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AET/515Instructional Plan

Template (Samantha Burd)

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Needs Assessment

1. What is the learning problem or opportunity? The learning Problem is not having a class at a community college that provides training toward Graphic Design. ART/105-Introduction to Graphic Design will help achieving the learning problem and gives students an opportunity to learn about Graphic Design.

2. What is currently available?No Graphic Design classes are available at this time through Northwest Valley Community College but some basic art classes are.

3. What should be available? ART/105-Introduction to Graphic Design

Needs Assessment (2)

4. Explain the gap analysis between what is available and what should be available.The gap analysis is that art classes are available though through Northwest Valley Community College but the potential of Graphic Design classes can become some new classes toward an Art degree.

5. What is your recommended solution for filling the gap?My recommended solution for filling the gap is to introduce ART/105-Introduction to Graphic Design. Students can take another kind of art class and see if he or she is interested in Graphic Design as a career.

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Instructional Goal •What should the learners be able to do after successfully

completing this instructional plan?

ART/105-Introduction to Graphic Design will enable students to:

– Learn that he or she can design book covers, illustrations, billboards, etc.

– Learn the history of art from prehistoric art to present day.

– Explore photography.

– Teach students the business of media art.

– Define the difference 2D and 3D art.

– Be familiar that there are laws like copy write and trademark laws in Graphic Design.

– See examples of people who are a Graphic Designer.

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Performance-Based Objectives

Students will create a 5 to 8 slide PowerPoint presentation of a famous Graphic Designer in American History. The audience is the students, the behavior is a famous Graphic Designer, the condition is a PowerPoint presentation, and the degree is creating 5 to 8 slides.

Students will create a minimum 600 word essay of why he or she wants to have a career in Graphic Design. The audience is the students, the behavior is having a career in Graphic Design, the condition is writing an essay, and the degree is completing a minimum 600 words.

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Summative Assessment and Learning Outcomes

Survey- A survey will show if students would be interested in taking ART/105-Introduction to Graphic Design and also show once he or she completes the class that he or she would like to have more advanced Graphic Design classes.

Grades- Grades will show the outcome of each class. If a majority of the class has an A to B average it shows that ART/105-Introduction to Graphic Design is a good class to keep. If a majority of students has a D to E average it shows ART/105-Introduction to Graphic Design is not a good class to have available.

Assignments- Assignments should reflect Graphic Design. They should be written and also show his or her creative side. Once a student will see that his or her creations are Graphic Design material then he or she will more likely obtain more Graphic Design classes.

Teachers/Instructors- Teachers/instructors will also reflect the Graphic Design class. The teacher/instructor should be a Graphic Designer in his or her career life so the students get to know from first hand on what a Graphic Design career can be. A teacher/instructor with a Graphic Design background can also provided a new class with valuable insight on what the class should discuss about. He or she will also reflect on how students are learning within ART/105-Introduction to Graphic Design .

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Learner Characteristics

ART/105-Introduction to Graphic Design class will have both men and women within a classroom with different age groups and different cultural backgrounds. Work experience varies from no experience in Graphic Design to someone who has a career in Graphic Design. Students can take this class without taking other classes first. The majority of students will learn though his or her own creative experiences.

What are the implications to your instructional plan based on these characteristics?

An implication is “A suggestion that something such as a criticism or accusation is true although it has not been expressed directly” (Implication, 2007). Based on the characteristics above the implications of the instructional plan can have different students than described because the class have not been performed yet so the accusation cannot expressed directly.

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ART/105-Introduction to Graphic Design class will be in a traditional classroom setting. Each class will be 3 hours a week for 15 weeks. There will be only one class available but may progress into more than one class during a semester after review. Students will explore the web to research assignments but it will not be mandatory. Students will use Macintosh computers and programs of adobe to design an assignment. Students will have field trips and people who are Graphic Designers to show him or her who a Graphic Designer is and does as a career.

Learning Context

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Delivery Modality

The most effective method delivery of ART/105 will be an instructor-led course. With an instructor-led course an instructor can see how the student is designing a Graphic Design. An instructor can also show students the direct way of designing a particular piece and the students can ask directly any questions that he or she may have. A study was done in 2011 at a college and “The results of the archived quantitative data from 82 online and 97 face-to-face instructor led students indicated that there is a statistically significant difference in the number of students who successfully completed the developmental reading course based on the instructional method, with 69.4% of those students in the face-to-face group successfully completing the course compared to only 38.8% of students within the online group” (Lattimore, 2012, p. 112). This study shows that the best delivery is having a traditional classroom for this class with an instructor-led course.

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Instructional Strategies

• The overall plan governing the instructional content will be having the students understand of who and what a Graphic Designer is and does in the workforce. The information that will be taught is by local Graphic Designers, textbooks, and of the instructor. Local Graphic Designers will come in and explain his or her job to the classroom and provide valuable explanations of what he or she does. The textbooks will show students the variety of designs that he or she can make within a Graphic Design career. Instructors can give valuable insight of what may to come in there Graphic Design studies of later on courses.

• An instructional strategies that will be used to facilitate instruction is discussion. “Discussion is an appropriate strategy for improving student thinking; promoting engagement in academic content; and learning communication and thinking skills in a social environment” (Guthrie, 2002, p. 1184). Discussions will show his or her opinions of Graphic Design and others can listen, observe, and discuss those opinions. Students will be learning from each other in an discussion. The teacher can start with asking a question to the class where the students can discuss each answers. Each student will understand each views or opinions of Graphic Design and can learn of what is means to be a Graphic Designer from different viewpoints.

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Plan for Implementation

• This course will be available one day a week for a three hour session. This course will also have a break time of ten minutes after the first hour and a half session. This break time is not included for the three hour session. Students will be able to go to the restrooms, grab a snack or drink, or do whatever they desire within those ten minutes. Once those then minutes are done each student is required to be back in class or they will be considered absent for a half a day. Each assignment will be due on the next day before the course is in session.

• Instructors, students, Graphic Designers, and once in awhile instructional designers will be involved within the course. Materials such as textbooks, syllabus, examples of designs will be involved within the classroom for students to learn outside the classroom.

• Students and instructors will be part of the implementation. Resources such as Graphic Designers from a local area will be included in the implementation. The instruction will be implemented within the classroom and on the syllabus. Each instruction will be implemented weekly on the day of the class. The plan will be addressed by the instructor to the students. To build interest and commitment of implementation of a plan, students can make suggestions or have opinions on each assignment he or she does.

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Instructional Resources (After reading the information below, delete and insert your information.)

There will be any materials that will be necessary for the course. Textbooks will be necessary for the course for students to learn in and outside of the classroom. Computers will be necessary for this course so students can design some designs and instructors can create PowerPoint presentations. With computers a necessary, many programs will be necessary to use. For designing a design the students will use Adobe based programs, such as Adobe Illustrator and Adobe Photoshop. For instructors he or she will need Microsoft programs, such as Microsoft Word and Microsoft PowerPoint to instruct students of their assignments or of a learning material. A white screen and projector will be needed for the PowerPoint to be visible for everyone in the classroom. Printers will also need to be provided so instructors can print material out such a syllabus, and students can print the design that he or she created. White boards will also be a necessary material for instructors and students to use within the classroom.

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Formative Assessment

“A-B-C Summary-Students think of a word related to the topic of study for each letter of the alphabet. Students can also think of a lesson-related word for each letter of a unit vocabulary word” (Greenstein, 2010, p. 172). Students can each have a letter and design with only using that letter. For example, a student has the letter “o.” He or she can design the “o” to look like an orange (because orange starts with the letter “o”) but still be able to see the letter “o” within the design.

“Color-Coding-Students use color tags to label objects or ideas that belong together” (Greenstein, 2010, p. 172). Students will work with colors everyday in Graphic design. Within this strategy he or she will learn what colors go well together and what colors do not go well together for future use.

“Critiques-Students analyze, interpret, or evaluate the work of experts, peers, or self. Critiques can be formal or informal, written or oral, but are most effective when based on a common rubric and when feedback is descriptive of process and product” (Greenstein, 2010, p. 172). Students will look at different designs and evaluate the work done and discuss within the classroom of his or her opinions on the design. This strategy will help students learn that all deigns will have a least one flaw within a person’s point of view and that no design is perfect but satisfactory to the public.

Formative Assessment (2)

“Gallery/Graffiti Wall -Students make a display of their knowledge or beliefs. They can create these individually or make a common display, or graffiti wall” (Greenstein, 2010, p. 172). This strategy will start students to design. A passion in something will help him or her design something that they enjoy doing. A passion can be anything, wither it can be from bike riding or believing he or she can fly. Once a student starts designing something that they are passionate about, he or she will see that him or her can be a Graphic Designer.

“One Word-Students write one word that summarizes their learning and then explain why they chose that word” (Greenstein, 2010, p. 172). Students will pick one word that they like about the course or what they learned from the course. For example, a student picked “colorful” as there word for the course and explained that they learned about colors and used many different colors within the design that he or she created.

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Evaluation Strategies

Strategies that would be used within ART/105-Introduction to Graphic Design would be to “follow-up” upon students and instructors. A data that an instructional designer creates and collects for the instructional plan would be from the students and instructors voices and actions. He or she would ask the students on what or how they feel toward this new course. Also collect the data by seeing the student’s grades. If the student’s grades are low than the course needs to change to get the students to have an average grade of a higher grading, such as “A’s” or “B’s.” An instructional designer can also ask the teacher instructing the course on how he or she feels toward the new course. He or she would also ask if the students seem to be “catching on” to the things that need to be taught. With collecting all these data’s the instructional plan can change by the necessary problems shown from the data provided.

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Outcome Review

1 2 3 4 5_________________________________________Poor Below average Average Above average Excellent” (Brown & Green, 2006, Ch. 11)

How to identify criteria for determining that design goals, performance-based objectives, and learning outcomes are achieved for this course is to use a rating scale. A rating scale would be for the students and instructors. Various questions will be asked toward the students. For example, on a scale from 1 to 5 how would you rate your instructor of this course? Another question may be, on a scale from 1 to 10 how to you rate the course? For the instructor the questions would be, on a scale from 1 to 15 how well did the students speak-up in class? Another question may be, on a scale from 1 to 20 what was did the average student grades? An example of a rating scale is a follows.

“The following rating scale is an example of aLikert-type scale (a scale with five options):

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Recommendations

The data that the instructional designer gained from the students and the instructors will help offer new changes in the instructional design that needs to be addressed. If a majority of students rated the teacher as “average” then there may be something to be done with the instructor teachings to make the rate be “excellent” in the future. With the instructor rating there could be a change of how students participate. If a rating was done by a teacher stating that student’s participation in class is “below average” than the instructional designer will try to change the course a little to make students “speak-up” more in the class. Gathering data of ART/105-Introduction to Graphic Design will make the class a success for students, instructors, and for Northwest Valley Community College.

“The findings provide critical information for management decision making to assist universities to translate the resources at their disposal into learning outcomes” (Moses, 2005, p. 1).

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References

• Brown, A., & Green, T. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Prentice Hall, Inc.

• Greenstein, L. (2010). What teachers really need to know about formative assessment. Alexandria, VA: ASCD.

• Guthrie, J. W. (2002). Encyclopedia of education. (2 ed., Vol. 6). New York, NY: Macmillan Reference USA.

References (2)• "Implication." Dictionary of Law. London: A&C Black, 2007. Credo Reference. 10 Mar.

2008. Web. 8 July 2013. http://www.credoreference.com.ezproxy.apollolibrary.com/entry/acblaw/implication>.

• Lattimore, T. N. (2012). Reading online: Comparing the student completion frequencies in an instructor-led face-to-face versus online developmental reading course. (Order No. 3502635, Capella University). ProQuest Dissertations and Theses, , 135. Retrieved from http://search.proquest.com/docview/992950722?accountid=458.

(prod.academic_MSTAR_992950722).

• Moses, W. N., & Ndirangu, M. (2005). An improvement in instructional quality: Can evaluation of teaching effectiveness make a difference? Quality Assurance in Education, 13(3), 183-201. Retrieved from http://search.proquest.com/docview/213737973?accountid=35812

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