.............
ET604: Computer Graphics and Visual Literacy
Spring 2011
INFO
Linda Lohr, Ed.D.
Professor of Educational Technology
McKee Hall, Room 501
University of Northern Colorado, Greeley, CO 80639
Voice: 970 351 2935 ~ FAX: 970 351 1622
E-mail: linda.lohr@unco.edu
OFFICE HOURS: To be determined. Since this is a distance learning
course, I plan to be very flexible with office hours in order to meet your
needs. Be sure to contact me when you need help.
Blackboard Web address: http://bb.unco.edu, Help with Blackboard
970 351 HELP
REQUIRED Lohr, L. ( 2007). Creating Visuals for Learning and Performance:
READING
Lessons in Visual Literacy, Second Edition. Cleveland, OH:
Prentice-Hall. Do not buy the first edition because all of the chapters
are now different.
Tufte, E. (current Website version). Cognitive Style of PowerPoint.
Go to Amazon.com and order The Cognitive Style of PowerPoint by
Edward Tufte. This booklet is $7.00 new, $5.00 used.
You will do a "book report" for one of the books listed on page 305
of the second edition of Creating Graphics for Learning and
Performance. Check with me if you have another book that you
would like to review. The book report should be very visual, not a
wordy report. You are encouraged to make a poster, a cartoon strip,
or anything else that you can think of that would make the report
interesting. The purpose of the book report is to share your thoughts
about the book with others in the class. Share your ideas visually. Do
not turn in a typical report.
COURSE
In this course you will apply principles of human learning, perception, and
DESCRIPTI motivation to the design and production of visual materials to support
ON
learning and performance. You will look at the contributions of disciplines
outside "traditional" instructional design (Graphic Arts, Marketing,
Information Design, Human Factors, etc.) to learning and performance
support. You will take part in user-centered design processes to develop
several visual instructional products. You will create instructional Webbased support or training artifacts throughout the semester. As part of this
process, you will also learn to use at least one of many graphic tools
(PowerPoint, Adobe Illustrator and/or Photoshop, Macromedia Flash
and/or Fireworks, photo editing programs …). Note, PowerPoint is OK to
use, but you are encouraged to expand your skills beyond PowerPoint
ESPECIALLY IF YOU ARE AN ET major. There are many graphics
programs available at this time, many for free (but are sometimes hard to
use). Use what works for you. You may want to draw something and scan
it. This is OK.
PURCHASE
OR
DOWNLOA
D
You must be able to turn in .jpg or .gif images. See page 286, 291, or 297
in the text to learn more if you have never heard of these terms. If you do
not have software that allows you to save and crop images as a .gif or .jpg
you will need to purchase or download a screen capture utility with a
cropping function. Do a search on "screen capture utility" to find one that
works for your computer or, visit the Tutorials folder on our Blackboard
class site.
When you turn in visual solutions they are usually something that you
create that fits onto one page. In the past we have uploaded these using
PowerPoint files or PDF files. From now on I want you to insert your
images directly into the Blackboard threads. In order to be able to do that
the images must be either .jpg or .gif.
ALIGNMEN
T WITH
STANDARD
S
Apply principles of visual literacy and message design to the design of
instructional materials. AECT 1.2; ISTE 3 BCD; CDE3
Identify strengths and weaknesses in a variety of media formats. AECT 2;
ISTE 2
Develop communications skills. AECT 1.2; ISTE 5
Applies and understands appropriate code of ethics in the field
OBJECTIVE Objective 1. Given textbook readings and assignments, you will apply
S
tools, actions, and perception principles to the design of instructional
visuals and be able to justify your design decisions each unit. The format
for each visual justification is shared in the class Blackboard site, and
below. 20 points per unit (100 points total)
Objective 2: Given a question covering unit content, you will participate in
a discussion, sharing ideas, examples, and opinions. You are expected to
respond by the first Wednesday of the unit and make a second comment or
reply by the second Wednesday of the unit 10 points per unit (60 points
total
Objective 3: Given readings, experience with design projects, and
discussions, you will take part in unit quizzes 10 points per unit (60
points total)
GRADING
SCALE
220 points possible
93 % = A
90 - 92 % = A86 – 89 %= B+
83 – 85 %= B
80 – 82 %= B76 – 79 %= C+
73 – 75 %= C
70 – 72 %= C66 – 69 %= D+
63 – 65 %= D
60 – 62 %= DBelow 60 %= F
SCHEDULE See Blackboard site for specific information and dates.
Go to the 2. To Units Space if you get lost and need to remember what to
do. .
Unit 1: Introduction, Getting Started, ACE it
Unit 2: Theory and Shape
Unit 3: Type, CARP (contrast, alignment, repetition, and proximity) and
Tufte reading "The Cognitive Style of PowerPoint"
Unit 4: Selection and Color (Figure/ground principles)
Unit 5: Organization principles
Unit 6: Integration (Gestalt principles)
CLASS
RULES
Class rules
Avoid losing points!
1. Turn in all assignments in .jpg or .gif formats. Turn them in by
embedding them directly into a blackboard thread. You will learn to do this
the first week of class. Do not turn in PowerPoint or Word files - they
are too large. You can do your project in PowerPoint but you must
take a "picture" of each PowerPoint page in a .jpg or .gif format. I'll
provide instructions early in the class to help you do this.You can do
flash files too, but make sure they link to a separate server and are in the
appropriate format.
2. If there is an occasion where you must turn in a PowerPoint based
project, be sure you do not use any bullet points. You will see why in the
Selection unit (Chapter 5). After this class you are free to use bullets as
much as you want, but you might be able to think of a better approach (I
hope)
3. Avoid as much as possible centering text. You will learn
why in the Type Unit (if not now). Basically centered text can be really
hard to read. The purpose of this class is to create messages that are easy to
read. We want learner effort spent on content, not presentation.
4. Do not use ALL CAPS for anything longer than a few words THE
REASON IS SIMALAR TO THE REASON ABOVE. IT IS VERY
HARD TO READ. THAT IS WHY SURGEON GENERAL WARNINGS
ARE USUALLY ALL CAPS, (THE PRODUCT SPONSORS DO NOT
WANT YOU TO KNOW THE PRODUCTS ARE BAD FOR YOU.
THEY ALSO USE REALLY SMALL TYPE.
5. Skip the clip art as much as possible. Think of it like Tufte does - clip art
is usually junky.
6. Learn to use Verdana, Trebuchet, or Georgia fonts. These are Web fonts
and will look the same on everyone's computer.
Georgia is easy to read
Verdana is easy to read
Trebuchet is easy to read
DIVERSITY
AND NEEDS
STATEMEN
TS
The College of Education and Behavioral Sciences (CEBS) supports an
inclusive learning environment where diversity and individual differences
are understood, respected, appreciated and recognized as a source of
strength. We expect that students, faculty and staff within CEBS will be
accepting of differences and demonstrate diligence in understanding how
other peoples’ perspectives, behaviors, and world views may be different
from their own. Furthermore, as stated by UNC, “The University will not
engage in unlawful discrimination in educational services against any
person because of race, religion, gender, age, national origin, disability, or
veteran status. It is the University’s policy to prohibit discrimination
in…educational services on the basis of sexual orientation or political
affiliation.” (See http://www.unco.edu/hr/AAEO_TitleIX.htm
<http://www.unco.edu/hr/AAEO_TitleIX.htm> ).
Please visit the CEBS Diversity and Equity Committee website for more
information on our commitment to diversity
(http://www.unco.edu/cebs/diversity).
Students with disabilities who believe they may need accommodations in this class should contact
as possible after the start of class to better ensure that such accommodations are implemented in a