Syllabus for Photoshop 10 week course at the University of the Arts.
Explore Photoshop through hands-on web-design exercises. The course starts with an introduction to the Photoshop interface and tools and the types of files that are used for web graphics. The course continues as you learn how to use layers, effects, text, filters and image optimization tools for the web. Once you gain familiarity with the tools of Photoshop, you will be able to use those skills to create website templates, rich graphics and web page elements such as content boxes and buttons.
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Syllabus for Photoshop 10 week course at the University of the Arts.
Explore Photoshop through hands-on web-design exercises. The course starts with an introduction to the Photoshop interface and tools and the types of files that are used for web graphics. The course continues as you learn how to use layers, effects, text, filters and image optimization tools for the web. Once you gain familiarity with the tools of Photoshop, you will be able to use those skills to create website templates, rich graphics and web page elements such as content boxes and buttons.
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Learning Technology for Improving Teaching Quality at ScaleKhalid Md Saifuddin
Scale teaching methods for both physical and digital teaching environments to a higher number of students via digital learning technology and a combination of face2face learning, student-driven learning and digital learning technology.
Online Testing: An Authentic Twist to Traditional Assessment - Bloomsburg Un...DCPS
This is my presentation Online Testing: An Authentic Twist to Traditional Assessment, presented at the Bloomsburg University College of Business BE Spring 2005 Workshop, Bethlehem, PA, April 22, 2005.
Cbu online and professional studies syllabusSania Baker
CBU’s Division of Online and Professional Studies (OPS) specializes in “distance education” for working adults and others who need a flexible learning schedule.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Learning Technology for Improving Teaching Quality at ScaleKhalid Md Saifuddin
Scale teaching methods for both physical and digital teaching environments to a higher number of students via digital learning technology and a combination of face2face learning, student-driven learning and digital learning technology.
Online Testing: An Authentic Twist to Traditional Assessment - Bloomsburg Un...DCPS
This is my presentation Online Testing: An Authentic Twist to Traditional Assessment, presented at the Bloomsburg University College of Business BE Spring 2005 Workshop, Bethlehem, PA, April 22, 2005.
Cbu online and professional studies syllabusSania Baker
CBU’s Division of Online and Professional Studies (OPS) specializes in “distance education” for working adults and others who need a flexible learning schedule.
California State University Northridge
Art 455 B/C | Advertising Photography II/III | Spring 2016
Faculty: Stephen D. Schafer
E-mail: mailto:stephen.schafer@csun.edu
• Examine the industry standards of working freelancers.
• Develop an understanding of professional quality deliverables.
• Challenge students to verbally ideate, articulate and communicate image concepts.
• Raise the image quality standards to professional levels.
• Demonstrate proper digital file management.
• Refine student self-promotion, branding and social media options.
• Continue to clarify each student’s direction.
• Continue to refine student’s portfolios.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
3. VCP 118-2 Course Description
• VCP 118 Digital Imaging III advances the student’s graphic design
capabilities by using Adobe Illustrator, Photoshop and InDesign, three
advanced professional-grade graphic design programs.
• By focusing on combing typography and images in a design, students will
learn real-world skills essential for graphic design careers.
• Students will further their knowledge of design principles and develop
portfolio pieces while learning the process of creating multiple projects
from concept to final design.
4. Course Prerequisites & Requirements
Passed VCP117
13 Weeks total consisting of:
Lecture Hours combined with 30 hrs.
Laboratory Hours 60 hrs.
Total Course Contact Hours 90 hrs.
Homework/work out of class* 180 hrs.
Attend the Student Exhibit at Technology Center.
(Pick up images at this time)
* As recommended by Cecil College
5. Student will Master
• Communication and creation of ideas with graphic
designs suitable for exhibition and publication
• Aesthetics concepts to create strong graphic designs
• Project development to create strong graphic designs
with industry standard equipment & software
• Materials and processes to create graphic designs
with industry standard software, papers and
inks/toners.
7. Student will Accomplish
• Written documentation and assessment of artwork
• Oral presentation of design
• Demonstrate successful employment traits
• Complete portfolio pieces of strong graphics,
suitable for exhibition and publication and entry
level performance in graphic courses with written
documentation and assessment of processes
and outcomes
8. General Course Goals
• Build on the background of VCP 117 to create, manipulate, and
output quality graphic design projects.
• Create portfolio of graphic design that demonstrates technical and
aesthetic competence with software and design principles.
• Participate in high-quality learning experiences in cooperative
learning environment for career training, college transfer, and
personal enrichment.
• Create strong visual imagery and demonstrate communication
knowledge and abilities.
9. Specific Course Goals
• Learn and implement the principles of graphic design.
• Use computer and advanced software tools to create publications:
» create graphic designs in Illustrator®;
» create publications in InDesign®;
» organize files effectively both in Illustrator®, Photoshop® and InDesign®;
» combine images and text in Illustrator® ®, Photoshop® and InDesign®;
» bring Illustrator® files into InDesign® and Photoshop® .
• Apply aesthetic judgment to create and evaluate publications with regard to the
graphic design principles (contrast, alignment, repetition, and proximity).
• Review the principle problems, materials, processes, and testing procedures of the
medium.
• Complete weekly Production Assignment.
• Create personal Portfolio Book of all class projects each accompanied by Project
Cover Sheet which demonstrates the student’s best accomplishments: VCP majors
should retain their Portfolio Book to help build their Capstone Portfolios in VCP
279/289.
• Complete Mid-Semester Assessment and End-of-Semester Assessment for the
instructor and support staff which reflect on how the student, instructor, course
materials, lab staff, and facilities contributed to the learning experience.
10. Grades
ATTENDANCE AND DISCUSSION PARTICIPATION: 10%
– Attend every class, arrive on time, remain until dismissed, come prepared. In the
event of unavoidable absence, late arrival, or early departure, request an excused
absence from the instructor BEFORE class and arrange to make up the work. Three
unexcused absences results in the loss of one letter grade.
– Participation Participate in class on fair-share basis to contribute to productive work
environment. Adhere to the VCP Conduct Standards Agreement and the Cecil College
Code of Conduct to be allowed to participate in VCP classes .
ASSIGNMENTS: 70%
– Turn assignments in on time to receive timely feedback, full credit, and the opportunity
to upgrade the work to improve the grade. Work turned in late forfeits one letter
grade and maximum opportunities to upgrade. Work may be turned in late without
grade penalty IF an extension is requested and approved PRIOR to the due date.
QUIZZES: 20%
- There will be weekly quizzes on Blackboard, which will give you immediate feedback
for your quiz result. Quizzes are available for only one week and will disappear on the
next Monday at 6:30pm.
11. Visual Presentations
• Visual thinking—Creatively communicate ideas,
moods and messages.
• Design quality—Use appropriate design concepts
and creative handwork, equipment, and software
options to support an idea, mood or message.
• Technical quality—Use focus, exposure, tone and
color correction to support mood or message.
• Content—Meet specified requirements.
Demonstrate problem solving.
12. Oral Presentations
• Preparation—Know speech; present material
with confidence.
• Organization—Present with clarity: main idea;
support for main idea; introduction, middle and
conclusion.
• Presentation—Present speech with enthusiasm;
hold audience attention; have effective posture;
use eye contact, facial expression, effective
gestures, clear speech, appropriate volume,
enunciation, expression.
13. Written Presentations
• Content—Meet specified requirements. Present
central idea supported by relevant
facts/figures/examples/quotations/etc.
• Organization—Use logical plan, topic sentences
and transitions.
• Style—Uses reasonable tone, word choice,
sentence structure and sentence patterns.
• Grammar—Edit to be substantially free of errors
in spelling, punctuation, and grammar. Be sure to
take advantage of the College’s Writing Center.
14. Grading
A—Excellent
B—Very good
C—Satisfactory
D—Poor
F—Failure
W—Withdrawal without grade penalty by student through Student Services by mid-
semester
M—Withdrawal without grade penalty at the instructor’s discretion and with the
student’s permission
I—Incomplete. Student may be granted weeks into the next semester to complete the
course requirements at the instructor’s discretion when the following additional
criteria are met: or better grade at mid-semester; the student is enrolled in VCP
course the next semester for lab utilization, if needed; an Incomplete Form is
signed by the instructor and student and turned in by the instructor when Grade
Change Form is submitted; the student understands that if the additional work is
not competed satisfactorily, the final grade becomes F
15. Lab Supplied Equipment/Materials
• Use of course-designated computer
workstations in the VCP classroom & lab
• Use of course-designated printers in
the VCP lab
• 2-3 Mats & frames for student’s exhibition
held in May
16. Student Supplied Equipment/Materials
• When possible, it is highly recommended that
students subscribe to personal copies of
Adobe Creative Cloud’s InDesign, Photoshop,
and Illustrator to enhance the learning
experience and to be able to design at home.
• Personal storage: CD’s, memory sticks, or
portable hard drives
17. FILE STORAGE
• Save all class work computer files to personal storage:
CD’s, memory sticks, or portable hard drives and
back up on the Student Server in the class folder.
• In the event work is lost, students will need
attainable back-up files.
• Compliance to this benefits students’ ability to
succeed in this class.
• Images printed for portfolios will also be saved to
the VCP Exhibit folder on the Student Server with your
name in the file title. Files saved to the Student Server may be used for
student exhibits, portfolio slideshows, and future publications.
18. Cecil College Conduct Standards
• Attending Cecil College is a privilege extended to all who behave honestly,
responsibly, respectfully, and in manner that supports safe, secure, and
productive learning environment
• Failure to meet the Cecil College Conduct Standards may result in
immediate dismissal from classroom or lab by college instructor, and
permanent expulsion from the college
• Students should comply with the
Cecil College standards of classroom behavior:
– Attend every class session
– Arrive on time
– Remain until dismissed
– Come prepared
– Demonstrate respect in listening to others and expressing opinions
– Participate in classroom activities on fair-share basis
– Read and follow the course handouts
– Expect an average of 3 hours homework for every hour in class (9 hrs/week)
– Complete assignments in timely manner
– Communicate with the instructor regarding any concerns
19. Use Of Electronic Devices
in the Classroom
• The use of electronic communications devices (headphones, cell
phones, beepers/pagers, laptops, etc.) in the classroom (to include
both incoming and outgoing transmissions), is prohibited, except as
such use is required by the nature of the course itself and
authorized by the instructor.
• Student with disabilities may make an electronic transcript of class
lectures provided that his/her case is evaluated by the ADA
Coordinator and he/she is given permission to do so. The ADA
Coordinator must inform the course instructor that the making of
an electronic transcript of class lectures is permitted under the
Americans with Disabilities Act.
• In all such cases, the electronic recording of the class must not
include class discussions, peer/group discussions, and any other
student presentations; consequently, the electronic recording
device must be turned off during such classroom activities.
21. Blackboard
• This class relies heavily on
Blackboard
• It is highly recommend going to
that site and watch the video on
How to Self-Enroll and then follow the directions to
learn all of the capabilities of Blackboard.
• All of the class’s assignments will be posted through
Blackboard and you’ll need to know how to upload
your assignments to it for grading
24. TUSEDAY
WEDENSDAY
THURSDAY
FRIDAY
SATURDAY
SUNDAY
FIRST WEEK
MONDAY
6:30PM
MONDAY
6:30PM
Assignment Available
6:30 pm
Assignment Due
6:30 pm
ONE WEEK ASSIGNMENTS
timeframe
Review of student work
verbal & visual presentation of assignment
in class
Attempt to Create Assignment
One Hour Prior to Class
5:30 pm
Class Just got the
assignment–there’s
lot of time, all week.
Been busy–
there’s lot of
time, all
weekend.
Better start before class
starts, I’ll throw
something together.
Wow, This is hard.
There’s no way I can do
this in an hour.
“I didn’t do as good as I am capable
with this assignment.”
Don’t Let this happen
to you
26. Class Workbooks
• Location of in-class work
• Permits student to
review what is covered
in class
• Allow for in-depth
training of most-used
tools and commands
• Allows student to learn
together as a group
28. Class Structure–Out of Class
• Creative Design
– Homework based on
what was covered in class
and the week’s project
– A chance to showcase your
creative abilities
– Demonstrate the tools and
capabilities of the software
29. Textbook–Out of Class
• Typography Concepts
– Class textbook
– Read one chapter per
week
– One textbook quiz per
week
31. Adobe® Applications
Resetting Preferences
As soon as the
Application’s Icon
Is clicked Hold
Down the Shift,
Control, Option,
And Command
Keys. Continue
Holding Until
Application is
Opened. InDesign
& Photoshop will
Give a Notice,
Illustrator will not.
32. Creating your Class Folder
On Student Server
• Locate our class, VCP 118-2 on the Student Server
• Create a folder with Last Name, First Name
• Within that folder create an Assignment Review folder
• This is where you’ll place your finished assignments
containing AI, ID, PSD, and PDF files
• Recommend using Assignments/Assignment 1,
Assignment 2, etc.
• Also create another file folder of your choice for your
working files and in-class work
33. Assignment Folder
On Student Server
• Contains only the files for class review
• We will review the pdf and possibly look at
modification of the native file
• Be sure at all fonts and images are available for the
native file (InDesign files can be packaged for this)
• Be sure that the file is on the Student Server and ready
to be viewed (you lose points if file is not ready)
• Be prepared to discuss your choices in the design
process
35. Assignments
On Blackboard
• Do upload your assignment as soon as possible
• This allows for any corrections before the due date
• DO NOT upload native files, .ia, .psd, or .id. These will not be
graded.
• ONLY upload pdf or jpg. Check size before uploading. Try to stay
under 10 Mb.
• This will save your and mine time in uploading and
downloading.
• Blackboard doesn’t like anything but letters and numbers in it’s
file names. It will reject all others.
36. Class Requirements
For Student of 118-2
• You must take all quizzes
• You must do all assignments
• You must participate in the discussions
• You will need to print, mat and frame at least three of
your best works for the Student Show in May.
• You will need to select your best works to upload to the
Student Server (location will be available in last part of
semester) for the Department’s promotional pieces
37. Class Requirements
For Student of 118-2
• You should take notes
• I will cover a lot of small, good-to-remember items
• Keep a notepad handy to keep quick notes
• I will stop, if needed, for note taking
• I will repeat or redo any action in class until everyone
understands
• No question is dumb, someone else may not know
• You will have at least one written assignment
• You will have a final on the last class
38. Best in Class
Student’s Choice
• Selected by the class
near the end of the
semester
• Represents best design
created by student
during the semester
39. Have FunThis should be an enjoyable class.
Do not stress out
Be creative
You are using professional-grade software
You are not going to Master this software in one class