This document outlines a session for a Digital Technologies 120 course. It introduces the purpose and vision of the course, which is to teach students modern multimedia skills through hands-on experience with digital audio, video, images and website design. The curriculum and assignments are explored, including examples. Updates are discussed. Literacy is an important component, and Universal Design for Learning principles are linked. Sample projects are provided for different units, along with rubrics and checklists for assessment. Hands-on activities are planned to apply the skills.

1. Digital Technologies 120
Modern skills for a modern world

2. Session Outline
• Introduction to Session
- What is the purpose of the session
• The Vision of this course
- What is it trying to teach students? What is DT120 all about?
- FIT connections
• Curriculum exploration
- look at the curriculum and the appendices and how they are
linked throughout the curriculum
- look at the updates to the course
- UDL links
- look at the literacy component to the course
• Assignment Examples
• Complete assignments from the Curriculum

3. FIT – Focus on Information Technology
• We live in a country where there are not enough people prepared to
fill the needs in IT.
• Part of the problem is High School Students have no clue what
careers in IT are out there.
• The FIT program preps them – Hooks them – by helping them
connect what they like to do with careers that exist.
• Every Sector uses Technology – FIT prepares students for work in all
industries
• Digital Literacy important!

4. DT120 & FIT

6. FIT Competencies

7. The Vision For This Course
• What is it trying to teach students?
• What is DT120 all about?

8. What is Digital Tech?
• Digital Technologies 120 gives students hands on
experience with modern multimedia
technologies. It will introduce them to issues
such as copyright, design, communication and
production. Areas studied include: digital audio
and video, digital image production and
manipulation, and website design.

9. The Outcomes
• G.C.O. 1.0 Demonstrate an awareness of the
ethical and copyright implications of media
creation.
• G.C.O. 2.0 Explore principles of effective design
and communication.
• G.C.O. 3 Design and create media products in a
variety of formats.

10. GCO1
opyright & Digital Tech 120
• Students need to know what copyright is and how it
applies to them in the context of this course. Often taught
in the context of what type products they are producing.
• Basic understanding of Canadian copyright law
• Fair Dealing
• Public Domain
• Creative Commons licensing

11. Copyright Clear Images, Music & Video
http://morguefile.com http://sxc.hu
http://www.archive.org/
http://dig.ccmixter.org/ http://www.flickr.com
http://www.jamendo.com
http://www.freesound.org/

12. Example of Student Copyright Free Work
• Open File Titled:
“Student_Example_Copyright.wmv”
from the Example Folder.

13. GCO2
Design & Communication
• Its just as much about the process as it is about
the product
• Evidence of planning
• Understanding the Target Audience
• Done in the Context of 4 Areas of Study

14. Suggested Units of Study in DT120
• Digital Imaging
• Web Design
• Digital Audio
• Digital Video Production

15. Digital Imaging
Know Do
Image resolution, image sizing and Use layers effectively
image file formats
Produce and reuse images
Elements of an image editing
Use various selection tools
software interface
Transform images
When and how to make image
adjustments (e.g., brightness, Retouch images
contrast, hue and saturation)
Combine more than one image
How to manage assets throughout
digital image production workflow Add and manipulate text in a
project
Apply filters or effects

16. Sample Project - Magazine Cover
• Through this activity you will have an
opportunity to practice using text
layers. You will create a magazine
cover that has several layers of text
with different font styles, colors and
sizes.

17. Website Design
Know Do
How to manage assets and use Communicate plans with
file-naming conventions storyboard or wireframes
Principles of user interface design Optimize JPEGs and GIFs
o navigation menu
Integrating images and text
Principles of information design
o organizing content Design and create an
aesthetically appropriate web
Principles of graphic design pages
o color scheme
o layout Incorporate color and layout
o multimedia content consistently
Design for maximum usability and
Basic HTML
accessibility

20. Sample Project – Website Design

21. Sample Project – Website Design

22. Example of Student Work

23. Digital Audio
Know Do
Basic science of sound Create multi-track projects
Common audio file formats Import existing audio into a project
Create sound effects.
Elements of a digital audio editing
software interface Record audio in software
How to organize and manage Perform basic audio editing tasks
audio assets
Apply effects
Export final production into a
common audio format

24. Sample Project – Digital Audio

25. Sample Student Work
• Open File Titled:
“Student_Example_Digital_Audio.mp3”
from the Example Folder.

26. Digital Video
Know Do
Common video file formats Use shot lists or storyboards to
plan projects.
Elements of a video editing
software interface Shoot a sequence
Basic principles of animation Animate a sequence
o Frames per second
o Recognize different types Incorporate music/audio into a
of animation product.
Videography techniques Import video into a project
Organize and manage video, Perform basic video editing tasks
image and audio assets Export final production into a
common video format

27. Sample Project – Digital Video

28. Sample Student Work
• Open & Watch the Video Titled :
“Student_Example_Digital_Video.wmv”

29. Open Source/Cheap Solutions
• The Curriculum is being designed with not specific
software in mind. This is so limitations due to financial
restraints will not hamper the ability of a school to deliver
this course.
– Audacity (Digital Audio)
– Gimp (Digital Images)
– Windows Movie Maker Live (Though not “free” does
come with most Windows based systems)
– Wordpress/Blogger/N-vu (Web Design)

30. Updates to Curriculum Document

31. Literacy is an important component
• We the traditional literacy skills are key as are the digital literacy
skills.
• To cultivate literacy skills, students of digital technologies will
demonstrate:
1. proper evidence of planning through the use of
1. graphic organizers,
2. planning sheets,
3. peer editing and brainstorming sessions.
2. Students will also be involved in creating scripts for both Audio and
Visual units.
3. Student reflection on the process of a project as well as the goals
and outcomes.

32. Keys to language arts and literacy
reading and viewing
• Reviewing materials to assist in the creation of products and when
appraising technology media.
Writing and representing
• through the creation of written and visual products such as
storyboards, scripts for short films and other technology platforms.
Speaking and Listening
• Students will apply their oral language skills through classroom
interactions and presentations to peers.

33. Sample Project – Website Design

34. Sample Project – Website Design

35. Sample Project – Digital Video

36. UDL – Universal Design for Learning
• Is a “framework for guiding educational practice that provides
flexibility in the ways information is presented, in the ways students
respond or demonstrate knowledge and skills, and in the ways
students are engaged. It also “...reduces barriers in instruction,
provides appropriate accommodations, supports, and challenges, and
maintains high achievement expectations for all students, including
students with disabilities and students who are limited English
proficient.” (CAST 2011).
• Important principles planning and assessing:
– Multiple means of representation: provide diverse learners
options for acquiring information and knowledge
– Multiple means of action and expression: provide learners
options for demonstrating what they know
– Multiple means of engagement: tap into learners' interests, offer
appropriate challenges, and increase motivation

37. Sample UDL
• For universal strategies for different learning styles- provide
generic pieces of the assignment and give students the option to use
these pieces.
Soundscape UDL
• For universal strategies for different learning styles provide
different tracks for a soundscape. Import the tracks into your audio
editor and have the students focus on practicing the skills involved
with editing of the tracks. (mix tracks, clip, mute) (Appendix I)

38. Look Fors
• Added for each unit of study.
– Added to give focus to each section.
– Assignments are built around these “Look Fors”

39. Assessment and Evaluation
• Use checklists and rubrics as a teaching strategy by developing each
assessment tool collaboratively with the students.
• Sample rubrics are included
• These rubrics are intended as a starting point. Suggested to build
them together with classes.
• Because student achievement level may vary from class to class this
provides an application of UDL by heightening the engagement of
the students by communicating the standards of major projects and
assignments.

40. Web Design Checklist and Rubric
Area/Value0 4 3 2 1 Mark
Homepage Planning Planning for website was An adequate amount of planning Very little evidence of No real planning
detailed. It is obvious a lot has been done. Student clearly planning. completed.
Attractive, has strong eye appeal and has a clear title. Y N of thought has gone into the has an idea of what he/she is
project. designing.
Index, table of contents or some other clear indicator of the contents of the site. Y N
Site creator is clearly identified and information for contacting is available. Y N Work Ethic Student always uses Student uses classroom project Student usually uses Student does not use
classroom project time well. time well most of the time. The classroom project time classroom project time
Copyright date or date the site was created is easy to determine. Y N Conversations are primarily majority of conversations are well, but occasionally well, and/or is
focused on the project and focused on the project and things distracts others from their disruptive to the work
Layout and Design things needed to get the needed to get the work done and work. of others.
work done and are held in a are held in a manner that
manner that typically does typically does not disrupt others.
DIV tags or tables are used for layout purposes. Y N not disrupt others.
Each section of the page is clearly labeled with headings. Y N
Consistent format is evident from page to page. Y N
Text and background are complimentary and do not clash. Y N Graphic Design The web site has an The web pages have an attractive The Web pages have a The Web pages are
exceptionally attractive and and usable layout. It is easy to usable layout, but may cluttered looking or
Text is legible. Y N usable layout. It is easy to locate all important elements. appear busy or boring. It confusing. It is often
locate all important is easy to locate most of difficult to locate
Color and fonts (face, style) are effective and support both design and content. Y N elements. White space, the important elements. important elements.
graphic elements and/or
Colors are consistent within site. Y N alignment are used
effectively to organize
Pages are not long with a lot of vertical scrolling. Y N material.
Navigation
Consistent navigation menu exists on all pages. Y N
Information Design The site has a well-stated, The site has a clearly stated The purpose and theme of The site lacks a purpose
Location of navigation menu is consistent on all pages. Y N clear purpose and theme purpose and theme, but may the site are somewhat and theme. There is no
that are evident throughout have one or two elements that do vague. Information is real evidence of
Content the site. Information on each not seem to be related to it. Some poorly organized. organization.
page and throughout the issues are evident with the
entire site is organized organization of information on
Rich content and information are present to make the site worth visiting or re-visiting. Y N logically. pages or throughout the site.
Information is clearly labeled and organized. Y N
Information is easy to find (not more than 3 clicks away). Y N
Some links to external sites are evident. Y N Interface Design Links for navigation are Links for navigation are clearly Links for navigation take Some links do not take
clearly labeled and labeled and allow the reader to the reader where he/she the reader to the sites
Graphics are of appropriate quality. Y N consistently placed to allow move easily from a page to expects to go, but some described. A user
the reader to move easily related pages (forward and back), needed links seem to be typically feels lost.
Graphics illustrate content effectively and appropriately. Y N from a page to related pages and internal links take the reader missing. A user
(forward and back), and where he/she expects to go. A sometimes gets lost.
Bullets, spacing and indents effectively and attractively contribute to the overall design. Y N internal links take the user rarely becomes lost.
reader where he/she expects
Technical Elements to go. A user does not
become lost.
Home page is named “index.html”. Y N
All internal and external links work and are clearly labeled. Y N
Size of graphics is appropriate. Y N
All pages have a title. Y N Technical Aspects All links work. All images Most links work. Most images Many technical problems Site really does not
load properly. All assets load properly. Some of the assets exist with the site (e.g., work.
Audio files, video files and animations serve a clear purpose. Y N are organized properly in are disorganized in folders. bad links, images, file
folders. organization).
Total number of Y, N
Rating __Very well designed and easy to use Required Elements All criteria on the main Most of the criteria on the main Some of the criteria on the Almost none of the
instruction sheet have been instruction sheet have been met. main instruction sheet criteria on the
__ Design needs to be improved but site is usable met. have been met. assignment have been
__ Poorly designed, difficult to use met.
Comments: / 70

43. Hands on Activities
• HTML intro Activity
• Soundscape Assignment
• Video Editing Assignment
• Optional additional assignment
– Magazine Assignment