Dr. Lu Schedule
Dr. McGriff Schedule

Class Topics

Visual Literacy

Getting Started
Type Tools

Visuals & Learning
Shape

ACE
CARP

Selection: Figure/Ground
Color, Depth

Organization:Hierarchy
Space

Integration:Gestalt

Getting it Together
Value

Copyright Law

Class Summary

Portfolio Presentation & Final Exercise

EDIT 273 : Syllabus : Spring 2007

Download Syllabus [PDF]

Class Meeting Time and Location

Thursday, 7:00 – 9:45pm @ Sweeney Hall, 433

Instructor: Prof. Steven J. McGriff

Office: Sweeney Hall 423
Phone: (408) 924-3654        
Email: smcgriff@email.sjsu.edu

Office hour

Tuesday, 3:30–6:30pm, Sweeney Hall, 423
Thursday, 1:30–3:30pm, Sweeney Hall, 423
…or by appointment

Course Information

Course Description

This course focuses on the application of communication theory and learning principles for the design of graphic instructional materials. Course content includes design, production, evaluation, and preparation of necessary study materials and student guides directed at student learning.

Prerequisite: Basic graphic and computer skills and instructor consent.

Course Overview

This graphics production course provides an introduction to graphic design principles, visualization techniques, and theories used to communicate complex verbal and visual information for the purpose of teaching and learning. The language of graphic design and the art of critique will be used extensively. Macintosh (MacOS X) computers are used in class and software applications will be introduced for page layout, image editing, and illustration/drawing. The course emphasizes the use of design principles, not particular software tools, therefore, this is not a software training course. Instructional strategies include lecture, demonstrations, critiques, small-group activities, in-class exercises, and production assignments.

Course Goal

Students will design, develop, and produce visual materials to facilitate learning and performance that follow theoretically sound principles of graphic design and instructional message design, such as, proximity, alignment, repetition, contrast, type, shape, color, depth, space, and perceptions of figure/ground, hierarchy, and gestalt. In addition, students will develop and apply visual literacy knowledge and communication skills in order to effectively analyze and critique visual materials.

Required Course Texts

• Lohr, L. L. (2002). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River, NJ: Merrill, Prentice-Hall.

  Williams, R. (2004). The non-designer’s design book: Design and typographic principles for the visual novice, 2nd edition. Berkeley, CA: Peachpit Press.

• *Books can be purchased at the Spartan Bookstore or online from your favorite bookseller.

Take Note: You are expected to have completed the assigned readings before class and to be prepared to discuss the key points in class and apply the principles to all course projects.

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Instructional Objectives

At the completion of this course, students will be able to:

Visual Literacy Theory

• Define visual literacy.
• Discuss how visuals are used to enhance instructional materials.
• Discuss three psychological theories that make visuals effective.
• Explain how differences in perception affect the learning process.
• Discuss the gender, equity, and cultural implications for designing instructional materials.
• Describe the relationship among visual thinking, learning, communication, and literacy.
• Describe how graphic design and visualization theories enhance teaching and learning processes.
• Discuss how symbols influence communications.

Creative Design and Development

• Use information about perception, communication and learning to develop instructional products.
• Develop and apply skills and techniques that facilitate the creative design process, such as brainstorming, thumbnail sketches (thumbs), rough drafts (roughs), comprehensive drawings (comps), iterations, story boarding, text and image acquisition and manipulation.
• Develop instructional products using the TAP approach and ACE design model.
• Apply PARC design principles to enhance visual communication.
• Evaluate presentation, graphic design, and usability factors in instructional products.
• Integrate project planning in graphic instructional production.
• Differentiate between quantitative and qualitative representations of data.

Technical Skills

• Demonstrate proficiency in basic skills in page layout, photo imaging, and illustration software to produce instructional products and presentations.
• Demonstrate proficiency in the acquisition and utilization of images from clip art, scanners, storage media, and the Web.
• Manipulate text wrapped around an image; enlarge and rotate images; manipulate font styles, types, and sizes; rotate text; use multiple columns; incorporate graphic representations of information; utilize grayscale elements; and incorporate spot color and full color into graphic designs.

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Course Requirements

Choose an instructional theme (Due: Session 2)

Choose an instructional theme or educational context (i.e., dental hygiene, museums, high school physics, Kindergarten, travel, technical skills training, human performance technology) that becomes the basis for every project. Conduct an audience analysis to help you create all your projects within your theme that are appropriate for your target audience. Include age/education level, general characteristics, etc.

Submit a cover page for every project

Every project MUST HAVE a one page (no more, no less) designed* cover sheet, which includes:

• Your Name, EDIT 273 – Semester designation
• Project: title [e.g., Flyer: Title; Information Design: Title]
• Audience: Describe the audience for whom you created the piece.
• Rationale: Describe your choices for layout/presentation format and all the design principles you used (i.e., PARC, type, shape, color, depth, hierarchy, figure/ground, gestalt).
• Computer Operating System: List the primary operating system used to create the piece
• Software: List the application(s) with version number
• Hardware: List the hardware (i.e., computer system, printer, scanner, digital camera) by name and model.

Take Note: Design your cover page for visual appeal using the same sound design principles you are expected to use for your projects. See course website Examples page for inspiration and guidelines.

Course Assignments and Projects

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Assignments

• Sketchbook (Ideation Book) (5%) — Keep an ideation sketchbook of the developmental ideas (thumbs, roughs, comps, doodles, etc.) you generate for each project, like a graphic arts journal. Ideally, your sketchbook should be a bound pamphlet of blank white or grid paper. Ideation books will be reviewed during the semester and photocopies of pages are required for your portfolio development section.
• Theme (5%) — Choose an instructional theme that becomes the basis for every project. Write a one-page description that describes your theme, states the rationale, and presents your audience analysis (e.g., age/education level, general characteristics, context in which your projects will be used).
• Knowledgebase (5%) — Assignments include visual literacy, copyright, and multimedia theory.

Projects

• Critique (5%) — Write a critique of any printed instructional, training, or educational piece. Use the PARC design principles as the basis for your critique. Describe the proximity, alignment, repetition, and contrast (PARC), as you perceive it. The written critique should be at least 3 pages. Design the layout of the critique to demonstrate your understanding of PARC design elements.
• Flyer (5%) — Create a single-side, one page promotional piece of work (letter, legal, or tabloid size) that is typically posted on a wall and captures attention from 9-12 feet. The flyer must incorporate: a) 2-3 typefaces, b) multiple sized fonts, c) photographic images, d) rotated or altered text. Use your chosen theme as the basis for content. Include a grayscale version.
• Trifold (10%) — Create a folded brochure (e.g., trifold mailer, info-packet, or pamphlet) for promotional, instructional and/or informational purposes. Incorporate graphics, text and design as described in the Flyer, above, to create a layout for optimal readability. Use your chosen theme. Include a grayscale version.
• Job Aid (10%) — Create an easy to read visual piece that supports work or activity and directs, guides, and enlightens performance for some task. Choose one format; either step, worksheet, array, decision-table, flow chart, or checklist that combines text and visual imagery appropriate for an informational, procedural, decision making, or coaching task performance. Use your chosen theme. Include a grayscale version.
• Slide Presentation (15%) — Create a unique slide presentation using PowerPoint or other presentation software. Make 5 slides based on a slide template you created. Incorporate graphics, text, charts, or tables, in a visually coherent, aesthetically pleasing, easy to read design. Use transitions, animations, and interactivity appropriate for your audience. The presentation must be relevant to your theme. Submit the storyboards, a printed handout with 2 slides per page and the electronic version.
• Information Design (20%) — Create a one page, graphic and text visualization of high-dimensional complex data, such as maps, charts, scientific presentations, diagrams, statistical graphics and tables, guidebooks, courtroom exhibits, and timetables. The goal is to create a compact, accurate, adequate for the purpose, and easy to understand visual of verbal information and quantitative data. The display of graphic information should enhance its dissemination, accuracy, and ease of comprehension. Use your chosen theme. Include a grayscale version.
• Portfolio (10%) — Develop, design, and assemble a bound professional design portfolio. Select three projects that exemplify your best graphic design skills. In addition, for one of the projects, include the developmental work showing your design progression from start to finish, which may include some combination of thumbs, roughs, comps, and iterations. Your portfolio will be evaluated as a whole design project.

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Final

• Final Exercise (10%) — Comprehensive demonstration of skills and knowledge

Bonus Project

• Photonovela (10% Bonus) This project is optional. Develop, design, illustrate, and produce one page instructional photonovela, that should highlight your ability to convert verbal information into a visually-rich vignette, to script, sequence, linguistically scaffold, and storyboard educational information. Use the theme you developed for your previous projects. Include storyboards and a grayscale version.

Take note:

• See the course schedule for project and assignment due dates.
• Projects are due on the date listed in the schedule.
• One revision (except Critique) may be submitted for a re-grade.
• Last day to turn in project revisions is Session 13.

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Grading and Expectations

Professional Standards

Each student is expected to have completed the assigned readings before class and to be prepared to discuss the key points in class, as well as participate in small-group activities based on the session topic. All work is expected to meet professional standards: word processed, spelling and grammar checked, and printed. It is expected that students will maintain the highest professional standards in their class attendance, activities, and interaction with other students and the instructor.

Production Requirement

Since EDIT 273 is classified as a production course, students will be required to apply the knowledge gained in the course in a professional production setting. Students are required to produce a professional design portfolio that reflects their abilities as a graphically competent instructional developer in addition, to developing a sketchbook of ideas generated for the projects (a.k.a. Ideation book, see Projects above).

Grading Scale

The instructional technology department faculty voted to use the following scale:

Note: According to University policy F69-24, “Students should attend all meetings of their classes, not only because they are responsible for material discussed therein, but because active participation is frequently essential to insure maximum benefit for all members of the class. Attendance per se shall not be used as a criterion for grading.”

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Project Criteria

• Application of design principles
• Demonstration of creativity
• Application of technology skills
• Designed for audience and context
• Meet project requirements

Scoring

Projects are scored using a 100-point scoring rubric. Rubrics can be downloaded from the course website. One revision of a project (except critique) is encouraged and will be accepted for re-grading.
Session 13 is the last day to submit project revisions for re-grading.

Keep Track of Your Scores And Grade

You should keep track of your scores and completed project assignments.

Late Policy

Assignments are to be turned in on their due dates, late assignments will be accepted only with a valid medical excuse. Late work will be penalized one letter grade per class meeting.

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College of Education Mission Statement

The mission of the College of Education at San José State University is to prepare educators who have the knowledge, skills, dispositions and ethics that ensure equity and excellence for students in a culturally diverse, technologically complex, global community.

The policies and practices of the College of Education at San José State University are based on the belief that teaching in a democracy requires and must ensure that:

• Students have access to an excellent and equitable education;
• Educators at every level have knowledge of their subject matter and their students, value and engage in ethical practice and excellent pedagogy, and develop dispositions and habits of the mind that ensure that all students have equitable access to an excellent education;
• Stakeholders be involved in the collegial community engaged in the professional conversation and decision making that delineate standards, assign resources, guide program design, and reward accomplishment in the College.

College of Education Vision

A vision is a destination, but one which defines a journey, not a fixed point on a conceptual map. The College of Education faculty hold that excellence and equity matter - that each is necessary, and neither is sufficient in the absence of the other. Consequently, we are a learning community of practitioner/scholars in continuous development, dialogue and inquiry that enable us to revisit, review and revise our practice in response to changing circumstances and to model and inspire that dialogue for colleagues and students.

Equity speaks initially to access and ultimately to outcomes. As a College we work, and prepare educators to work both at the instructional policy-making levels to ensure that every child has the opportunity to benefit from available educational resources. Our College works toward equity in action, i.e., equity not only by policy, but through process and practice.

Excellence in a democratic society actualizes each student's unique potential as an individual and as a member of a diverse community. Excellence recognizes the respect each of us must show for others as we reach for our own success. Excellence involves knowledge and skills with a commitment to life long curiosity, imagination, and learning.

Equity and excellence rest on accountability. The College of Education looks honestly at its outcomes through collection and analysis of data, reflection on practice, and collegial conversation and governance.

Accreditation

The Instructional Technology Department at San José State University is WASC (Western Association of Schools and Colleges), NCATE (National Council for Accreditation of Teacher Education), and AECT (Association of Educational Communications and Telecommunications) accredited.

SJSU Policies

University policies

You are responsible for understanding the policies and procedures about add/drops, academic renewal, withdraw, etc. found in the on-line catalog.

Academic integrity

You own commitment to learning, as evidence by your enrollment at San José State University and the University’s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty are required to report all infractions of the Office of Judicial Affairs. The policy on academic integrity can be found on-line in the catalog.

Expectations

Expectations about classroom behavior are found in Academic Senate Policy S90-5 on Student Rights and Responsibilities.

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SCHEDULE/Spring 2007        

Thursday, 7–9:45p, Sweeney Hall, 433           
Key: NDDB = Non-Designer’s Design Book (2e)                        
             

Be alert! The syllabus or schedule may change…