Let’s look a little deeper into what Adobe Reflow can do for our web design process. To begin with, we’ll prepare some visual assets in Adobe Fireworks, we’ll then export them across to Reflow. Having done that, we’ll examine some of Reflow’s key features as we build our design responsively.

Remember: Reflow is a work in progress. It will evolve and develop asyou guysfigure out what it should be doing. Use it and improve it!

This hour (in three parts) of how to edit photos and create graphics in Fireworks and then options to insert them in your Dreamweaver-based website is meant for an introductory-level web design course. What makes this three-part tutorial appealing is that it is designed for a beginning web design/Dreamweaver course where students have no or very little prior image editing/creation experience and where instructors have a limited amount of time to dedicate to the topic. By the end of the three-part tutorial, students possess the knowledge and skill necessary to create, edit and export photos and graphics from Fireworks and insert into an HTML file in Dreamweaver. I fit it in between the lessons on CSS for simple styling and CSS for layout (thus the not-so-attractive pages demo-ed in the videos). CSS3 comes later where we replace the image gradient with CSS3 gradients (and an understanding of browser-based issues). This third video focuses on graphic creation and export in Fireworks as well as insertion in the content and CSS of an HTML file in Dreamweaver.

This hour (in three parts) of how to edit photos and create graphics in Fireworks and then options to insert them in your Dreamweaver-based website is meant for an introductory-level web design course. What makes this three-part tutorial appealing is that it is designed for a beginning web design/Dreamweaver course where students have no or very little prior image editing/creation experience and where instructors have a limited amount of time to dedicate to the topic. By the end of the three-part tutorial, students possess the knowledge and skill necessary to create, edit and export photos and graphics from Fireworks and insert into an HTML file in Dreamweaver. I fit it in between the lessons on CSS for simple styling and CSS for layout (thus the not-so-attractive pages demo-ed in the videos). CSS3 comes later where we replace the image gradient with CSS3 gradients (and an understanding of browser-based issues). This second video focuses on inserting photos into your HTML file as content and in the CSS.

This hour (in three parts) of how to edit photos and create graphics in Fireworks and then options to insert them in your Dreamweaver-based website is meant for an introductory-level web design course. What makes this three-part tutorial appealing is that it is designed for a beginning web design/Dreamweaver course where students have no or very little prior image editing/creation experience and where instructors have a limited amount of time to dedicate to the topic. By the end of the three-part tutorial, students possess the knowledge and skill necessary to create, edit and export photos and graphics from Fireworks and insert into an HTML file in Dreamweaver. I fit it in between the lessons on CSS for simple styling and CSS for layout (thus the not-so-attractive pages demo-ed in the videos). CSS3 comes later where we replace the image gradient with CSS3 gradients (and an understanding of browser-based issues). This first video focuses on photo editing and export.

This online course is designed as an introduction to the concepts related to energy utilization in nutritional science, and the application of these concepts to our daily lives. Students will learn the components of energy balance (intake and expenditure), the role of macronutrients and micronutrients, the use of nutrition labeling information related to energy balance, and how to apply all of this information to maintain a healthy body weight. Students will also calculate and analyze their personal energy intakes and expenditures over a three day period and create a personal action plan.

In both my Fireworks and Photoshop courses, we follow in-class projects contained in the accompanying book to learn about selection tools, edges, layers, and layer styles. To help students practice these techniques, I ask them to create a new composition comprised of 2 or more images and some text. They are free to add in layer styles (e.g., drop shadows, bevels, etc.), feathering to blend multiple images, and whatever techniques they have learned about so far to create something new and unique. Some students use their own images, while others choose to use Creative Commons and other permissible images from the internet in their projects. Students really enjoy the freedom to explore, be creative and try out their skills in a freestyle format. The following is a collage of 3 student-created compositions.

Students choose an individual from the school library’s approved book list, check out the associated biography, and read the book. Additionally, students will be guided through an inquiry and asked to conduct research about their subject. After students have read the biography and conducted the necessary research, they will create a short presentation (5-10 minutes maximum) about the individual and present it to the class. Students must also be prepared to answer questions from the teacher and fellow classmates. Students will choose one of the presentation formats listed in the PDF.

For the past five years, my Web Design 2 students have teamed up with a local business/ organization to redesign their Web site. The process is intense and lasts approximately 11-12 weeks. This past year (2011-2012) 150 students were involved in redesigning City of Valparaiso's Web site. We started the project on February 14, 2012 and ended it on May 9, 2012 which is approximately 47 hours (8 weeks). This figure does not include the number of hours where students came after school or during other class periods to work on their projects. Dr. Diane Kelley, City of Valparaiso Commissioner, contacted me to see if I would be interested in partnering with the City in order to redesign the City's Web site. Students learned the entire Web development process in this project. Here are the steps in which students participated: At the beginning of the project, Interested students apply to be project managers which includes completing an application and getting teacher recommendations. All other students create a personal resume as well in order to apply for a position on a team. Selected project managers interviewed potential "employees"/teammates. Teams of 3-4 were created through a lottery-type selection process. Students created a team organizational chart defining job roles of every individual on the team as well as other project management forms. Using Adobe Fireworks, teams designed a prototype. Using Adobe Dreamweaver, teams created their individual Web site using the prototype as their guide. On May 4, all the teams presented their Web sites to three judges who came into the classroom. The judges were professional Web designers from the area. Out of 37 teams, five teams were selected to be in the final presentation to the City of Valparaiso. On May 9, five representatives (Mayor Arnold, Commissioner Kelley, City Clerk, Asst. Library Director, City Administrator) from the City of Valparaiso came to the NHS auditorium to watch the presentations of the five finalists. The City selected Team Swag as the winning Web site. Each member of every team received one of the following a prizes: 1st place team - laptop computer, 2nd place team - $100 gift card to BestBuy, 3rd place team - $50 Visa gift card, 4th and 5th place teams - Rave Motion Picture movie passes. Each project manager received a Rave Motion Picture movie pass as well. Individual awards were also given out to outstanding students. You can see the winning site at http://www.valp.org. Students designed every aspect of the site.

This tool is provided as a review for the weekly quizzes and tests that occur throughout the semester. This tool was developed with several Adobe products and utilizes video and interactive components with immediate auditory and visual feedback and reinforcement. Given that this is used in an online course, this tool simulates the instructor's ability to interact with the student on a one-on-one basis. http://distance-ed.fullerton.edu/bbpresentations/Anthony_Fellow/jeopardy/episode1/index.html

This course is an advanced-level design course, providing students with an opportunity to work in the non-profit sector with real clients on visual communication projects. This service learning course engages the community, providing needed goods and services that solve real-life problems. This experiential learning method integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, encourage lifelong civic engagement and strengthen relationships that create community. These projects are by definition independent and will vary greatly depending on the needs of the client. Students will learn to identify Adobe CS software appropriate to the visual communication needs of the client, developing technical and conceptual skills within a team format through this real-world design industry format.

This is a unique 2 credit block Digital Media course designed for students interested in Indigenous Education. The focus of this course is to provide students with the opportunity to embrace, document, depict, digitalize all of our cultures while experimenting with digital media. The course is made up of two grade 12 MST courses. In addition to successfully completing this 2 credit course, student with an 80% (or higher) and who meet the articulation agreement, will receive Digital Media credits at the University of Winnipeg. Digital Voices incorporates a variety of materials, techniques, tools, technologies, and skills from various arts disciplines including dance, drama, music, and visual arts. The technologies/ processes used and adapted to create digital media art may be traditional, including, but not limited to, photography, film, sound, animation, and video. The technologies and processes may also be digital: computer software, blogging, networking, game development, digital imaging, digital sound recording, 2D and 3D animation, multimedia production, web 2.0, and web-page design. Two years ago I had a vision of the evolution of the classroom. An opportunity for 21st century learners to embrace their culture, their stories their past and their future through cutting edge technology and inverted pedagogy. Our project is called Digital Voices, please take a look around our site www.digitalvoices.ca, this is the future! I have learned so much from the current generation of digital students. I would like to thank the students for challenging me to change, it has been an honour to be educated by you through the integration mobile devices in the classroom, the collaboration with students around the world, how you challenge educators to examine the ethical and responsible use of social media. How you are demanding a change in how we, the educators, need to prepare future generations for a connected world. As we prepare for the future, it is obvious that next year will be even more revolutionary, exciting and cutting edge. Here is the answer for your demand for change. Our grassroots program is spreading, Digital Voices is going global! I am so excited about our new partnerships which have been formed. In June 2012, 8 educators from around the world have collaborated on the evolution of the Digital Voices platform. We have developed cross curricular activities, inverted resources for 21st century educators and the will for change. I would like to thank educators from the Winnipeg School Division for embracing Digital Voices and becoming a stakeholder in this 21st century pedagogy. I would also like to thank Mr. Marc Dubeau from Osgoode SS in Ottawa and Mr. Frank Machos from the School of the Future in Philadelphia for becoming stakeholders in the Digital Voices program.