learning styles while guiding students through technical Adobe Photoshop tutorials.
Reflection: As with most software applications, becoming conversant in a new package can be overwhelming. By providing detailed, step-by-step guidance, the learners can move at their own pace and help to assess their success. Developing the video portion required great attention to detail and pacing, which was addressed in the storyboarding process. For this lesson, it was also critical to check their understanding and provide time to explore as the tutorial progressed; thus, planned “pauses” were incorporated into the video.
“Great job producing your video, Danielle! It was nicely done. For as much content that is provided within the video, it has a nice steady pace throughout. Well done writing your detailed script and developing your storyboard. It’s evident that both reflect your movie production creation in a positive way for your learners. One suggestion with the length – I suggest breaking the video down into chapter segments to allow the learner to practice and focus on certain elements of the tools. I like how you mention them pausing, providing time to follow the steps, practice using the tools, and editing the images. This is a nice way to check for understanding. Well done, including the lesson’s audience, subject area, and three detailed objectives. Your Activity Sequence is well planned out and flows nicely. Nice going through and critiquing your work. Thanks for all of your hard work on Project 4!”
M. Lynn, Instructor
Instructions: This project aims to design a lesson that includes a teacher-produced instructional video. There are three parts to this project:
PART 1: THE LESSON DESIGN: The lesson design (1A) and lesson critique (1B). Worksheets, such as instructions to students and assessment methods (scoring guides/rubrics), are included in Part 1 of the project.
PART 2: SCRIPT, STORYBOARD & VIDEO: Produce a movie for the lesson in Part I. The movie needs to be a teacher-produced video for instruction/teaching. Submit (a) the video you produce; (b) the narration script, and (c) the storyboard for either video that you produce for part 2.
PART 3: CRITIQUE & EVALUATION OF THE VIDEO: Teacher-produced video: Please critique your video using the following:
- Critique of Teacher-Produced Video and
- Evaluating “Best Practice” Methods for Scripting and Storyboarding in Teacher-Produced Video
Students should …
- Understand the difference between dpi, Actual PPI, and Effective PPI
- Evaluate images to experiment with Actual PPI and Effective PPI adjustments.
- Demonstrate comprehension through the correction of all Actual PPI and Effective PPI issues in a sample publication to prepare a publication for print production
Evaluation / Assessment: Rubric
Tips for Other Teachers Using This Lesson:
This topic can be really confusing. Be patient. With any luck, by the time they finish cleaning up all the images, they will have a much better idea about the mistakes not to make when creating their own publications.
For materials, resources and reference list download the lesson.
Lesson Critique – Did the lesson meet the principles?
Write learning outcomes/objectives that are specific, focused, and achievable. Yes, the outcome and objectives are defined. Detailed activities and methods provided. Assessment — rubric, peer evaluation, and post-unit evaluation included.
Use short video clips (The optimal length is less than 2 minutes) to address each learning outcome. Segment or edit the video if necessary. Only use part of the program for teaching. Yes, the student will watch previously produced videos and a teacher-produced video
Use multi-sensory media content: Use multiple video clips or other multimedia content (photos, PowerPoint, web pages, text, audio, etc.) or other reading resources (from the textbook, books, articles, etc.). Yes, the lesson utilizes PPT, video clips, and reading resources
Could you give students a personally meaningful objective or purpose for watching the video clip? For example: pose a challenge question, present a puzzle or problem to solve using the information presented in the video, and relate the learning objective or the video to the student’s personal experience or interest. Yes, the students must complete a task in accordance with the tutorial
Ensure that including the digital video “adds value” to the lesson. Yes, the video provides step-by-step guidance that is sometimes easier than following written directions.