User experience (UX) design is commonly defined as the process to design experiences and interactions with a digital or physical product that is useful, easy, and enjoyable. User interface design (UI) is commonly defined as the process of designing the visual look of the product and the functionality of the interaction. In this activity, students will be introduced to user experience (UX) and user interface (UI) design, the role of designers, and the design process. To reinforce UX and UI design principles, students will assess and provide analysis on the design of an existing product.
- Adobe Premiere Pro
- Adobe Spark
- After Effects
- Adobe XD
- Adobe Advertising Cloud
- Adobe Analytics Cloud
- Adobe AIR
- Animate CC
- Business Catalyst
- Adobe Captivate
- Adobe Captivate Prime
- Adobe Capture CC
- Character Animator
- Adobe Comp CC
- Adobe Connect
- Adobe Creative Cloud
- Digital Editions
- Adobe Document Cloud
- Adobe Experience Cloud
- Flash Player
- Fuse (Beta)
- Illustrator Draw
- Lightroom Classic
- Adobe Marketing Cloud
- Media Encoder
- Adobe Media Server
- PhoneGap Build
- Photoshop Elements
- Photoshop Express
- Photoshop Fix
- Photoshop Mix
- Photoshop Sketch
- Premiere Clip
- Adobe Premiere Elements
- Adobe Scan
- Adobe Sign
- Adobe Stock
Harness the power of mobile learning and take your students’ creativity to the next level with Adobe Spark apps. In this workshop you’ll explore how social media and mobile learning can create personalized learning experiences that foster creativity.
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.
Learn why creativity is vital in driving student success and how you can promote creativity among students in your classroom. Explore examples of creative classrooms and design your vision of a creative environment using Adobe Photoshop or Lightroom.
This is an Adobe Spark tutorial based on a session I run within various courses here at the University. DOWNLOAD LESSON PLAN LINK TO ADOBE SPARK TUTORIAL The session should last about 45 mins. I have run this session in many forms for a number of years. It appears to work with many fundamental concepts being understood. I am really pleased with this latest Adobe Spark manifestation which students can follow along with on phones and pads and have access to within our virtual learning environments. Enjoy! Comments welcomed! Ian.
A common core aligned geometry lesson curated and altered to support 21st century learning skills. Students will learn first about calculating the surface area of a polyhedra (they should have been exposed to this concept prior to this lesson but not completely necessary) and then draw and create a "net." Students will identify using key vocabulary, the necessary parts of the polyhedra and manipulate several virtual nets and shapes. Students will work in teams to create several paper versions of geometric shapes and finally after watching tutorials, make one in the Adobe product of their choice. Students will finalize their lesson and display their understanding of polyhedra in a final written essay, which should include a picture of their finished polyhedra.
I'm an Innovation Coach for Mason City Schools in Mason, Ohio. I'm a former art teacher who passionate about creativity and solving problems through design thin
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
Freelanced 30+ years, taught in WA State for 10 yrs. Now I teach in Taiwan. It's great as long as I have access to Adobe software! http://www.learndurkin.com
I am head of Creative Arts at a Quaker school in the UK - More information can be found on my web site - www.rosswallis.org
Adobe XD is a vector-based tool for designing and prototyping user experiences for web and mobile apps. Designers can use XD to create static designs and turn them into interactive prototypes that simulates the flow of an app. XD also allows designers to share these interactive prototypes with team members, stakeholders, or clients - who can make comments directly on the prototypes. Designers then review these comments to iterate designs, update the prototypes, and resolve the comments. In this project, students will wireframe, design and iterate a mini-portfolio app prototype. They will turn their app into an interactive prototype, share for feedback, test the app, and finalize the design.
Adobe XD allows designers to create prototypes by adding interactive animations to static designs that simulates the flow of an app. XD also allows you to use a variety of options to share your interactive prototypes with team members, stakeholders, or clients. They can make comments directly on your prototypes so you can easily iterate your design, update the prototype, and resolve their comments. Finally, you can also record the interaction and share a video file with stakeholders. In this activity, students will take an app they designed in XD Design Mode and turn it into an interactive prototype, share for feedback, as well as, test the app and record the interactions.
Adobe XD can be used to switch easily from wireframing, visual design, interaction design, prototyping, preview and sharing, all in one powerful tool. In this activity, students will review the roles of UX and UI designers, be introduced to wireframes, how to design in XD, and use this to create a mobile app portfolio prototype.
Adobe XD is a vector-based tool for designing and prototyping user experiences for web and mobile apps. In this activity, students review user experience design principles, are introduced to the Adobe XD workspace, and edit a template as an introduction to using XD.
In this project, students use Adobe Spark to bring a Great Thanksgiving Listen interview to life with impactful images and other visual storytelling elements. The goal is for students to understand how to use digital media to highlight special moments from the interview and help viewers visualize and understand their interviewee's story. Learning objectives: Understand visual impacts of highlighting an audio interview through digital mediaDefine design considerations and create a storyboard for their storyUse Adobe Spark to create a visual story highlighting a Great Thanksgiving Listen interviewPresent the story and reflect on their learning
This Adobe Spark video introduces students to the basic elements and structure of good storytelling while providing the narrative framework to tell their own unique story about their journeys in creativity.
Students will employ Adobe Acrobat, Audition, and Muse in this module to help create and curate a digital edition based on rare materials pertaining to their university’s history. They will propose a project that investigates journalistic coverage of a campus event or traces similar events or ephemera contributions to better understand campus history. Students will annotate part of these materials based on supplementary research, and they’ll present their findings in written and oral forms. Students will be immersed in history and digital humanities practices, honing their abilities to research, synthesize, and present information. While this unit is based on particular materials found in UNC’s Wilson Library, it can be adapted to suit any campus’s materials or rare book collections.
For this assignment, individual students will research and produce a popular science vlog (a short video) using Adobe Spark fitting the theme of “public health.” Students will synthesize current scientific findings on a specific public health issue and communicate the important points in an aesthetically pleasing and compelling way to viewers, which may include experts and non-experts alike. The video should include voiceover narration as well as images and video clips. Students will gain an increased understanding of how to read and process scientific discourse as well as how to make difficult information easier to understand, honing their summarizing and paraphrasing skills. Students will also improve their research, organization, and design skills.
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.
Learn to create images whose backgrounds have been removed to produce polished multimedia presentations. Creating an image based icon with alpha transparency is easily done with the Photoshop Mix mobile app. This tutorial shows the steps for removing the background from an image of a sprouting seed. The resulting image can be added to slideshows or multimedia presentations such as an Adobe Spark Video.
Use this study guide to prepare for the Adobe Certified Associate Multiplatform Animations Using Adobe Animate CC exam. The study guide includes preparation materials and tutorials for you to use as you prepare for this exam. For more information about the Adobe Certified Associate program, please visit http://edex.adobe.com/aca. To prepare students for the ACA exams, utilize the Adobe Digital Careers curriculums.
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.)