Sunday, October 23, 2011

Grade8-11 Digital Citizenship:

Developing a  a single, focused message based on your clients needs is essential for successful graphic design.

 

How can we respond to the needs of our school community? (Community & Service)

The community and service strand of the Areas of Interaction emphasizes the importance of all of us 'acting in response to the needs of the community'. Well our School community needs to understand the impacts of their digital footprint and how it can impact their future.  Your goal is to teach your peers how to leave an appropriate digital footprint.   We will look at what makes a great PSA design and explore various examples. Knowledge of your client's needs is essential for successful design. You also need to know your audience and we will explore the likes and dislikes of our fellow students, both boys and girls. You will work on your own and use the design cycle to create a PSA broadcast.

The Problem / Challenge:
Your peers uses technology daily and  always leave a digital footprint. Teach them how to become a digital citizen that will leave a positive digital footprint and help them when colleges and future employers learn about them.  

What follows are guiding tasks which we feel would be a useful way for you to complete your second project. You should not include our written questions in your report. You do not need to answer all the questions. If you believe you can formulate your own logical steps to complete a successful project, then feel free! You will need to do this in Grade 11 anyway. However, you must try to provide your client with a successful product and should look at the MYP Rubric and make sure you have done all you need to achieve a 6.

Investigation:

This is what the MYP says about Investigation
  1. Work through the PSA samples. Keep a record of what you have done, (use screen grabs to help).
  2. Go to my blog and complete the tasks.
  3. Make sure you document everything and keep it all in a project folder for printing at the end of the design stage..
  4. Look at the MYP rubric here to check your progress. Also check the topic specific rubric below.
  5. Evaluation of the Investigation Stage : Evaluate your progress so far, include:
    • The Process - (Approaches to learning)
      1. research skills (information literacy)
      2. organization skills.
      3. Attitude to work (this unit)
      4. suggest improvements.
    • The content of your work -
      1. what level do you think you have achieved in this section? Explain your answer.
      2. suggest ways to improve in the future.
  6. Check the rubric below
        • 0
        • The student does not reach a standard described by any of the descriptors given below
        • 1-2
        • The student states the design challenge and develops a design brief.
        • The student investigates typography and existing PSA, collecting information from sources.
        • The student lists some design specifications.
        • 3-4
        • The student describes the design problem based on a client interview, mentioning its relevance to our school community.
        • The student investigates typography, existing PSA  and principles of design. They select and analyse information from some - at least 2 types and at least 4 individual, acknowledged sources using the MLA format and footnotes where appropriate.
        • The student describes a test to evaluate the final PSA against the design specification.
        • 5-6
        • The student explains the needs of the client and develops a clear design brief, discussing its relevance to our school community.
        • The student critically investigates typography, design principles, possible software applications and techniques, existing PSA and the value of PSA with respect to achieving the goal as described in their design brief. They evaluate information from a broad range - at least 3 types and at least 5 individual, appropriate and acknowledged sources using the MLA format and footnotes where appropriate.
        • The student describes at least one detailed method for appropriate testing of their designs. They also create at least 2 tests for their final PSA All testing is done in order  to evaluate their designs against the design specification.

Design:

This is what the MYP says about Design

You should now have a clear idea of what you need to do. This will be in the form of a clear Design Specification. Now try and come up with different solutions. See below:
  1. Go to my main blog & and complete the task. Remember you will have to Prepare yourself for the 'sell' to your peers: you will have to pitch your solution to your class and your client (Client is your peers).
  2. Look at the MYP rubric below to check your progress. Also check the topic specific rubric here
  3. Evaluation of the Design Stage : Evaluate your progress so far, include:
    • The Process - (Approaches to learning)
      1. research skills (information literacy)
      2. organization skills.
      3. Attitude to work (this unit)
      4. suggest improvements.
    • The content of your work -
      1. what level do you think you have achieved in this section? Explain your answer.
      2. suggest ways to improve in the future.
Achievement level Descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The student generates one PSA storyboard design, and makes some attempt to justify this against the design specification.
3–4 The student generates a few PSA storyboard designs (at least 2), justifying the choice of one design.
The student generates a few alternative color combinations and /or typography styles for this design, justifying the choice of each.The student creates a final PSA storyboard design fully evaluating this against the design specification.
5–6 The student generates a range of feasible PSA designs (at least 3), color combinations and typography, each evaluated against the design specification.The student justifies the chosen final design evaluating it fully and critically against the design specification.

PLAN:

Created a logical plan.

1. What are the Deliverables? (Things you have to Do / Hand In)

Write a todo list showing down what you need to do hand in / minimum requirements for the project. This should include:
  • completing final  presentation
  • laminating presentation
  • completing process journal in google docs
  • evaluating the create stage. How? see here
  • evaluating final product
There may be other tasks that you can think of!

2. What are the Steps to create these Deliverables?

List out the steps to create each deliverable. It's a question of putting the steps in a logical order.
These are the steps needed to make a traditional english breakfast:
  1. Assemble crockery and utensils, assemble ingredients, prepare equipment, make toast, fry sausages and eggs, grill bacon and tomatoes, lay table, warm plates, serve.
  2. This is easy to see as a table.
Deliverable
Step
Making breakfast Assemble crockery and utensils
Aassemble ingredients
prepare equipment
make toast
fry sausages and eggs
grill bacon and tomatoes
lay table
warm plates
serve.

3. Estimate the Duration (Time) for each Step

Better estimating can be carried out by looking at best case and worst case. If you think your best case estimate is 3 lessons to complete a task and the best case is 1 lesson. You can take the average of 2 lessons and feel fairly comfortable that you can achieve your goal in that time.
Deliverable
Step
Estimated Time
Worst case Best case Average

4. What resources are needed at each step?

You are one resource! - If you were planning a large project you would enter the number of people working on each stage as a resource. In our case the resources would mainly be materials and equipment.

5. What are the deadlines?

How long do you have?

6. What time do you have available?

Most projects come in late - that's just the way it is! - so don't plan a timescale that is over-ambitious. Working out time available can become much more reliable if you sit down with your student planner and work out upcoming commitments. This will help you be more realistic in your planning, and result in fewer surprises. Dont forget holidays and homework!
Look at the estimated time needed. You may need to rethink the plan. Do you have enough time?
Also build in time for the unknown. Time may need to be set aside for unknown events. (fire drills, illness etc)
Make a Table?

7. What are the risks / possible problems?- Have a clear project monitoring and reviewing process

Think about :
  1. How will you review progress?
  2. what could go wrong?
When we come up with a risk, we need to look at:
  • Impact. What impact will it have on our project. (High, Medium or Low)
  • Probability. How likely is it to happen (High, Medium or Low)
You need to complete a detailed risk analysis before you start
Again a table is useful at this stage
Risk
impact / probability
Action
8. What modifications if any do you think you will need to make to your design?
  • Things are bound to change. The schedule is not just something you file away and forget. As the weeks pass, constantly review the schedule. Enter the actual time you spend. Adjust the time estimates if you find they have changed.You may need to go back to your design and make some changes. Perhaps

9. Create your final time plan using a Gantt chart.  Remember we did this last time Excel!

REMEMBER for a 5 or 6: "A proper plan should act as an instructions’ sheet with detailed steps to an extent that will enable a second person to create the product just by following this plan." IBO, 2006
Achievement level Descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The student produces a plan that contains some details of the steps and/or the resources required.
3–4 The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.
5–6 The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Create

This is what the MYP says about Create
This is when you finally start to make your PSA. You should work from the storyboard design that you created in the Design stage. Keep looking at the design specification. Any changes to your storyboard must be fully explained. Keep a record of everything you do. See below:
  1. Make your PSA!
  2. Include a detailed DATED process journal - you need lots of screen grabs and / or photographs and a dated account of what you have done.
  3. Minimum of one paragraph of writing and one photograph/screen grab for EACH LESSON during the create stage.
  4. Follow your design and justify any changes that you make.
  5. Look at the MYP rubric below to check your progress. Also check the topic specific rubric
  6. Evaluation of the Create Stage : Evaluate your progress so far, include:
    • The Process - (Approaches to learning)
      1. research skills (information literacy)
      2. organization skills.
      3. Attitude to work (this unit)
      4. suggest improvements.
    • The content of your work -
      1. what level do you think you have achieved in this section? Explain your answer.
      2. suggest ways to improve in the future.
Achievement level Descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The student considers the plan and creates at least part of a product/solution.
3–4 The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
5–6 The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Evaluate

This is what the MYP says about evaluate
You will have already been doing some evaluating as you completed each stage of the design cycle. This will be pasted into the evaluation below (see task 5 )

  1. Test your PSA as described during the Investigation stage
  2. Assess the aesthetic qualities of your PSA
  3. Suggest ways of improving the the PSA
  4. Assess the efficiency of the process (including time) and suggest ways of improving it.
  5. The enduring understanding of this unit was "Developing a  a single, focused message based on your clients needs is essential for successful graphic design.." Was your design successful and did it achieve what your client wanted? How do you know?
  6. Copy your evaluations from each previous stage of the design cycle and group them together under separate sub-headings so that your reflections are easy to follow.
  7. Look at the MYP rubric below to check your progress. Also check the topic specific rubric here
Achievement level Descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.
3–4 The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.
5–6 The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

This is what the MYP says about Attitudes in Technology

Dont forget Criterion F - Criterion F: attitudes in technology back to top

Maximum 6
This criterion refers to your attitudes when working in technology. It focuses on an overall assessment of two aspects:
  • personal engagement (motivation, independence, general positive attitude)
  • attitudes towards safety, cooperation and respect for others.
Look at the MYP rubric below.
Achievement level Descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The student occasionally displays a satisfactory standard in one of the aspects listed above.
3–4 The student frequently displays a satisfactory standard in both of the aspects listed above.
5–6 The student consistently displays a satisfactory standard in both of the aspects listed above.

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