9 results for "interviewing"
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    Author Chat with Don Wettrick, The Innovation Teacher Live Event Jan 11, 2017 Watch a recording

    Author Chat with Don Wettrick, Innovation Teacher Don Wettrick is a teacher and the author of Pure Genius: Building a Culture of Innovation , a book written for teachers on how to help students develop innovation mindset to approach problem solving, product development and more. Join us for an hour-long session where we will hear about Don's work inspiring innovation in the classroom, and how it applies to our Adobe Educator goals of equipping the next generation to be creators—not just consumers—of digital media. This session starts with our AET Community Manager interviewing Don, and later opens up for general Q&A from participants. What: Author Chat with Don Wettrick, Innovation Teacher When: January 11, 11am San Francisco Time Who: All Adobe Educators Where: AET Open Connect Room: https://eduadvisory.adobeconnect.com/adobeedutrai... Click for Time Converter *This session is developed and led by members of the Adobe Education Trainer community. Interested in becoming an Adobe Education Trainer? Check out our qualifying programs. Questions? Email: adobeedupd@gmail.com

    Story creation tips Best Practice by Adobe Education Jun 28, 2010 625 0

    Creating a video is a multistep process: planning, shooting, interviewing, writing, and editing. During each stage of the process, you develop your story to best reach your audience. The tips in this guide describe ways to plan, shoot, and capture moments to make your videos compelling.

    Web Design Institute Curriculum by John Flint Sep 20, 2011 Products Acrobat Dreamweaver Photoshop
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    Our goal is to provide all students enrolled in the Web Design Program an opportunity to obtain employment skills above and beyond the normal required curriculum of the program. These skills will be incorporated into the newly formed Web Design Institute course. The course will consist of an additional 12 weeks of instruction that will be incorporated into the regular program. The institute will encompass dress for success, interviewing experience, job shadowing, and job skill search and procurement. These skills will be provided by interactive experience.

    Visual Design CS5: Advertisements Project by Adobe Education Jun 22, 2010 Products Acrobat Photoshop InDesign 2.6k 10

    Students will work with a client to create an advertisement in Adobe Photoshop CS5, Adobe InDesign CS5, and Adobe Acrobat 9 Professional. They will work with a client to identify the goals, audience, and purpose of an advertisement by interviewing clients and designing and providing multiple comps of their advertisement designs to the client. Students then engage in a review and redesign cycle with their clients. They also conduct a focus group to gain feedback on the usability and overall effect of their advertisements. Finally, Students build their client advertisements for placement in print, web, and video collateral. This is the fourth project in the Adobe Visual Design: Foundations of Design and Print Production curriculum.

    Visual Design CS5: Advertisements (British English version) Project by Adobe Education Aug 13, 2010 Products Acrobat Photoshop InDesign 1.0k 1

    Students will work with a client to create an advertisement in Adobe Photoshop CS5, Adobe InDesign CS5, and Adobe Acrobat 9 Professional. They will work with a client to identify the goals, audience, and purpose of an advertisement by interviewing clients and designing and providing multiple comps of their advertisement designs to the client. Students then engage in a review and redesign cycle with their clients. They also conduct a focus group to gain feedback on the usability and overall effect of their advertisements. Finally, Students build their client advertisements for placement in print, web, and video collateral. This is the fourth project in the Adobe Visual Design: Foundations of Design and Print Production curriculum.

    Collaborating with Oregon State Parks Project by Eva LaMar Aug 14, 2010 1.1k 6

    4th and 5th grade students collaborated with Oregon State Parks in the creation of a series of podcasts that shared primary source documents and pictures of an Oregon State Park. We used Buzzword to organize our Podcasts and get feedback from Ranger Crispin. Ranger Crispin gave us a CD of primary source images that we used in all 4 of our podcasts. Students self-selected interest areas about the specific State Park (Thompsons' Mill State Heritage Park) and chose a series of pictures that they thought would best tell the story. Students then conducted research about the topic of choice. This included interviewing Ranger Crispin in person during a field trip, and later using the power of Buzzword at Acrobat.com. Buzzword bridged the limits of distance and time and allowed our students to work closely with Ranger Crispin. I have included 2 Buzzword documents. THe first document was used in developing a podcast about the historical house located at Thompsons' Mill State Park. The second document did not use any images. Students logged in on my account and wrote out questions, uploaded pictures, and then worked on the editing process through the podcast development. Both documents are exactly as they appeared on Buzzword. Buzzword allowed us to work asynchronously with Ranger Crispin. This was the key to our success in working with an 'expert in the field'.

    Service Learning News Story Project Lesson Plan by Adobe Education Apr 5, 2017 Products Adobe Premiere Pro Photoshop 10 1

    This lesson by David Smith demonstrates ways in which documentary video can be utilized to create multi-modal 21st century literacy assignments. David's class produce short television news stories promoting service learning and social good projects on campus. -- Lesson Outline: Phase 1: Pre-Production Students chose a topic, and then learned about storyboarding (to plan shots), outlining, and script production. They scheduled and arranged interviews. Phase 2: Production Students learned about how to focus on the story and create a basic narrative structure. They learned to identify basic shots focus on story (wide, close up, medium) and the messages they can help convey. They learned about and shot b roll, and practiced basic audio recording. We also discussed interviewing techniques. Phase 3: Editing Using Adobe Premiere Pro and Adobe Photoshop, students practiced the following skills as they edited their footage: Importing footage (organizing into folders by projects etc.)In and out pointsLooking for shots - shot selection/labeling/organizing (bins etc.)Adding basic titles (lower thirds, rolling titles, establishing titles to introduce stories)Making basic audio improvements (with audition or the basic features in PP) Phase 4: Evaluation As a class, we reviewed the work. We used the attached rubrics to evaluate and assess our learning.

    Flash Animation Project Assessment by PETER WALLACE Jun 27, 2014 Products Animate CC 1.9k 1

    For this project you are to create a multimedia learning object using Flash. Your client will be a teacher who wishes to use the learning object in teaching. For this project you will need to determine your client’s needs and use this to plan and develop your learning object to your client’s satisfaction. You will also need to test your learning object thoroughly and write an evaluation using the CIPP model. Project Details 1) Your client a) Your client will be a teacher at this school. b) You may wish to choose a client who teaches a subject that interests you, however, you need to discuss your choice of client with the ITS teacher before making that choice and your ITS teacher will initiate contact with the potential client. c) 2) Your log & preliminary planning a) As is previous projects you are required to keep a log. Your log helps to demonstrate your problem solving techniques, in particular your use of the DDE Cycle. b) Before interviewing your client you are to prepare a client interview sheet. c) After the interview you are to write a detailed task analysis, indicating the tasks you will need to complete to meet the client’s needs. d) You should plan your time, indicating when various steps of the project need to be completed. A Gantt chart would be a good way to do this and it should include major items from the task analysis. e) Your log must record stages in your design and development and indicate how well you are keeping up with the schedule shown on your Gantt chart. Also summarise discussions with your client, decisions made, and justification of these decisions. Be sure to mention problems and challenges you faced and how you resolved them. This is another very important contributor to your problem solving grade. f) Write a risk management plan outlining the risks to successful completion of your project and how you will manage these risks. 3) Your design a) This needs to be a sketched representation such as a storyboard. It must be completed before you start work on your learning object. b) Your design should include enough detail so that if the job had to be passed to another Flash designer, the client’s requirements would still be met. It should include details of content, layout & colour schemes, text specifications as well as the more technical details such as layer and scene organisation and library objects. c) Your design must be shown to the client and modified as requested by the client. When your client is satisfied with the design, you should have your client sign the final design. (Don’t forget to record these interactions with your client in your log.) 4) Development a) Do not start development until your plan is approved by your client. b) Make sure you implement plans from your risk management plan. c) Further discussions with the client are appropriate at this stage. d) Make regular log entries. e) You will need to show the learning object to your client when you have it working, then respond to client feedback. When the client is satisfied with the content, functioning and appearance of the product, he/she should sign an appropriate log entry. 5) Testing a) You will do a significant amount of testing during the development stage which you document on your log. In this stage you include details of your rigorous alpha and beta testing of the learning object. b) Make sure you follow instructions for testing as provided on the learning portal. 6) Evaluation a) Your evaluation should be added to the WP document you used for your progress check. b) Start with an introduction which includes the purpose of the product and a brief summary of what it does. c) Follow instructions for the CIPP evaluation model as provided on the learning portal. 7) Submission a) Deliver your product to your client and ensure that he/she can operate the product unassisted. Make sure this is documented in your log and signed by the client. b) Your movie is to be submitted electronically. c) The following are to be submitted at the same time, in the order shown below. All pages must be stapled or bound in a booklet in such a way that all pages are readily accessible. If you are submitting this electronically, you are advised to combine the components in a PDF portfolio. i) Your cover sheet which includes a statement of authorship. ii) Criteria sheet and competency pages. iii) Your log. iv) Your interview sheet recording information from the interview, Client needs analysis/Gantt chart. v) Your design pages – storyboard and sketches etc. vi) Your evaluation and testing documents. 8) Final submission is due June 2. Copy this statement to your cover sheet. Statement of authenticity The work submitted in this assessment piece is my own. I understand the consequences of submitting the work of others with the intention of claiming it as my own. __________________________ Student signature _____________________ Date Criteria Sheet for P3: Animation Project Standard A Standard B Standard C Standard D Standard E Knowledge and communication The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: accurate and comprehensive definitions, explanations and use of terms, concepts and principles related to animations. accurate and detailed definitions, explanations and use of terms, concepts and principles related to animations. definitions, explanations and use of terms, concepts and principles related to animations. simple definitions, explanations and use of some terms, concepts and principles related to animations. superficial definitions or explanations, and inconsistent use of terms, concepts or principles related to animations. coherent and clear communication of concepts, principles and design processes using mode, genre and language conventions discerningly. clear communication of concepts, principles and design processes using mode, genre and language conventions effectively. communication of concepts, principles and design processes using mode, genre and language conventions appropriately. simple communication of concepts, principles and design processes using basic mode, genre and language conventions. some communication of concepts, principles or design processes. Design and development The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: comprehensive and discerning analysis of client needs and purpose to inform the design plan detailed analysis of client needs and purpose to inform the design plan analysis of client needs and purpose to inform the design plan simple analysis of client needs and purpose to inform aspects of the design plan superficial analysis of isolated aspects of client needs and purpose thorough and systematic synthesis of information to design solutions effective synthesis of information to design solutions synthesis of information to design solutions superficial synthesis of information to design solutions statement of information or obvious solutions Comprehensive development and thorough testing of components to refine solutions. logical development and reliable testing of components to refine solutions. development and testing of components to refine solutions. guided development and partial testing of components to refine solutions. guided development of isolated components to produce partial solutions. Implementation and evaluation The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: use of a variety of complex technical skills and resources to present an efficient and effective solution use of a variety of technical skills and resources to present an efficient solution use of technical skills and resources to present a solution use of basic technical skills and resources to present a partial solution use of isolated technical skills to produce an output discerning and thorough evaluation of solution against the defined criteria, using CIPP. effective evaluation of solution against the defined criteria, using CIPP. evaluation of solution against the defined criteria, using CIPP. simple evaluation of solution against aspects of the defined criteria. statement of opinion about aspects of the defined criteria.