In the past week, I have become more and more frustrated with Dreamweaver. I have spent most of my time watching tutorials from various websites; however, the amount of time I've spent watching videos and learning about Dreamweaver has not been reflected in the progression of my project. Part of my frustration has been where to start with my design. Do I use a CSS template? Do I develop something first in Photoshop as I have with my other Studio project? Do I use a preset within Dreamweaver? I just couldn't decide, and, quite frankly, I spent way too much time experimenting with each of them. With finishing up my Specialist degree, I just don't have the time, like I thought, to learn a new tool. In the next few days, I will make a decision as to whether I will stick with Dreamweaver or move on to WordPress or Weebly. I feel that I should have more done at this point.
With previous projects, I have jumped in with both feet without prototyping first. Moggridge states in Chapter 10 titled "People and Prototypes", "Designers are often too quick to start working in the final medium of their project". He goes on to say that because the final medium will be on a "pixel-based screen" designers often leap straight into that medium. That is exactly what I have done in the past because I assumed it would save time. I was so wrong!! In an attempt to resolve some of my frustrations with the design aspects, I have decided to prototype in the form of a PowerPoint. I feel this way I stay focused on what's most important in my design. Tomorrow I look forward to hearing feedback and advice from classmates on how I can improve my design and move forward.
Moggridge, B. (2007). Designing interactions. Cambridge, MA: MIT Press.
Monday, September 24, 2012
Saturday, September 8, 2012
Journal #2
Since my last posting, I have changed my project idea. My last idea of creating a website to house "Techno Thursday" (formerly known as Techno Tuesday) tutorials just didn't excite me. Part of the reason was that I knew few teachers would actually access the site to "learn" something new. We already have enough on our plates! I wouldn't want to sit through tutorials either! SO...after speaking with my LSTC, Lisa, she suggested that I create a website to spotlight teachers using technology in their classroom. Her idea (and I really like it) is to create a place where teachers can go to nominate other teachers to recognize them for trying something new and thinking outside the box. In addition, I will be updating a weekly blog highlighting Web 2.0 tools that can be used in the classroom. I'm excited to get the ball rolling and hope to have a design sketch by Tuesdays class meeting.
As I stated earlier, I will be using Dreamweaver this semester to create my project. I recently sat down and started going through online tutorials on AdobeTV and Lynda.com. I have very little experience with Dreamweaver, so I look forward to learning new things. So far, I have learned how to set up my local site, import images in the correct format, and how to link to websites.
In Parrish's Design as Storytelling, the concept of "learner empathy" suggested by his colleague Scott Switzer is something I can relate to as an instructional designer. While planning my lessons for school, I always think about how my instruction will be experienced by my students. If I think something would bore me as a learner, it will have the same inpact on students. While not explicitly discussed in the design world, Parrish poses the question of whether or not designers exercise empathy intentionally or is it simply a trait the designer possesses. Personally, it is an intended process. Naturally, some of the concepts I teach in the language arts curriculum can be monotonous. It is up to me to create a more positive and fun learning experience as I imagine myself in my students' shoes.
Fitting in with my Studio project, if a teacher is stepping into unchartered territory by using a student response system for the first time or having students showcase their work under a document camera that they've never plugged in before, they deserve to be recognized for trying something new and should be encouraged to continue integrating technology into their lessons. It doesn't matter that it isn't new to me, I have to possess the understanding that it is a big step for him or her.
Parrish, P. (2006). Design as storytelling. TechTrends, 50(4), 72-82.
As I stated earlier, I will be using Dreamweaver this semester to create my project. I recently sat down and started going through online tutorials on AdobeTV and Lynda.com. I have very little experience with Dreamweaver, so I look forward to learning new things. So far, I have learned how to set up my local site, import images in the correct format, and how to link to websites.
In Parrish's Design as Storytelling, the concept of "learner empathy" suggested by his colleague Scott Switzer is something I can relate to as an instructional designer. While planning my lessons for school, I always think about how my instruction will be experienced by my students. If I think something would bore me as a learner, it will have the same inpact on students. While not explicitly discussed in the design world, Parrish poses the question of whether or not designers exercise empathy intentionally or is it simply a trait the designer possesses. Personally, it is an intended process. Naturally, some of the concepts I teach in the language arts curriculum can be monotonous. It is up to me to create a more positive and fun learning experience as I imagine myself in my students' shoes.
Fitting in with my Studio project, if a teacher is stepping into unchartered territory by using a student response system for the first time or having students showcase their work under a document camera that they've never plugged in before, they deserve to be recognized for trying something new and should be encouraged to continue integrating technology into their lessons. It doesn't matter that it isn't new to me, I have to possess the understanding that it is a big step for him or her.
Parrish, P. (2006). Design as storytelling. TechTrends, 50(4), 72-82.
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