Advertising and Critical Thinking Skills Advertisement is a powerful manipulative force as well as a powerful creative force. Learning how to identify the different strategies used by advertisers and how they are used is an important life skill and involves critical thinking skills. One project involves having students first evaluate advertisements from different media and brainstorm on the different strategies they believe are being utilized and how effective they believe them to be and whether they are used alone or in tandem. Second, students will learn about different advertising strategies by watching video and reading articles before creating a summary chart. Third, students will use various media to create their own advertisements using digital manipulation including still photos and video as well as audio effects. Fourth, we will explore our views on the ethics of digital manipulation and the inaccurate messages they convey in both advertising and other media.
- Adobe Premiere Pro
- Adobe Spark
- After Effects
- Adobe XD
- Adobe Advertising Cloud
- Adobe Analytics Cloud
- Adobe AIR
- Business Catalyst
- Adobe Captivate
- Adobe Captivate Prime
- Adobe Capture CC
- Character Animator
- Adobe Comp CC
- 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 design thinking and take your students’ creativity to the next level with Adobe Experience Design CC. In this workshop, you’ll explore how design thinking and mobile development can foster creativity in your teaching practice.
The National Council for Excellence in Critical Thinking defines critical thinking as an “intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” The process tends to help us judge and evaluate situations based on understanding the related data, analyze it, build a clear understanding of the problem, choose the proper solution, and take actions based on the established solution.
When creating learning activities and opportunities, it helps to have a context or frame of mind from which to structure experiences. Design Thinking is a creative process to help groups come up with solutions. The site listed offers a free toolkit for educators.
Learn how digital media experiences can deepen student understanding of subject-area content, encourage critical thinking, and develop media literacies.
Understanding the core approaches of the design thinking process helps both designers and non-designers to use the process properly. in this article, I tend to overview how problems are addressed in the different design thinking processes.
I am collecting resources for my new course "Algorithms & Computational Thinking Using Python". I using Python3.5-32 which is a free download from Python.org.This version of Python is the newest stable version available. Downloads for Mac, Window and linux. It includes a GUI Interface called IDLE. All free. https://www.jetbrains.com also has a free version of Python 3.5 snd a dynamic GUI front end. It is also free. It is called PyCharm Edu. It provides tools to organize your code, labs and solutions. All for now.
Kick-starting Creative Thinking Using The Restriction Method by Kev Lavery The recording - https://edex.adobe.com/resource/c4d5523b/ Software - After Effects, Photoshop and Behance Location: https://my.adobeconnect.com/tkitchen Description The restriction method is a really valuable technique for encouraging creative thinking, problem solving and boundary-less play. Placing restrictions on tasks or processes can open up entirely new approaches to skills, techniques or ideas. It's seems counter-intuitive but it is a great way to help kick-start creative thinking.How many different ways could you animate the same image? I set myself this challenge in 2015 and I am still finding heaps of new ways of doing it (and developing new skills)https://www.behance.net/gallery/29859911/CMYK-Self...https://www.behance.net/gallery/25274205/GIF-Self-... About the presenter Following several years as a senior media teacher in Melbourne, Kev Lavery is now a Training Liaison Officer for TAFE Queensland, based in Brisbane. He writes regularly for Screen Education and is an Adobe Education Leader.
Educating Change Makers: The Power of Undisciplined Thinking, USC's Erica MuhlThought Leadership in Higher Education speaker series.Technology has driven the rate of change in business and industry to a point where established modes of education are no longer sufficient to give our students the advantages they need in today’s marketplace. Dramatic and ongoing shifts to traditional career paths for college graduates are causing institutions around the globe to examine usual practices, and re-think decades of educational norms.Erica Muhl, Founding Executive Director of the USC Iovine and Young Academy discusses the program’s radical new bachelor of science degree in Arts, Technology and the Business of Innovation, and the New Literacies that will allow coming generations of college graduates to master change by un-linking innovation from state-of-the-art technology.Speaker Bio:In May of 2013, Erica Muhl was appointed as the founding executive director of the USC Iovine and Young Academy for Arts, Technology and the Business of Innovation, which welcomed its first freshman class in fall 2014. Simultaneously, she serves as the dean of the USC Roski School of Art and Design. Previously, she served as associate dean of the USC Thornton School of Music. Dr. Muhl joined USC in 1991 as Assistant Professor of Composition in the Thornton School. A full professor with tenure since 2004, she now holds a dual appointment as Professor of Art and Design, and Composition. As a creative artist, scholar, teacher and administrator, Muhl has remained committed to maintaining rigorous standards for academic excellence, while helping to forge new models for higher education that address a growing societal need for cross-disciplinary expertise. She has been a catalyst for change in the field, in particular as a strong public advocate for integrative programs that emphasize critical thinking, and utilize arts-based pedagogical models to support unique and individual pathways to the degree.
Young people need to be encouraged to think deeply about their own work and the works of others, to provide useful feedback and critique, and to continually explore how to improve upon works so that they can have the greatest impact on their intended audience. The Critical Response Technique is one way to help foster this reflective approach. This Critical Response Handout can be used by youth to help guide them through the process when viewing media and giving feedback.
The course provides the students with an understanding of the discipline of visual design through its development over time and its different application fields. During the historical narration certain elements of design criticism and points for reflection are put forward in order to encourage the students to reformulate the themes dealt with in the course. Research and critical analysis as well as local and regional visual culture are addressed. Topics are presented chronologically and thematically. The course covers a survey of visual design origins to post modernism and de-constructivism.
This stand-alone 90 minute session, derived from a longer 10 week course, is aimed at intermediate Premiere Pro users who we can assume have a basic understanding of the Premiere Pro Application and work-flow. A typical participant will start this session being able to; import footage, edit clips on the time-line (using the Select Tool) and export a movie. It is unlikely participants will have engaged with deeper elements of the application interface and will be unaware of the rich functionality Premiere Pro offers the creative editor. The purpose of this session is to develop critical thinking in relation to film narrative. The session is designed to facilitate a 'eureka moment' where students experience how the tools in Premiere Pro can support critical creativity above and beyond that of a simple edit... The session uses 'Flip Learning Techniques' - where we expect the student to undertake a series of video tutorials providing nuts and bolts training for the application - before attending the session. I mount these on my University 'Online Learning Environment' (Moodle) where they are available to my students (your own web page or an email with text and links would also suffice). As well as providing pre-session exercise, flip learning also provides a resource that can be referred to by students during my session. Great as a 'referable reference' and as support for those participants who have 'not done their homework'.
Goal: This project will ask students to use critical thinking and visual analysis skills to create a collage silhouette of a character from literature using Adobe Photoshop. Learning Objectives: Practice critical thinking skillsPractice visual analysis skillsLearn basic Adobe Photoshop skills including layers, masks, selection tools and file managementLearn about Creative Commons and copyright laws to be good digital citizensPractice creativity by producing an original collage portrait Time: This project will need 2-5 hours of class time to complete Sequence: The project is best done through this sequence of events: Students are introduced to the projectStudents and teacher discuss visual analysis and how to connect character attributes to a image either directly or through symbolsStudents are given time to think of and list character attributes and corresponding imageryStudents are introduced to copyright law and Creative Commons as well as how to use Google Images to find images they can use without breaking copyright lawStudents are given time either in class or outside of class to look up images on Google Images and save them to a folder on their Google DriveStudents are given a brief tutorial on how to use Adobe Photoshop in classStudents are given time to work on the project in classStudents can be given more time to work on the project in class or assigned as homework outside of class (the media lab is available before and after school or during flex periods)Once completed, students then write a short paper on the individual choices of their images, and how they connect to the character attributes, displaying that they know their character wellFinally, students present their collage images to the class, giving a brief presentation of the images and why they chose those images.
My lesson plan and video walks a teacher and audience through the Dancing Raisins demonstration to facilitate critical thinking with respect to density. The intent is for the teacher and students to have their own version happening at their desk or table for minute by minute observation and data recording.
Has anyone use the design thinking process to introduce a PBL unit or Inquiry-based problem to their students? If so, any concrete tips/tricks/strategies to share?
During the Digital Media and Learning: Design Thinking for Mobile Development workshop, participants were asked to reflect on and list ways they could use design thinking with students to foster creativity in a teaching and learning context. How can design thinking be used as an instructional tool in your own classroom? This discussion post is part of the Adobe Education Exchange Professional Development Workshop Digital Media and Learning: Design Thinking for Mobile Development.
The Assessing Computation Thinking in Making Activities (ACTMA) project aims to create embedded, adaptive, and culturally unbiased activities and formative assessments of computational thinking (CT) in STEM that can be used in informal learning spaces such as makerspaces, but can also be brought into more formal physics classroom experiences. Our 2-week summer program will bring 20 students together to pilot our activities and assessments created thus far in the project. Makerspaces are informal community workspaces where people can congregate to create and innovate. Students are provided with the time and space in which to work, and they have permission to be creative and possibly fail. Makerspaces are excellent environments for demonstrating the versatility of CT. Although makerspaces can contribute to all kinds of “making,” the focus of this project is on computational making. ACTMA addresses the current lack of a formative assessment that can evaluate student acquisition of CT skills as well as guide the design of learning activities.
Turning the wheel Lightroom / Photoshop which is best for Photographers, Editing Acrobat documents, Telling it with Slate Software - Slate, Acrobat Pro, Lightroom Recording available via:https://my.adobeconnect.com/p17ze2qxinz/About the presenter Gary Poulton teaches Visual Art, Photography and Design at Wyndham College, a senior high school in Western Sydney, NSW, Australia. For Gary creative and critical thinking is essential to good education and the development of the whole person. Educating for life and well being is a core part of his philosophy. as a teacher. Gary on Twitter Gary on the Adobe Education Exchange Gary on the web
Looking for teachers in K-12 who have integrated computational thinking into their curriculum. In the process, do you teach any programming using Actionscript?
Bringing innovation to school How can schools help to develop the next generation of innovators? Join Suzie Boss, a Project-based Learning advocate and author, to see how educators are designing challenges that unleash student creativity. Session Recording You can also watch the recording via this link on the Adobe Education Exchange. About the session This webinar will share examples of educators who are designing right-sized challenges to unleash students' creativity and deepen their problem-solving abilities. Join us to pick up some strategies you can borrow and put to use in your own learning environment. About the presenter Suzie Boss, Project-Based Learning Advocate and Autor Suzie Boss is a journalist and consultant who focuses on the power of teaching and learning to improve lives and transform communities. She has developed programs for nonprofit organizations that teach youth and adults how to improve their communities with innovative, sustainable solutions. She is coauthor of Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age and Thinking Through Project-Based Learning: Guiding Deeper Inquiry, and lead author of PBL for 21st Century Success: Teaching Critical Thinking, Collaboration, Communication, and Creativity. Suzie is a regular contributor to Edutopia and the Stanford Social Innovation Review, and her work has appeared in a wide range of other publications, including Educational Leadership, Principal Leadership, The New York Times, Huffington Post, and Newsweek.
Lego bricks extend their role as a play toy to contribute to design thinking inside large organizations through the Lego Serious Play tool. Design thinking is an essential process for companies who would like to lead the market through creativity and innovation. The target from the process is to build a solid understanding of the problem in order to reach creative solutions. However design thinking is a complex process which combines both logical thinking and creative imagination in order to build innovative products and services.
Stanford's d.school has pioneered different design thinking best practices for use in classrooms. Their K12 wiki includes many interesting ideas for teaching design thinking principles to younger students. This page from the wiki includes a definition of what an empathy map is, how to use it in the classroom, and lesson plan you can implement today. Try creating empathy maps as a way to understand a customer or stakeholder's need before designing a solution to their problem.
Developing Creative Learners in K-12 Classrooms Creativity is no longer an elective, it's the future. In a recent survey, 85% of people agreed that creative thinking is critical for problem solving in their career.* And with the challenges the world is facing today in our global economy, in our environment, and in social issues, the need for creative ideas has never been greater. Which is why we believe creativity must be a priority in education. Today’s students want to make a difference in the world. And they want to do it their way, using the tools of the connected world they’ve grown up in. Our opportunity is to provide an engaging learning environment that supports learning on any device, any time, from any location. And our imperative is to foster creative thinking, collaboration, and the development of digital skills. This webinar will share the strategies and tools used in our classroom to ensure students are given these opportunities to develop creative confidence to become innovative thinkers of the future. Join our Australian Adobe Education Leaders as they showcase how to encourage creativity, digital skills and collaboration in K-12 Classrooms. How will you develop creativity? Join us for some inspiration. Session Recording and Links Links and resources used in this session can be found here About the host Pip Cleaves is a Senior Education Specialist at Design | Learn | Empower. She supports schools, universities, and corporations to develop online and face-to-face professional learning opportunities. She uses the skills she developed during rollout of large ICT Programs for NSWDEC in Australia to ensure the focus of all activities are to encourage learning through technology and the development of skills to support the 21st century work environment. Pip on Twitter Pip on Adobe Education Exchange Pip on the Web
The "flipped classroom" is a very popular trend in education at the moment. More and more teachers are using online video/multimedia content as a prerequisite for lessons, allowing class time to be opened up for more constructivist engagement. This type of approach seems particularly well suited to technology/design disciplines which require both hard skills (hardware, software etc.) and soft skills (critical awareness, collaboration, teamwork etc.). I am currently researching this area and was just wondering if anyone is actually currently using this approach in their tech/design classroom, as I am?