New Adobe global study reveals that creative problem-solving skills are central to success in the future workforce but are not adequately supported in today’s curricula. In researching Creative Problem Solving in Schools: Essential Skills Today’s Students Need for Jobs in Tomorrow’s Age of Automation, Adobe surveyed 1600 educators and 400 policymakers from the U.K., Japan, Germany and the U.S. and learned how the people shaping education and students’ experiences view creative problem solving as a critical skill. Overwhelmingly, 86 percent of global educators believe that students who excel at creative problem-solving will have higher-earning job opportunities in the future, and 85 percent agreed that these same skills are in high demand by today’s employers for senior level and higher paying careers. Additionally, three quarters of respondents predict that professions that require creative problem-solving skills are less likely to be impacted by automation. Yet despite this clear consensus, there is a huge disconnect with what is happening in the classroom today. 90 percent of educators believe we need to find better ways to integrate it into the curricula, and more than half of educators explain that they do not have the tools, training or knowledge to nurture creative problem solving in their students. Of the policymakers surveyed, 88 percent advocate for finding a way to reform the current curricula in their region to better nurture creative problem solving in schools. To learn more about the study, view the infographic and visit the research study microsite to learn how other educators are teaching these critical skills.
- Adobe Premiere Pro
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- Adobe Advertising Cloud
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- Adobe AIR
- Business Catalyst
- Adobe Captivate
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- Adobe Capture CC
- Character Animator
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- Adobe Creative Cloud
- Digital Editions
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- Flash Player
- Fuse (Beta)
- Illustrator Draw
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- Media Encoder
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- Photoshop Elements
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- Adobe Premiere Elements
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How can you inspire creativity in your digital classroom? In this course, understand the research, get projects in hand and leave with a toolbox full of resources you can use right away.
Learn how to make the most of the Adobe Education Exchange in this workshop. Explore the many opportunities to learn, teach, discuss, connect, and share and find the best way to engage with this community dedicated to creative teaching.
I recently read a great book on the impact of games by Jane McGonigal called Reality is Broken Why Games Make Us Better and How They Can Change The World. I'd highly recommend this book especially because as educators, we are teaching a generation of college students who are very familiar with the world of games. I'd also recommend watching her TED talks for those who are interested! I'm wondering if anyone has any other recommendations for reading about games and psychology, game design or game-based learning? I'd also love to hear what your thoughts are on game-based learning, and how you would like to incorporate games as a learning tool in the classroom (if you already have, how you're using games to enhance learning!). Looking forward to hearing form others :)
I found an interesting article about how a decent noisy background improves creativity. Would like to share it and know if you agree http://www.jstor.org/stable/10.1086/665048?seq=1# i like an quiet environment and get my ideas in riding with my Mountain bike in the desert. But i see that many children really learn better with some noise in the background. May be its a question of character. Susanne
Hello All! I was hoping to seek ideas, opinions and strategies with regards to innovative ways to showcase student work (digital media productions). What has worked for you in the past? How did you engage the target audience? What was the audience response? What were the WOW factors that made it work? Best regards, Andrew
This task is designed to assist students in analysing what goes into film, TV, game and webseries titles. It then moves on to brainstorming and then designing titles for their own project. Works really well with these resources (as well as my previously posted storyboard template): Art of the Title How They Did It
Fred Benitez is an Educational Technologist for Eanes ISD with 11 years of experience in education involving teaching graphic design and technology integration.
After working as an independent infographic designer, Michael now teaches infogrmation design, infographics and news design as a professor in Augsburg, Germany.
Passionate creative. Teacher - English/ Yearbook/ Technology/ Design. Freelance designer. Potter. Reflector of all things philosophical and pedagogical.
Ater 25 years in production I decided to go back to school to become a teacher. Passion for Print in Vocational Higher Education
Greetings all, We are feeling some tension between laptop vs. teaching lab Mac management and I'm wondering how your school "does it"? Currently, we provide students their own PC laptop for the duration of their high school career. The site licensed Adobe CC software is installed on their machines. Additionally, I teach in a Mac Lab with 27" iMacs, and have multiple user accounts configured so students in different classes have their own user account on the Mac. Our tech office hasn't figured out how to allow for automatic Adobe CC updates, and we don't use Adobe cloud. Is this the best practice going forward, or can you think of a better way to do this? What works for you? Thanks for sharing your experience!Karen
This is a short camera, shot, writing exercise to allow students to plan and edit before they shoot, and to have students learn to be concise in dialogue, action, movement of camera and actors, also in choosing shot composition, combining shots, look thoroughly at locations, costuming, and props, all in service to tell the story in a single short scene.
These training facilitation materials are designed to accompany the Getting Started with Adobe in the Classroom course. Whether you have been leading trainings for years or recently started down the training path, these materials provide everything that you need to know in order to facilitate the course in a face-to-face setting. If you do not have a facilitator available, we recommend the online version of this course. Download the Facilitation Guide to learn exactly what this course is about, how it can be presented, and what you need to do in order to prepare.Download the Presentation for a comprehensive training slide deck, complete with facilitation notes and resource links.
I am hoping to spark interest and discussion both in Technology Trends but also in Teaching & Learning about getting old exercises (pencil and paper, folding, judging forms and space, etc.) into digital worlds. Not every student has a tablet, but every student has a phone and a finger. The tools are there, but I am looking to develop a few specific lessons. Is anyone doing anything along these lines?
Born on the west coast of Canada I spent my days as a freelance photographer up until 2015 when I started at Vancouver Community Colleges Graphic Design Dept.
This resource provides an overview, syllabus, and sample student work for a college-level media production course. The primary learning outcome for the course is for students to deepen their understanding of "how media work" both rhetorically and materially by (re)presenting the same documentary narrative in five different modes, using at least five different Adobe Creative Cloud applications: (1) Print Magazine using InDesign (2) Audio Podcast using Audition (3) Film using Premiere Pro (4) Website using Muse, Spark, or XD (5) Mobile Application using XD [*6] Photography using Photoshop *Note that in this class, students didn't present photographic collections per se, but they used Photoshop a great deal to develop media for the other genres and applications.
Four years ago I started a discussion on the EdEx titled Employees Only - No Students Wanted. To avoid confusion I added: The idea is more metaphoric than literal. Two years ago I began thinking about the idea literally: Could we actually start a business at school? To make a long story short, after researching the market, networking with the players, discussing it with the students, and finally getting approval from the school and district, we launched Mac Lab Media on January 9, 2017. Less than a week later someone told me about Real World Scholars. Soon thereafter we were accepted into the program (during their first mid-year application window) and I replaced my Rube Goldberg-like edu-solution with Real World Scholar's tested, vetted, 100% legal Ed Corps model. Find more info here. Mac Lab Media is a commercial art foundry. I've replaced the assessment component with the Grit-Based Rubric but this paragraph from Minimum Wage sums up my intent: The ultimate goals, however, have nothing to do with grades. For the Mac Lab, our goal is to become a self-funded learning environment by the 2020/2021 school year. For the students, our goal is to provide the training and experience necessary to launch their own commercial art foundries upon graduation. ----- NOTE: All #RethinkHighSchool resources here on the EdEx rely on the concepts expressed in my (re)Imagine blog post. See #RethinkHighSchool: The Series for more information or click this link to find all resources in this series.
Did you know that a well-designed game leverages Vygotsky’s Zone of Proximal Development, Csikszentmihalyi’s Flow, Dweck’s Growth Mindset, and Duckworth’s Grit? I sure didn’t until encountering those surprising connections in month nine of my master’s program in 2011 while working through the introductory quest line at Gamestar Mechanic. Okay, so maybe my digital mentor didn’t reference those researchers directly but the concepts were certainly front and center. Armed with that knowledge, my experience playing World of Warcraft (I was required to play for 10 days) was transformative. After a few days I knew I had to introduce a gamified curriculum delivery system in my classroom. Unfortunately, in May of 2011 there were no viable options to do so (3D Game Lab was still in beta at that point) so my students and I set out to create our own system. Here's a peek at where we are today with Game On, our free WordPress plugin. Whether you opt for a commercial, analog, or even our own system, I urge you to consider how well-implemented game mechanics might enhance your students' experience in your learning environment. Links: EdEx Game On Group | Game On: A Work in Progress | Game On Download | (re)Imagine NOTE: All #RethinkHighSchool resources here on the EdEx rely on the concepts expressed in my (re)Imagine blog post. See #RethinkHighSchool: The Series for more information. All resources in this series may be found here. (I'll be adding more all year long.)
I wrote (re)Imagine in response to the Super School Challenge. Our staff wasn't too excited about my ideas but a few others—including some of the folks from one of the winning schools ($10M grant) who popped by to observe and discuss—have shown interest. The (re)Imagine blog post isn't a plan for the future; it's just one more part of what we're currently doing in the Mac Lab (my classroom). Since virtually everything else I'll be posting will reference information in (re)Imagine, you might as well give it a go if you're interested in rethinking your own learning environment. And who knows, you might even find an idea or two that'll work for you and your students. :) NOTE: If (re)Imagine is in tl;dr territory—it's around a 30 minute read—I apologize but don't know how to work around the issue. According to WordPress, I've made 330 revisions since the article was first published. I actually have tried to be clear and concise but when challenging common sense one must tread with caution so as not to unnecessarily offend the reader. *sigh* Unfortunately, tact isn't one of my strengths. Nor is writing, but I do try. (Dyslexia is such a misunderstood superpower.) I'll be sharing more #RethinkHighSchool resources so you can easily find them on the EdEx. Click on the magnifying glass at the top of the page and search for for RethinkHighSchool (without the #) and you'll find the rest.
Howdy everyone! I wanted to see if anyone would be willing to share your experiences with teaching Web Tech and Video Game Design. I have been assigned to teach these two classes next year and I could use all the help I can get (best practices, resources, lesson plans, fun things. I want to teach them to be fun, enjoyable and most importantly try to get the students some sort of certifications by the end of the year. Thank you in advance for you any help you can give me. Thanks again!
Can "creativity" be graded? If so, how do you grade a students "creativity" in an assignment? If not, why? Let's Talk!
I will be teaching Digital Design, Digital Photography, Web Design, etc next school year. 2017-2018. I've found tons of great information here to help me get started. I'm also looking for a decent conference to attend that would be beneficial. I found the Adobe Max conference in Las Vegas this October, but that's all I've been able to find so far. Has anyone been to this conference, and is it worthwhile for someone new? Any other suggestions would be welcome. Thanks!
Educator & Entrepreneur from Tampa, FL. Florida A&M University Alumna. BS in Graphic Design. Owner and Operator of Dreamquarters Creative Studio.
I have been using Adobe products for over 10 years and have taken the InDesign and Photoshop ACE Certifications and not passed after studying extensively. I don't take multiple choice test well and over analyze questions. My dilemma is should I go and get Adobe Certification Associate status or not worry about getting any certification? I have a good, stable job with a School District, but always feel like I need to validate my skills, just in case! Any feedback would be appreciated. I am a web developer and would really like to do some adjunct teaching.