Hi allI am wondering if you use any warmers/ ice-breaker exercises in your creative learning environment you want to share.Thank you.Have a great day Chris
- Adobe Premiere Pro
- Adobe Spark
- After Effects
- Photoshop Lightroom
- Experience Design (Beta)
- Adobe AIR
- Animate CC
- Business Catalyst
- Adobe Captivate
- Adobe Capture CC
- Character Animator
- Adobe Comp CC
- Adobe Connect
- Adobe Creative Cloud
- Digital Editions
- Digital Publishing Solution
- Adobe Document Cloud
- Edge Animate
- Edge Inspect
- Edge Reflow
- Flash Builder
- Flash Player
- Adobe Fuse (Preview)
- Illustrator Draw
- Ink & Slide
- Adobe Experience Cloud
- Media Encoder
- Adobe Media Server
- PhoneGap Build
- Photoshop Elements
- Photoshop Fix
- Photoshop Mix
- Photoshop Sketch
- Premiere Clip
- Adobe Premiere Elements
- Adobe Preview CC
- Adobe Scout
- Adobe Sign
- Adobe Stock
As the year winds down, we have had many great resources shared here on the Ed Exchange, some found and others created by our members. Which ones stand out as the best resources this year? Why not comment and we can compile a shortlist of the best of the best?
Adobe Apps for Education provides an introduction to Adobe software applications, helps you learn what you can create, and inspires with ideas for sample projects using these tools. The document categorizes the types of digital content that you can create with Adobe software applications and identifies which tools are best for creating different kinds of content. Each content category includes sample projects for beginner, intermediate, and expert Adobe users. Some projects include hyperlinks to tutorials on Adobe Help and the Adobe Education Exchange. The document also includes an Adobe app glossary to help you easily identify the wide diversity of software applications Adobe offers. This document is published in three different formats: Low resolution interactive PDF file - this version is ideal for sharing digitally or sending over email and includes hyperlinks to tutorialsHigh resolution interactive PDF file - this version is ideal for sharing digitally and includes hyperlinks to tutorialsPrint PDF - this version is ideal for printing for use in classrooms, but does not contain hyperlinks to tutorials. Please let us know your comments and feedback below. This document will be updated periodically to add new tutorials and adjust sample project and applications as required. File Updates: Files updated on May 19, 2016 to include Adobe Spark.Files updated on March 16, 2016 to include Capture CC, Post, Photoshop Fix, Animate CC, Experience Design CC (Preview), Fuse CC (Preview), Character Animator, and Portfolio. Files updated on July 13, 2015 to include Preview CC, Comp CC, Hue CC, Brackets, Slate, and Stock; Links to tutorials fixed and additional links added; product icons now show product name on cursor rolloverFiles updated on November 3, 2014 to include Behance, Behance ProSite, Adobe Framemaker, Voice, Brush, Shape, Color, Illustrator Draw, Illustrator Line, Photoshop Mix, Photoshop Sketch, Ink and Slide, and Premiere Clip; Product glossary now includes links to product information on adobe.comFiles updated on March 26, 2014 to include Adobe LeanPrint.
Bloom's Taxonomy Cheat Sheet by Francie Kugelman http://www.bloomstaxonomy.org
Senior Interactive Software Engineer - Artist - Author - Absintheur - Adobe Education Leader - Adobe Community Professional
I would love to know more about what is out there and what teachers are using. I know that it might be too expensive right now to use AR, but I hope that there is something that can help the students get on board with using technology to learn. Are there an Adobe tools that can help with this process?
Hi all, If anyone is using Adobe programs in Years 7, 8 or 9 with the new National Curriculum, would you mind sharing your ideas? As far as I can see, we need to have a focus on programming. I'd like to see what everyone is doing. I'm going to miss using Photoshop and the like in the Junior Secondary years. Thanks for your help!
E-book production, InDesign, worked with film, editing Premiere dvd productions, Encore, webb-tv, streaming media, multimedia, (ACI in AVID Composer)
Communications Teacher. (Radio-T.V.-Film) AHS Com Dept. Head. AEL Alumni. Run. Write. Film. Photographer. Artist. www.kqks.org Founder
Teacher, author,lecturer, tutorials,raconteur and all 'round good guy.
Interactive Learning Development, Photography, Omni-channel content creation and publishing
What technologies (hardware and software) are you using in your online and blended courses? Distance education has been available to K-12 students for over 100 years, and through distance education technologies have changed over the years, some of the original technologies are still being used. The technologies that have been used in K-12 distance education are described in the below figure. Distance education technologies began with instructional films then moved on to print or correspondence, audio, television and finally accumulating to Web-based instruction. The current Web-based instruction includes print, audio, video, and simulations. The new technologies make online education accessible to more people and thus drive the enrollment to online schools. 1910 - Instructional films were not widely adopted due to the lack of portable and inexpensive projectors. The Rochester public schools were the first to adopt instructional films (Saettler, 1990).1910 - Unsupervised correspondence courses were offered by the Education Department to isolated elementary students in the province of British Columbia. The Department of Education would send explanation booklets and parents would supervise their children’s’ work (Dunae, 1992).1921 - Educational radio was used for supplemental instruction. The Ohio School of the Air debuted their first weekly broadcast on January 7, 1929 (Saettler, 1990).1923 - Supervised correspondence study were offered to Nebraska students. The students worked on the their correspondence courses in the classroom (Mitchell, 1923).1933 - Educational television began supplemental evening programs that was conducted by the University of Iowa’s Experimental Visual Broadcasting Station W9XK (Kurtz, 1959) .1956 - Telecourse study was used by high school students that wished early college credit (Clark, 2013).1961 - Airborne instruction from 23,000 feet was used prior to the use of cable and satellites. A signal was provided by airplanes to Midwestern’s states schools (Clark, 2013, Associated Press, 1961).1965 - Computer-based learning experiments with K-12 students began at Stanford and then a year later at Illinois (Clark, 2012).1967 - Audio conferencing began to include community participation in the Wisconsin Public Radio began creating a connection between the students and instructor (Clark 2013).1973 - Educational satellite instruction replaced the airborne instruction and provided high-quality video-based instruction (Clark, 2013).1984 - Computer-mediated communication help phase the online school crusade by having computer learning environments that were interactive and engaging (Clark, 2013).1985 - Satellite network instruction provided professional development for teachers as well as 19 high school academic courses (Pease & Tinsley, 1986)1989 - Microwave/ITFS network instruction created two-way video to remote sites in Maine and Oregon (Hezel Associates, 1998)1994 - Web-based instruction was first offered by the state-run Electronic High School in Utah (Clark, 2013, Watson & Kalmon, 2005). What technologies (hardware and software) are you using in your online and blended courses? References Associated Press. (1961). Radio stations to take over if TV classes halt. The Kokomo Tribune. Retrieved from http://www.newspapers.com/image/2743886 Clark, T. (2012). History of K-12 online learning. Virtual school MOOC. Retrieved March 20, 2014, from http://virtualschoolmooc.wikispaces.com/ Clark, T. (2013). The evolution of K-12 distance education and virtual schools. In M. G. Moore (Ed.), Handbook of distance education (3 ed., pp. 555-573). New Your, NY: Routledge. Dunae, P. A. (1992). Correspondence education. Retrieved March 20, 2013, 2011, from http://www.viu.ca/homeroom/content/topics/programs/corresp.htm Hezel Associates. (1998). Educational telecommunications and distance learning: The state-by-state analysis, 1998-99. Syracuse, NY: Hezel Associates. Retrieved from: http://files.eric.ed.gov/fulltext/ED438781.pdf Kurtz, E. B. (1959). Pioneering in educational television 1932-39 (A documentary presentation). Iowa City, IA: State University of Iowa. Mitchell, S. C. (1923). For the 90 per cent. The School Review, 31(6), 439-444. Retrieved from http://www.jstor.org/stable/1079372 Pease, P. S., & Tinsley, P. J. (1986). Reaching rural schools using an interactive satellite based educational network: Evaluating TI-IN network’s first year. Paper presented at the National Rural and Small Schools Consortium, Bellingham, WA. (ERIC Document Reproduction Service No. ED281681). Retrieved from: http://files.eric.ed.gov/fulltext/ED281681.pdf Saettler, P. (2004). The evolution of American educational technology. Charlotte, NC: Information Age. Watson, J. F., & Kalmon, S. (2005). Keeping pace with K–12 online learning: A review of state-level policy and practice. Retrieved from http://www.learningpt.org/pdfs/tech/Keeping_Pace2.pdf
I'd like to start creating a simple mobile ap that be accessed by both Android and iPhone. Is there a single tool to get me started or do I need the entire education suite? Thanks for your responses in advance
Does anyone teach students the secret ratio or amazing Fibonacci Sequence? How do you approach it?
Literally thousands of public domain media files that you can use in whatever you like. The Public Domain Project The Pond5 site is a little buggy and awkward but totally worth it for these amazing resources.
Once upon a time, about 20 years ago, Adobe used to have these amazing seminars almost every month promoting or introducing a new software, tip, or how it works with other companies in every city. As a young student, I looked for the opportunity to attend and possible snag some cool door prizes (probably my proudest win was an Adobe t-shirt!)...nowadays, these rarely comes to town anymore? Everything is now online.Or is it just my imagination....
This is a lesson plan for setting up and using Adobe Flash Media Live Encoder
What products or product functions has Adobe discontinued that you would like to see them bring back? For example as a print designer I had to switch to another company's product when they removed JDF functions from Acrobat. Why would they do this when most print providers are using PDF-X? Adobe says not enough Acrobat users were using that feature. PDFs have grown into a hugely diverse tool used to do everything from forms to prefighting. Perhaps it has grown too large...do we need a production platform dedicated to these PDF needs from Adobe?
If you're looking for a student only view of Behance portfolios please see http://studentshow.com instead of going to the normal site. Student Show displays only the online portfolios of students.
What work, if any, are you aware of that is being done to build intelligence into guiding users to and through the use of appropriate software products and production pathways? Here is a pre-amble to provide some context for reflection and response: There is a strange tension that characterizes the emerging applications ecosystem that bears curious hints of Lewis Carrol's Alice: As things get smaller the world gets bigger! With the advent of mobile, pad devices and the app store phenomenon there has been a trend that has effectively atomized product offerings that range from the sublime to the ridiculous (the latter seem to be doing a brisk business). This move away from “fat boy” apps that do everything under the sun to a widget with a streamlined and focused set of functions results in an ever-expanding and daunting universe of choice that is akin to walking through the doors of Willie Wonka's Chocolate Factory with a Golden Ticket in your hand! The creation, hosting, distribution, consumption and presentation of content has also been profoundly affected—subjected to a form of digital origami that can crunch more, richer content into those cute little app icons that one downloads with the tap of a finger. Authoring systems like Adobe's Digital Publishing Suite or Apple's iBooks Author are capable of stuffing such a surfeit of engaging and dynamic content into one seemingly simple little app icon that it puts Doctor Who's Tardis to shame! To say that this is represents a media revolution is understatement. Content media has undergone a functional and spatial transformation akin to making a quantum leap from cave art to the codex. The corollary; however, is that with over a million apps (and growing) up for grabs it begs the question: “Where does one begin?” The choices are daunting to the point of making one balk at the spectre of choosing the right apps. Aggressive and accessible pricing, however, makes the spectre of getting it wrong relatively consequence free and, so, app purchases are, for the most part, like shopping for toys at the dollar store: you never know what you are going to find, there may be something useful and, yet, its ok if it ends up as digital landfill. The app, then, has emerged as the functional equivalent of a curio. This is changing, however, as more serious applications hit the market that port or reinvent functionalities from their fatter predecessors. As the product ecosystem continues to expand it will be increasingly important that marketing and design departments work closely with their development teams to build User Experience (UX) architecture into their distribution hubs that can intelligently guide consumers to appropriate clusters of tools or content and to ensure that the consumer has the right tools for the job and that they don't end up becoming the digital equivalent of newbie outdoorsman on an equipment buying spree at the local outdoor outfitters. Building job-specific or content-specific intelligence gathering mechanisms in their app stores and in-app vehicles will go a long way in building consumer confidence in the overarching brand. Adobe’s use of the Periodic Table metaphor is a good start on creating a cohesive visual synthesis of related products and Adobe's knowledge-base and user groups are second-to-none in providing user supports; however, there seem to be murky areas where there is significant overlap in functionality. Their new cloud service alleviates the concern for overkill. For a reasonable monthly fee you are kitted out with a creative arsenal that would make Arnie Schwartzeneger green with envy! However, there is still much to be done in terms of automating a good portion of decision making with respect to which tools and workflows one should use for a particular type of work and the Adobe's of the world would bring significant value to the customer experience by building highly visual portals that can query consumer intents and make suitable suggestions. This may seem too limited and paternalistic for the cowboy coder, yet, even a seasoned user, can be overwhelmed by the ever-expanding array of tools and technologies. I must admit that in my own attempt to lead a transformation of our design department that will deeply integrate digital mobile workflows I have been stymied by the task of trying to make sense of which workflows and toolsets make the most sense for particular contexts and making recommendations on particular technologies seems an intractable puzzle at times. I may seem rather untutored to some of my technologically erudite colleagues and I have been informed by many that there is no “right” way of doing things. It seemed to me that the nuances of each project required the aplomb of a Pebble Beach caddy in order to select the “right club” for the task at hand. The deep and latent process knowledge and protocols that many experts take for granted is inaccessible to the neophyte and there is no reason why there should not be some sort of pre-application interface that could ascertain the “WHAT” of your project and then present you with a number of scenarios for the “HOW” that would include workflows and tools.” Imagine then, from a User Experience perspective, if all of our various expertise were to be explicitly rendered in a database that linked to a rich graphical front end, say, the very colourful Adobe Table of Elements. Imagine after answering a few prompts that branched down didactic rabbit holes of possibilities, the table of contents “LIT UP” like the letter board on Jeopardy, revealing a stellar constellation to those desperately seeking their bearings! Imagine the pathways to production glowing in front of you, lighting your way from beginning to end and all that remained was to click on it and the appropriate app would download. While Adobe's cloud application manager handles the downloading in this fashion it needs to invest some design capital in "lighting the way" as it were.
From Acrobat to Visual Communicator, what Adobe tools and solutions have worked best for you and your students in creating effective ePortfolios?
As educators we want to empower and encourage those we serve to hone their craft. Adobe makes this easy! The upcoming 2016 Adobe Max is an inclusive event. Educators, Government/Non-profit and full-time students are eligible for huge discounts with codes and appropriate documentation. Let's come together and collaborate.