coursework final assignment

1. Lesson Plan: Using Future Technology | ETECH 6393
Mike Brown, Instructor of Creative Strategy Design & Execution
Lesson Title: The Principles of C.A.R.P
Introduction:
This is an introductory lesson in Creative Strategy Design and Execution course. Students will be introduced to some of
the very basic visual design principles needed by entry-level advertising and public relation professionals and put these
foundational skills of Contrast, Alignment, Repetition, and Proximity to use in effective design production using the
Adobe Creative Cloud. This lesson will include the introduction of an emerging technology called the Creative Design
Inspector. This cloud-based software is an assessment tool that helps instructors verify skill acquisition and concept
understanding by learners. This advanced diagnostic tool aids in the review and critique of creative assignments which
typically cannot be included in a massive open online course (MOOC) due to the sheer volume of items that would need
to be individually reviewed by the instructor promptly. The Creative Design Inspector uses artificial intelligence to
break down a very tedious, slow, subjective exercise, the critique of creative work, into an thorough objective process
that is quick and free from personal bias.
Grade or Age Level of Student(s):
Senior level university students in a MOOC, Creative Strategy Design and Execution, in the Advertising and Public
Relations sequence in the School of Journalism and Strategic Media at the University of Arkansas, accessing the course
online through the University of Arkansas e-Versity. The course focuses on acquiring an understanding of the creative
conceptualizing and execution processes practiced in the field. Not an introductory course, Creative Strategy &
Execution presumes knowledge of target markets, understanding of advertising objectives and the uses of various
media.

2. Objectives:
After the completion of this lesson, students will...
• demonstrate a knowledge and understanding of the principles of CARP, by scoring satisfactorily on a quiz of creative
design related terminology and concepts (performance assessment) ISTE standards met: 1d | 4b | 6a | 6b | 6d
• when shown an assortment of designs, be able to assess proper design principle use that meet project specifications
without error. (performance task #1) ISTE standards met: 1d |3a | 3b | 3c | 3d | 4b | 6a | 6b | 6d
• create an effective original visual design using the Adobe Creative Cloud software that contains all required elements
and effectively utilizes the principle of CARP (performance task #2) ISTE standards met: 1d | 2c | 3a | 3c |3d | 4a | 4b |
4d | 6a | 6b | 6d
Standards Addressed:
Content for this lesson is aligned to ISTE Standards
Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences.
• 1d | Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use
and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Digital Citizen: Students recognize the rights, responsibilities, and opportunities of living, learning and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical.
• 2c | Students demonstrate an understanding of and respect for the rights and obligations of using and sharing
Intellectual property.
Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and others.
• 3a |Students plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.
• 3c |Students curate information from digital resources using a variety of tools and methods to create collections of
artifacts that demonstrate meaningful connections or conclusions.
• 3d | Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories
and pursuing answers and solutions.

3. Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by
creating new, useful or imaginative solutions.
• 4a | Students know and use a deliberate design process for generating ideas, testing theories, creating innovative
artifacts or solving authentic problems.
• 4b | Students select and use digital tools to plan and manage a design process that considers design constraints and
calculated risks.
• 4d | Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media appropriate to their goals.
• 6a | Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication.
• 6b | Students create original works or responsibly repurpose or remix digital resources into new creations.
• 6d | Students publish or present content that customizes the message and medium for their intended audiences.
Timeline:
One week will be allowed for lesson activities.
Materials:
• computer with access to Adobe Creative Open Cloud
• Non-Designer's Design Book, an open educational resource (OER)
• Blackboard CMS which includes the following:
o Written instructions on completing the lesson
o C.A.R.P lecture presentation (online video & PDF)
o Access to open resource image and graphic repositories for design elements
o Online self-assessment survey of concepts and terminology
o Online resources for learning activity #1 & #2
o Online resources to aid in completion of performance task
o Instructor access to Creative Design Inspector website

4. Grouping Strategies:
Students are required by course syllabus to have access to a Windows or Macintosh computer that meets basic system
requirements sufficient to complete assignments.
Learning Activities:
Lecture Module: The Principles of CARP
Video lecture
• This video lecture, narrated by instructor, will introduce students to the four basic design principles of Contrast,
Alignment, Repetition, and Proximity through definition, explanation of terminology, and visual examples.
• PDF version of presentation available for download and printing.
Suggested reading
• Non-Designer's Design Book, The, 4th Edition, OER
Online Surveys
• Learners will complete self-assessment online surveys to redundantly emphasize key concepts and terminology.
Application Practice Module
• Activity #1: This learning activity allows students to apply the CARP design principles learned during the
lesson. Using provided Adobe Illustrator templates, students will use provided paragraphs of text to create
designs by applying specified CARP principles. They will then compare their work to examples of correct usage
for self-evaluation.
• Activity #2: Students will access online survey of to view and evaluate good and bad examples of creative
design and be asked to identify CARP principles present and evaluate their effectiveness. Automated feedback
will reiterate best practices on principles use.
Performance Task Module
Learners will access Adobe Creative Open Cloud software via computers to create an effective original visual
design that contains all required elements and effectively utilizes the principle of CARP.

5. Diversity:
• All lecture videos will include closed captioning and transcripts.
• The use of the Creative Design Inspector for grading creative assignments will remove the personal and cultural
bias from the grading equation by rendering an objective assessment of student work.
Assessment:
• A multiple-choice performance assessment quiz will be used which emphasizes higher order thinking skills based
on real world problems. This quiz will be administered and graded via Blackboard and immediate feedback will be
provided to learners.
• The performance task will be submitted via Blackboard and instructor will utilize the automated Creative Design
Inspector tool to submit the student designs and perform an objective analysis of design based on the predefined
criteria which will include:
▪ Creative use of the four principles of CARP
▪ Verifying original work by comparison to other student submissions
▪ Checking for inclusion of copyrighted or plagiarized elements
References:
• ELT model: Constructivism
• ISTE STANDARDS FOR STUDENTS: https://www.iste.org/standards/for-students
• The University of Arkansas. (2019). JOUR 4423: Creative Strategies and Execution [Course syllabus]. Fayetteville,
Arkansas: Mike Brown.
• Williams, Robin. The Non-Designers Design Book: Design and Typographic Principles for the Visual Novice. Peachpit
Press, 2015.