Tasks

Conduct Preplanning Activities Write Objectives Write Assessment items and tools Evaluate Objectives and assessment items Cluster WBI Strategy Worksheet Identify Media Evaluate Instructional strategies and media selections Flowchart and storyboards Responsible Party ID ID, Dept Head ID ID, Dept. Head, Insructor ID ID, Technical Instructor, Dept Head Week 1 Week 2 Projected Actual Projected Actual Projected Actual Projected Actual ID Projected Actual Projected Actual Projected Actual Projected Actual Projected Actual Projected Actual Projected Actual Week 3 Week 4

Design Website ID, Instructor Convert storyboards to Web pages Conduct evaluation ID ID, Dept Head, Technical, Instructor

Helen Miller 1

 Revised TOAB Learning Task

Outcome Assessment Item Gagnes Categories of Learning After taking this course students will gain a basic knowledge of graphic design and typographic terminology and have gained basic experience using graphic design software and typography effectively in their design work. 1.0 History of Learn the history Intellectual Skills: Discussions, hand Typography of typography . Defined concepts rendered type project, critique. 1.1 Learn the different Intellectual Skills: Discussions, hand Anatomy of type parts of a font face. Discrimination rendered type project, critique. 1.2 Learning the basic Intellectual Skills: Discussions, hand Design and jargon of Concrete concepts rendered type typographical typography and project, critique. terminology design. 1.3 Be able to look at Intellectual Skills: Discussions, hand Identify type fonts and tell Concrete concepts rendered type definitions basics of the type project, critique. of font it is. 2.0 Basics of how type Intellectual Skills: Discussions, hand Type in Design is used in graphic Rule-using rendered type design. project, critique. 2.1 Basics of design Intellectual Skills: Discussion, Design Principles principles Rule-using evaluating design work. 2.2 What factors lead Intellectual Skills: Discussion, Readability to better or worse Rule-using evaluating design readability. work. 2.3 Understanding Intellectual Skills: Small Hand Design with how type can bring Defined concepts rendered type Typographical emphasis. project. Heirarchy 2.4 Bringing previous Cognitive Hand Rendered Creation of good lessons together. Strategies Type project. design with hand Test. rendered type. Discussion 3.0 Understanding Intellectual Skills: Discussion. Desktop publishing tools used in Defined concepts graphic design process.

Objective

 3.1 Analyze layout principles Understanding different types of layouts. Intellectual Skills: Concrete concepts Intellectual Skills: Rule-using Cognitive Strategies Discussion Computer created layout. Critique Art project utilizing these tools. Critique Final Type project utilizing new computer tools. Critique

3.2 Introduction to Adobe InDesign Adobe Illustrator & Adobe Illustrator and InDesign 3.3 Create computer layout Bringing previous lessons together.

Clustering Objectives This typography course will be taught in five modules. 1. Historically speaking. 1.0 , 1.1 2. Talking type. 1.2, 1.3 3. Design principles 2.0, 2.1 2.2 4. Render this, 2.2, 2.3, 2.4 5. Lets type! 3.1,3.2,3.3 Orientation to Learning Overview of Instructional Strategies 1. Provide an overview for the entire Learners will be introduced to WBI by the course following: A welcome statement and introduction to typography and its importance in the field of graphic design. An overview of goals for the course. Images of good typographical design samples. Images of poor typographical design samples. State the goal and main objectives The goals and objectives of the WBI are outlined. Explain relevance of WBI An icebreaker discussion will be held Assist learner recall of prior Students will be asked to fill out a knowledge, skills, and experience. survey describing their level of knowledge of the field. Icebreaker discussion will include good and bad design samples they find. Helen Miller 3

 Students will be asked to fill out a student profile for the moodle site. Provide directions on how to proceed Directions on how the modules are through WBI run. Tutorials provided for discussion postings and assignment submissions. Orientation to Learning for A welcome statement. Lessons The new lesson is connected to the Strategies to be repeated at the previous lessons. beginning of each module. New content is presented. Instructions on how to proceed with new assignments are provided. Orientation to Learning subcomponents 1. Provide an overview Text describing the module. Graphic or text organizer. Course or lesson description. Introductory statements. 2. State the objectives and desired Course syllabus. performance outcomes. List of student and instructor expectations. 3. Explain relevance of instruction Examples, discussions, icebreakers. 4. Assist learner recall of prior Advance organizer, survey, design examples knowledge, skills, and experiences. 5. Provide directions for how the Tutorials for LMS, Welcome message, learner is to start, navigate, and directions for navigating site, engaging in proceed through lesson. discussions and submitting assignments. Instruction on the Content Instructional Strategies Subcomponents Present Content Information Present content using text, audio and/or multimedia. Elaborate on content by using: 1. Visual examples. 2. Text-based descriptions. Reading assignments Provide Learning Cues Discussion forums Visual examples Provide checklist of assignments

 due Show examples of past projects. The Discussion forums provide a place to share ideas and resources as well as ask questions. Art project hand rendering type (for 1.0 2.4). Art project Using computer graphics program (3.1-3.3) Reading assignments. Online critique of hand rendered projects. Instructor critique and feedback Instructor graded assignments based on readings Instructor created summary that pulls all relevant information together.

Present Opportunity to Practice

Provide Feedback on Practice Provide Review of and close the lesson Measurement of Learning Subcomponents 1. Assess performance of progress toward the goal. 2. Advise learner of scores or progress

Instructional Strategies Use quizzes, or tests using true/false, multiple choice, completion or matching items. Art Projects Provide project guidelines for art projects. LMS gradebook Encourage remediation, if necessary.

Overview of the Motivational Strategies for Typography I Instruction on the Content Allow learners to choose fonts and overall themes for projects. Tie the content to the practice of graphic design which is of interest to students. Instructor will model enthusiasm for the subject. Projects will try to reflect current and interesting trends in Graphic Design. Discussions will get students to feel more comfortable with one another. Measurement of Learning Helen Miller 5

 Instructor will provide constructive feedback and encouragement Students will provide constructive feedback to one another. Summary and Close An archive of projects will be kept to showcase work. Plans for handling other factors related to WBI Class Size: Because the course is heavily based on discussion and critique the class size will be limited to 20 students. There will not be a lot of writing in the course but the student will rely heavily on instructor feedback for art projects. Navigation and Learner Control: Students will be studying and learning asynchronously and will need a great deal of learner control in the LMS. Buttons, links and navigation will be the same throughout the site for ease of use. Feedback: Instructor will respond to questions within 24 hours. Students will be encouraged to upload projects at halfway points to receive instructor feedback before completing final projects. Discussion boards will serve for student critique of work. Interactivity: Participation is an essential aspect to success in this course. Lessons should be highly interactive. Learners will share thoughts, ideas, critisism, resources, and technical problems through the use of Email, chats and discussion boards. Interaction with content will occur mainly through the sharing and critiquing of art projects and discussions. Grades will be posted in gradebook through LMS. Instructional Questions for Media Technical Questions for Media Do the media help learners Are the media easy to access? understand the content? Are additional supports needed Do the media help motivate the to access media (ie. Plugins)? learner? What sort of bandwith is Do the media support or detract necessary? from learning? Who is creating the media? Will training be needed for Instructor or students to use the

 media? Are the media congruent with the objectives, content, and instructional strategies?

Identifying Types of Media for Typography I Still graphic images showing examples of how type is used in design. Screen casts showcasing the use of computer design programs. Media will be presented or embedded in LMS so learner does not need to download anything they do not want to. Content will be delivered via text, audio and graphics. Media will be created by instructor or outside sources such as YouTube and embedded in LMS, Plugins may be necessary to run media. Message and Visual Design Guidelines for Typography I Feature/Principle Application Ideas for Lessons Text Elements Text will be clearly and concisely written. Directions for using LMS will be included. Graphical Elements Buttons and links will always appear in the same place on every page. Graphics will relate to lesson content specifically. Default settings for links will be used. Media Graphics used in the LMS instruction will be small but users should have the ability to enlarge them since they will often be used as examples and used for discussions. Graphics will be used similarly throughout the site. No blinking or flashing text will be used. Text colors will be not be limited per unit but will be limited to a choice of three colors per page. Text will be broken up so it is Helen Miller 7

 easy to read, and will demonstrate good typography. The pages will vary in symmetry to add interest but will remain consistent. Colored, bold, and decorative fonts will be used to add emphasis. Although a variety of colors may be used, there will be a very consistent look throughout the course.

Balance Emphasis Harmony

A metaphor or analogy does not seem appropriate for this course. The main object of the look of the course design is to model good use of typography and graphic design. Interface Prototype for Typography I

 Typography I will be created using an LMS and use a hierarchical structure. The following flow chart describes how learners will progress through the lessons.

I decided to create streamlined storyboards using the clustered objectives. 1. Historically speaking. 1.0 , 1.1 2. Talking type. 1.2, 1.3 3. Design principles 2.0, 2.1 2.2 4. Render this, 2.2, 2.3, 2.4 5. Lets type! 3.1,3.2,3.3 Objective/Concept Text Summary Navigation/Sites Other Historically Speaking Talking Type/ The language of Graphic Design Basics of layout and design principles Render this Lets type/Using graphics programs. Helen Miller 9