BP3: RISE Commenting/Linking Part 1 and bubbl.us

Hey folks,

I recently read Judy Ward’s BP2 post that features a brainstorming application on bubbl.us. One of the reasons that I chose from Judy’s blog is that I have never used an application specifically for brainstorming but illustration programs. In my opinion, illustration programs are not ideal for putting down ideas quickly and easily since they are very top-heavy in terms of features.

Just to give you an idea on how easy this application is to figure out and use, the following infographic is a flowchart I tossed together. From the point, I initially access the website to the point I took the following screenshot only took a few minutes.

Ryan’s totally awesome generic flowchart on nothing.

I invite you all to check out Judy’s blog if you have not yet. Her ET Review is available at the following URL:

http://medprofblog.wordpress.com/2012/06/03/et-review-2/

http://medprofblog.wordpress.com/2012/06/03/et-review-2/comment-page-1/#comment-5

Enjoy!

BP2 ETR Moodshare

Going over the Go2web2.0, I noticed many useful web applications. However after entering specific search parameters for topics related to my specialty in graphic design, I discovered some web applications were no longer available. After a manual search on Google, I found a fascinating application called Moodshare.

Moodshare is platform used to create online moodboards. Moodboards is one of the many tools used by designe

BP1 – iGoogle PLE

Prior to taking this course, I considered websites such as iGoogle and My Yahoo as nothing more than customizable web portals. I have used iGoogle in the past to easily access information that I access frequently such my gMail, local weather, news feeds, and social media. But after our exercise setting up an iGoogle PLE, I realized how powerful this platform is.

For this exercise I set up my iGoogle page with at least three tabs. In the past, I had all my gadgets cluttering up one screen. By using tabs, I am able to keep things organized like a binder of sorts. Two tabs were to be set up following specific guidelines. The tabs that I created were as follows: Home, FSO/AR, Design Resources, and EMDT.

My iGoogle home

 My new Home Page!!!……again.

Since I already had an iGoogle homepage, I only had to do some reorganization on my home tab. My social media channels for Facebook and Twitter were already present so I just had to ensure that the gadgets still worked. Other gadgets that were present that I retained were my gMail, local weather, a To-Do list, and a Hamster app. There is a bookmark gadget that is present which may be broken. I will have to look into the bookmark gadget at some other time.

My iGoogle FSO/AR

Next up…FSO/AR.

Working on the next section was a completely new experience for me because I never felt I needed to have another tab on my iGoogle environment. The new section was the FSO/AR tab. This section has two Box of Links gadgets that function as containers for website links. The first box links to my Google cloud to access remote storage for my gMail, Google Doc/Drive, and Calendar. The first box also contains links to EMDT Mentors, Lynda.com, and access to one of my personal email accounts. A second box was created for accessing five links for my Action Research and Literature Review. I added a placeholder link which at this time may be for project management for my Capstone.

Other gadgets were implemented for the second tab. I chose to add a Task list and Sticky Notes. These two gadgets will be helpful for brainstorming. Since this PLE operates on a cloud, I will be able to jot down digital notes of my project whether I am on my Mac or on my Droid smartphone. The last gadget was a links to access Go2Web2.0 and Web-Ed Tools to browse through ideas for emerging technology.

EMDT tab. Original shared content courtesy of FSO ETC/Rena Hathaway.

Now for something easy.

Setting up the third tab was probably one of the simplest yet very exciting feature of the iGoogle PLE. All I had to do was make a request to have the EMDT tab shared with me. With one click from my Full Sail email, I had EMDT added to my PLE. With some thought, I could deliver information that students will find helpful. Perhaps I could set up links to specific websites or media that students could access for in class activities or even homework and deliver through online sharing.

Third tab: My Design Resources

And just for fun.

While I was working on my PLE, I decided to work on a fourth tab: Design Resources. This tab contained a variety of online resources that I typically used such as an online tutorials site for graphic design, stock photography agencies, and a few online clouds used for current and past projects. Google Bookmarks was added so I have access to my web browser’s bookmarks no matter which computer I am on. A To-Do list gadget was also added for personal art and design projects.

CS01 The ADDIE Process

Did you know?
The ADDIE process was created in the mid-1970’s by the Center for Educational Technology at Florida State University for the U.S. Army which was eventually adopted by the rest of the U.S. Armed Forces. In time, our corporate and educational sectors adopted this process model used by the military(Clark, n.d.).

ADDIE is a five phase design process model used by instructional designers to create educational materials. The phases of ADDIE are Analysis, Design, Development, Implementation, and Evaluation. According to Gardner, the reason for following a design model such as this one is to insure quality standards of the design (2011). From personal experience, following a structured workflow not only ensures quality, but also saves time by minimizing frequency of revisions.

credit: Big Dog &Little Dog/Don Clark

The first phase of the process is Analysis. During this phase, many questions and answers are addressed. The designers get to understand the target audience the design is for. The design problem is identified. Goals and objectives are determined. One aspect of this phase that drew my attention was that identifying learning outcomes occur at this phase. Learning outcomes allow designers or evaluators to measure the success of the designed product. Finally, time, money, human resources, and materials required are determined for planning out the project(Tufts, 2007).

The Design phase is a preproduction phase. This phase is about conceptualizing the designs.  A task list for the learner to follow is created. Prototypes or some sort of framework to a lesson are created here. Mock-ups are put together. A preliminary look and feel of user interfaces and graphic design are made.

The Development phase is all about actual production. Relevant pre-existing assets or designs are gathered together. These materials are then integrated into new designs or used as inspiration. The resulting designs are the deliverables or courseware for this project.

The Implementation phase follows. During this phase, the designs are implemented. The courseware is used in instruction of the targeted learners. It is important to consider that even though the designs have been completed, unforeseen problems that may have been overlooked at earlier phases may become discovered when new material is first delivered.

The last phase is Evaluation. During this phase, the success of the designs are measured through feedback. When the goals and expectations of the designs are met then the designs are considered finalized. Otherwise, necessary revision of material is considered and worked on by designers.

As a graphic designer, this workflow is similar to many design models that I have researched in the past. One process model that I implemented for my Master’s thesis looked almost the same as ADDIE. These phases were Research, Concept, Design, and Presentation. Just like ADDIE, this process also had an Evaluation phase which occurred throughout the project from Research through Presentation. Throughout my time as a graphic design student, I had hoped to find a structured model that was not complicated. One thing that I appreciate about these two process models is how they seem much simpler and streamlined than others.

References
Clark, D. (n.d.). History of Instructional System Design: ADDIE Model. Retrieved 05/30/2012 from http://www.nwlink.com/~donclark/history_isd/addie.html
Gardner, J. (12/16/2011). ADDIE Process of Instructional Design. Retrieved 05/30/2012 from
http://joelleegardner.blogspot.com/2011/12/addie-process-of-instructional-design.html
Tufts University. (2007). ADDIE Instructional Design Process. Retrieved 05/30/2012 from https://wikis.uit.tufts.edu/confluence/display/UITKnowledgebase/ADDIE+Instructional+Design+Process

ETR: Blippar

The Go2Web20 website itself is a wonderful tool for me to use. As one interested in teaching production and strategic design, this website saves me a great deal of time to find tools useful in and out of the classroom. I am constantly looking for new tools to benefit myself or others. Just to stay in context of this exercise, one of the  tools caught my attention was blippar.

Meet blippar

Blippar is defined as a “mobile augmented reality and image recognition platform.” Blippar is a free smartphone application for both iOS (Apple iPhone/iPad) and Android platforms.

So what is blippar good for?

As demonstrated in the video, through the use of the mobile phone’s camera, blippar identifies an advertiser’s object and provides online content. The advertiser’s object could be one of their products or print advertising. Content that is demonstrated adds to a user’s experience. Prior to discovering blippar, I experienced advertising in just print and the web via less mobile platforms such as desktops and laptops. Now one could pull up a game or online promotions that hook the viewer on a particular brand or product. One aspect of blippar that I appreciate is how this application allows an advertiser to combine user interaction and three-dimensional rendering to immerse the user in a unique experience.

This is awesome, but…

Some of you may be wondering what on earth would be the value of blippar to a graphic or media design educator? Obviously, some students may not have the will, time, nor money, to create online promotions for mobile devices. To me, blippar or a similar application would be something that I would like to introduce to future students or colleagues on what media channels are available for informational purposes. As I briefly mentioned earlier, I had only experienced advertising in print and online. As a graphic design student, I had to look at the works of art and design of others. In some ways, I am looking at selections of work from a historical sense. In other cases, I am seeking out trends and styles.

But in most cases, I would turn the question around a bit. I would ask the student, what does this do for you?

To me, this is all about inspiration.

Reference

http://www.go2web20.net/app/?a=blippar