Month: March 2016

Graphic Design & Illustration using Adobe Illustrator CC (2015) ACA Certification Achieved!

Posted on Updated on

Graphic Design & Illustration using Adobe Illustrator CC (2015) ACA Certification Achieved!


Adobe and Certiport would again like to congratulate you on becoming an Adobe Certified Associate (ACA)! You are a part of an elite community of individuals with proven expertise in digital communications. Adobe certification is an industry standard of excellence, and it’s the absolute best way to communicate your proficiency in leading products from Adobe.

Adobe Illustrator software is the industry’s premier vector-drawing environment for creating scalable graphics. Digital media gurus bring their unique vision to life with shapes, color, effects, and typography by using a host of powerful functions to make fast work of their most complex designs.

Adobe conducted research to identify the foundational skills students need to effectively communicate using digital media tools. Based on feedback from educators, design professionals, businesses, and educational institutions around the world, the objectives cover entry-level skill expectations for graphic design and illustration.

Individuals who have earned an Adobe Certified Associate certification in Graphic Design & Illustration using Adobe Illustrator have demonstrated mastery of the following skills:

Domain 1.0 Setting Project Requirements

1.1 Identify the purpose, audience, and audience needs for preparing graphics and illustrations.
1.2 Summarize how designers make decisions about the type of content to include in a project, including considerations such as copyright, project fit, permissions, and licensing.
1.3 Demonstrate knowledge of project management tasks and responsibilities.
1.4 Communicate with others (such as peers and clients) about design plans.

Domain 2.0 Understanding Digital Graphics and Illustrations

2.1 Understand key terminology related to digital graphics and illustrations.
2.2 Demonstrate knowledge of basic design principles and best practices employed in the digital graphics and illustration industry.
2.3 Demonstrate knowledge of typography and its use in digital graphics and illustrations.
2.4 Demonstrate knowledge of color and its use in digital graphics and illustration.
2.5 Demonstrate knowledge of image resolution, image size, and image file format for web, video, and print.

Domain 3.0 Understanding Adobe Illustrator

3.1 Identify elements of the Illustrator user interface and demonstrate knowledge of their functions.
3.2 Define the functions of commonly used tools, including selection tools, the Pen tool, and other drawing tools, shape tools, and transformation tools.
3.3 Navigate, organize, and customize the workspace.
3.4 Use non-printing design tools in the interface, such as rulers, guides, bleeds, and artboards.
3.5 Demonstrate knowledge of layers and masks.
3.6 Manage colors, swatches, and gradients.
3.7 Manage brushes, symbols, graphic styles, and patterns.
3.8 Demonstrate knowledge of how and why illustrators employ different views and modes throughout the course of a project, including vector/outline vs. display/appearance, isolation mode, and various Draw modes.
3.9 Demonstrate an understanding of vector drawing tools.

Domain 4.0 Creating Digital Graphics and Illustrations Using Adobe Illustrator

4.1 Create a new project.
4.2 Use vector drawing and shape tools.
4.3 Transform graphics and illustrations.
4.4 Create and manage layers.
4.5 Import assets into a project.
4.6 Add and manipulate type using Type tools.
4.7 Create digital graphics and illustrations using 3D and perspective tools in Illustrator.

Domain 5.0 Archive, Export, and Publish Graphics Using Adobe Illustrator

5.1 Prepare images for web, print, and video.
5.1 Export digital graphics and illustration to various file formats.

Past versions of the Adobe Certified Associate in Graphic Design & Illustration using Adobe Illustrator are now outdated. However, certifications on older versions of our software are still valid.

Print and Digital Publication using Adobe InDesign CC (2015) ACA Certification Achieved!

Posted on Updated on

Print and Digital Publication using Adobe InDesign CC (2015) ACA Certification Achieved!


Adobe and Certiport would again like to congratulate you on becoming an Adobe Certified Associate (ACA)! You are a part of an elite community of individuals with proven expertise in digital communications. Adobe certification is an industry standard of excellence, and it’s the absolute best way to communicate your proficiency in leading products from Adobe.

Adobe conducted research to identify the foundational skills students need to effectively communicate using digital media tools. Based on feedback from educators, design professionals, businesses, and educational institutions around the world, the objectives cover entry-level skill expectations for print and digital media publishing.

Individuals who have earned an Adobe Certified Associate certification in Print & Digital Media Publication Using Adobe InDesign have demonstrated mastery of the following skills:

Domain 1.0 Setting Project Requirements

1.1 Identify the purpose, audience, and audience needs for preparing print and digital media publications.
1.2 Summarize how designers make decisions about the type of content to include in a project, including considerations such as copyright, project fit, permissions, and licensing.
1.3 Demonstrate knowledge of project management tasks and responsibilities.
1.4 Communicate with others (such as peers and clients) about design plans.

Domain 2.0 Understanding Print and Digital Media Publications

2.1 Understand key terminology related to print and digital media publications.
2.2 Demonstrate knowledge of basic design principles and best practices employed in the print and digital media publication industry.
2.3 Demonstrate knowledge of typography and its use in the print and digital publication industry.
2.4 Demonstrate knowledge of color and its use in print and digital publications.
2.5 Demonstrate knowledge of the appropriate properties of print, web, and digital publication designs.

Domain 3.0 Understanding Adobe InDesign CC

3.1 Identify elements of the InDesign CC interface and demonstrate knowledge of their functions.
3.2 Define the functions of commonly used tools including selection tools, Frame tools, type tools, drawing tools, Line tool etc.
3.3 Navigate, organize, and customize the workspace.
3.4 Use non-printing design tools in the interface, such as rulers, guides, grids, bleeds, and slugs.
3.5 Demonstrate knowledge of layers.
3.6 Manage colors, swatches, and gradients.
3.7 Create, use, and manage object styles.
3.8 Create, use, and manage character and paragraph styles.

Domain 4.0 Creating Print and Digital Media Publications Using Adobe InDesign

4.1 Create a new project.
4.2 Create, manage, and use frames in a publication design.
4.3 Add text to a page layout.
4.4 Add graphic, image, and video content to a page layout.
4.5 Create special page elements using InDesign tools, such as a table of contents, an index, Library files, and previously placed content.
4.6 Add interactive elements such as hyperlinks, interactive media objects, HTML5, and video; and assign triggers for different actions.

Domain 5.0 Publish, Export, and Archive Page Layouts Using Adobe InDesign

5.1 Prepare publications for print.
5.2 Prepare page layouts for export to digital media publications such as multiscreen devices and FOLIO files for Digital Publishing Suite.

Past versions of the Adobe Certified Associate in Print & Digital Media Publication using Adobe InDesign are now outdated. However, certifications on older versions of our software are still valid.

Take 2 SWIFT Bites Out of Apple’s New Programming Language

Posted on Updated on

by Linda Cohen

Building with XCode through http://www.appledeveloper.com . It is a 4GB application

WEB187 is the iOS developer course, although WEB251 is also used at another college. WEB151 ANdroid WEB251 iOS at Waketech.edu

We’ll be building a discount app. There is a LET command which will allow a variable to become a constant. However, forms are also required to be a LET command, so we’ll be looking at that as well.

We’ll be suing a single VIEW and sticking with that VIEW in this class. We chose single view. We’ve given a product name, and we’ll create. This is made for iPAD, but there are different ways to create for the iPhone. The target we’re using ins 9.2. If you have an older version, use that.

The word TEAM says NONE. That means that your work is open source. That allows you to work for android, windows, or apple.

When working with android, its all xml in the background. Then you had to create the JAVA. Android developer studio seems to have some wonderful parts

The STORYBOARDis where we’ll design the interface for the application. Clicking on the first view, we’ll see the information on the view. You can add titles and other materials here as well.

Naming Conventions for the Objects

  • LABELS are for output only and start with lbl
  • TEXT fields are for input and start with txt
  • BUTTONS are to create an event where the actual code goes and they start with btn

A Label is added, and the right column allows us to give specifics about these items. Several display pieces are allowed to show us the basic profiles. Some basic labels are added in here, names, discount amounts, amount of the meal without text. And then, we add a button. We did not add labels with names.

VIEW >> SHOW >> ASSISTANT EDITOR

ONce you have the interface, you need to relate the code behind the scenes. Next right column with left boxes allow us to visit this graphic layout in several different fashions. txt is for text lbl is for labels

Buttons work similarly, dragging the visual side to the code area. While the others are OUTLETS, the button is an ACTION. “Touch up inside” is the same as click or touch. Applie will be different and not count if dragged across.

Initialize all variables BEFORE they are used.

let TAX = 0.07  //  Declare TAX as a constant

var subTotal : Double = 0.0

var total : Double = 0.0

lblDisplayTotal.text = “”

let name = txtName.text!

let discountAmt(txtDisAmt.text!)

let mealCost = Double(txtMealCost.text!)

This material does not require () for IF statment, but does require {

if discoutnAmt != nil && mealCost != nil

{

   subTotal = mealCost! – discountAmt!    // create subtotal

   total = subTotal*TAX + subTotal   // create total

   lblDIsplayTOtal.textColor = UIColor.blueColor()

lblDisplayTotal.text = String(format: “Thank you, /(name) with tax, your total is %.2f”, total )

Once everything is selected, choose “Get Results” The PIN tool. Clicking on the top three lines will tell you the number of restraints you’ll need to keep this in place. These restraints allow you to keep these items in place with a responsive design. To get around this, Clear the restraints, make changes, and then return the constraints.

PRODUCT >> DESTINATION >> IPAD2

We loaded up the program. It worked. Once you’ve developed in the open source section, you can attach your ipad directly (because we programmed for ipad) and it will automatically add this to your device.

How To Teach Graphic Design Online – Second Session

Posted on Updated on

On March 10th 2016, I Presented a second session of our “How To Teach Graphic Design Online” to the NCCIA at 1:15pm with Carla Osborne, MA and Julie Evans, Instructors of Advertising & Graphic Design at Wake Technical Community College, in RM235 in the 600 building at Rowan Cabarrus Community College in Salisbury, NC.

As before, This production was a hit. What new questions or issues did we address? A great question! We dealt more with on-the-ground questions with dealing with questions and students. We got more requests involving how a teacher can manage expectations in an online capacity, how to explain with video, and how to meet ADA and Section 508 compliance in a living classroom which is constantly evolving.

Again, this was a fantastic experience. My co-presenters were excellent, the audience was open and honest, and our materials were well-made from the beginning.

Visual Communication Using Adobe Photoshop CC 2015 ACA Certification Achieved!

Posted on

Visual Communication Using Adobe Photoshop CC 2015 ACA Certification Achieved!

In the middle of the NCCIA conference, I had the opportunity to take a scheduled examination. The Adobe Certified Associate (ACA) certification allows you to demonstrate proficiency in Adobe digital communications tools. Become a Certified Associate and you will stand apart from your peers, boost your confidence, and expand your career opportunities.

The Visual Communication Using Adobe Photoshop exam validates skills in communication corresponding to Photoshop software. Adobe conducted research to identify the foundational skills needed to effectively communicate using digital media tools. Based on feedback from educators, design professionals, businesses, and educational institutions around the world, the objectives cover skill expectations for professional visual communication.

 

The following skills were assessed on the Visual Communication Using Adobe Photoshop exam:

  • Domain 1.0 Setting Project Requirements
    • 1.1 Identify the purpose, audience, and audience needs for preparing images.
    • 1.2 Demonstrate knowledge of standard copyright rules for images and image use.
    • 1.3 Demonstrate knowledge of project management tasks and responsibilities.
    • 1.4 Communicate with others (such as peers and clients) about design plans.
  • Domain 2.0 Identifying Design Elements When Preparing Images
    • 2.1 Demonstrate knowledge of image resolution, image size, and image file formats for web, video, and print.
    • 2.2 Demonstrate knowledge of design principles, elements, and image composition.
    • 2.3 Demonstrate knowledge of typography.
    • 2.4 Demonstrate knowledge of color correction using Photoshop.
    • 2.5 Demonstrate knowledge of image-generating devices, their resulting image types, and how to access resulting images in Photoshop.
    • 2.6 Understand key terminology when working with digital images.
  • Domain 3.0 Understanding Adobe Photoshop
    • 3.1 Identify elements of the Photoshop user interface and demonstrate knowledge of their functions.
    • 3.2 Demonstrate knowledge of layers and masks.
    • 3.3 Demonstrate knowledge of importing, exporting, organizing, and saving.
    • 3.4 Demonstrate knowledge of producing and reusing images.
    • 3.5 Demonstrate an understanding of and select the appropriate features and options required to implement a color management workflow.
  • Domain 4.0 Manipulating Images by Using Adobe Photoshop
    • 4.1 Demonstrate knowledge of working with selections.
    • 4.2 Use Photoshop guides and rulers.
    • 4.3 Transform images.
    • 4.4 Adjust or correct the tonal range, color, or distortions of an image.
    • 4.5 Demonstrate knowledge of retouching and blending images.
    • 4.6 Demonstrate knowledge of drawing and painting.
    • 4.7 Demonstrate knowledge of type.
    • 4.8 Demonstrate knowledge of filters.
  • Domain 5.0 Publishing Digital Images by Using Adobe Photoshop
    • 5.1 Demonstrate knowledge of preparing images for web, print, and video.

Using Social Media to Enhance your Teaching Learning and Practice

Video Posted on Updated on

On March 10th 2016, I attended the NCCIA presentation at 9:00pm with Andy McPhee, Senior Acquisitions Editor with F.A. Davis, in RM219 in the 600 building at Rowan Cabarrus Community College in Salisbury, NC.

Tyler Dockery working with social media masters
Materials can be found at: bit.ly/1QGs45o

Using Social Media to Enhance your Teaching Learning and Practice

We would like to focus more on teaching rather than personal use, because we’re mostly familiar with that.
1.2 Billion on facebook, 1 billion on youtube, 150m on snapchat, 70m on pinterest, 232m on twitter. Now those numbers were from 2013.

WHy use social media? Spread infomation, educate students, interact with teachers and business owners, bloggers and community. Gain info and group collaboration. Never lose sight of the fact that you are always open and vulnerable. Keep everything on or above board. By and Large, hackers aren’t interested in us. We are unchallenging, and that’s our best security.

facebook.com/stella.bellman is a resusitation dummy. She is the face of a nursing program. Its a way to interact with students on social media without compromising privacy. Students interact like she’s real.

Main types of social media: Social network, microblogging, etc.

FACEBOOK
It is difficult to do facebook just for business. As soon as you open an account, they require you to add school, etc. Contacts come out of the woodwork. Its so easy to respond to a comment from the wrong accounts. It becomes difficult to keep the two worlds separate. Classmates create a group – a secret group so no one can see – only friend students and then unfriend students at the end of the semester. The profile becomes the problem.

GOOGLE+
Since community is built and small you get some nice stuff.

TWITTER
Its a good source for up to the minute news source and information-giving device. Andy is mainly using IFTTT to flip facebook posts to twitter.

LINKEDIN
Trying to become facebook. Losing some of its mission. Its still a fine way to network and find work. JOBS is a great feature if posting. Its a job networking site and SPAMMERS are coming on to become a connection.

SOCIAL BOOKMARKING with DIGG, REDDIT, STUMBLEUPON
all collect URL and show based on your interests. It will populate with information that are shared or digged most.

MEDIA SHARING
vimeo, youtube, instagram, Vine
THere are a million of these. Periscope for example is new, and there will be millions within the next few years.

TRAINING
Student project: Watch one, Do one, Teach one. It engages students in the process, and builds a community. They know they’re being recorded and the know they want to do it right. How do you know a video is reliable? The info is out there, but is it right? do you know anything about the host? What are your parameters and understanding.

PINTEREST
Pinterest is an oddball. You’re sharing only images – they link in the background, but goes well for fashion, shoes, jewelry, and recipe. Its mostly pushing for women, but that isn’t the only audience. Andy uses it for books. He gets lots of re-pins. Does it help the business? it is unknown. How might it be used in the classroom? For graphic design and social media statistics, it makes a nice research site available for students.

BLOGS AND REVIEWS
Wordpress, Blogger, Goodreads. Ongoing copywriting, ideas, representation, explanation. Getting students started is more than half the job.

Seven Basic Learning Styles

Learners come in 7 basics styles: Visual, Aural, Verbal, Physical, Logical, Social, Solitary. Visual: items in space. Aural: sound and music. Verbal: speech and writing. Physical: using body, hands, sense of touch. Logical: logic, reasoning, systems. Social: learning in groups or with people. Solitary: Prefering to work alone or self-study.

Real interactivity should look to children’s e-book! Most publishing companiestake a book and retrofit to a digital platform. Consider starting with a chapters summary: what’s the final takeaway. Students should then be able to wind their way through the learning pattern to assemble the material. Test them on the summary. Retrofitting does not solve this issue. Children’s books do this, because content is so limited.

Areas of the brain are involved in this. look to Occipital Lobe for graphic designers. Parietal lobe, frontal lobe, temporal lobe, cerebellum. [see slide for more information above at bit.ly address] In addition to this, there are learning styles

Using Social Media to Enhance Your Teaching, Learning, and Practice

Visual Learners
I learn by seeing.
YouTube
Vimeo
Pinterest
Vine

Aural Learners
I listen and learn
podcast
audio backed PPT
Youtube
VImeo

Social Learners
I enjoy learning in groups.
Google Docs or other simultanous-editing apps
Google+
Facebook
Twitter
Chat rooms
Synchronous or asynchronous discussion boards
Vine

Physical Learners
I learn by doing
Difficult on social media
demonstrate for video outlet

Logical Learners
I’m thankful for technology
scripting for youtube video (sequencing)
blogs
pinterest (grouping)

Verbal Learners
I enjoy learning in groups
google docs or simultaneous editing apps
google+
facebook
twitter
chat rooms
synchronous or synchronus discussion baords
vine
blogs and wiki

SOlitary Learners
I learn best on my own
blog
facebook
google+
twitter
vine

Working with Social Media
Plan, Produce, Give Back. Plan from the very beginning. What do you want SM to do for you? You literally can’t be in everything. Choose your battles.

  • Communicate with colleagues
  • Stay current
  • Promote self in professional community

Choose your outlets, and get everyone on board. Build Follow/Friend lists. Do this slowly. Search for the content that you like. Follow them. Set your accounts to follow an RT of every follower. Check outlets regularly to increase lists. Build your community. You cannot set this up to run on its own.

Produce with Social Media
Write and Share your knowledge. You are teachers, provide the content, but don’t get into arguments. Communicate, Listen and respond. Experiment

Give Back
Don’t just read, post
Help, don’t push
Follow the “rules”

11 Rules of Social Media Etiquette

  • Give more than you receive
  • Don’t be an idle chatterbox
  • Add value
  • Don’t interfere with other’s efforts
  • Remember that cheaters never win
  • Build quality relationships
  • Stop being too aggressive
  • Respect the community
  • Listen to others
  • Be accountable for your actions
  • Be nice

Words to the Wise

Be Careful With YOur Personal Information. Would you want your boss to see whatever you’re posting? If not, don’t bother writing it. NEVER post or repost student information. Never, Ever post a negative piece about a student, in fact, just post positive materials. No swearing. No criticizing individuals by name or other descriptors. Always professional, courteous, helpful

Above all… Have Fun. Play with it. The more you engage, the more you’ll be able to

What questions do you have?

The Magnificent FIVE of the WEB: PHP and MySQL

Posted on Updated on

On March 9th 2016, I attended NCCCIA presentation at 2:45pm with D.I. von Briesen, Assitant Professor of Web Technologies at Wake Technical Community College, in RM235 in the 103 building at Rowan Cabarrus Community College in Salisbury, NC.

XAMPP-Logo

<h1>The Magnificent FIVE of the WEB: PHP and MySQL</h1>

Are you embedding php in the webpage or the webpage in the PHP. Example.com is a great example page. Believe it or not 🙂 We were invited to call him out with PHP knowledge if he is in the wrong. He cannot be as filled with knowledge as google

PHP (personal home page) was the original name. It fell out of style to call it that, so now its just PHP. We went on to discuss acronyms such as LAMP, LIMP, WAMP, WIMP, MAMP, XAMP.

In this class, we are doing a great deal of hands-on coding with PHP and XAMP to ensure that webpages are using PHP files properly. I’ll be revisiting this but its difficult to type and work hands-on at the same time.

————–

Brief break here because we’re doing some jumping backwards. Von Briesen does an excellent job of covering the materials and explaining each step along the way. I wish I’d recorded this item because the materials are fantastic. We agree to slip past the MySQL function to show more examples of the PHP in action.

In short, we’d like to see a stronger understanding of PHP than to move ahead and fail to understand the PHP portion clearly enough.

As time came to a close, Von Briesen pushed ups out to W3Schools.com to discuss PHP tutorials and feebes. He recommended THE JOY OF PHP $17. It has no table of contents, but it covers fine projects and discusses contacting databases, forms, etc. through joyofphp.com

Seems like it might be a nice book, hard to argue with 76 4.5 star ratings on amazon.com and only $16.95

How To Teach Graphic Design Online

Posted on Updated on

On March 9th 2016, I Presented to the NCCIA at 10:30am with Carla Osborne, MA and Julie Evans, Instructors of Advertising & Graphic Design at Wake Technical Community College, in RM235 in the 600 building at Rowan Cabarrus Community College in Salisbury, NC.

Tyler Dockery, MAEd, Assistant Professor of Advertising & Graphic Design, Julie Evans, and Carla Osborne, MA present at the 2016 NCCIA Conference in Salisbury, NC
Tyler Dockery, MAEd, Assistant Professor of Advertising & Graphic Design, Julie Evans, and Carla Osborne, MA present at the 2016 NCCIA Conference in Salisbury, NC

StandardAssignmentRubric

 

 

StepUpToADegree-GRD TeachingGraphicDesignOnline-PDF (1)

Teaching-GRD-Online-Links

UniversalDesignGuidelines

 

This session was set to be a slight scary one, but the attendees were nice, ready to ask and answer questions, and open to taking notes. Tee experience was very, very positive one. I believe we’ll be doing this again, and I find that these situations seem stressful on the outside, but once you begin… its just as easy as it could be.

This conference opened the door for me.I look forward to presenting more in the future.

 

Angular JS Revisited at NCCIA Conference

Posted on Updated on

On March 9th 2016, I attended NCCIA presentation at 9am with Michael Schore, Assitant Professor of Web Technologies at Wake Technical Community College, in RM235 in the 600 building at Rowan Cabarrus Community College in Salisbury, NC.

Don't engage Michael Schore in a political debate

Adventures in Angular JS

Pre-meeting discussions focused on participants, revealing that 2/3rds of the participants has experience teaching Javascript in a classroom setting.

Overview

  • State of the web
  • State of JS
  • Demand-driven offerings
  • The angular JS story
  • Demo
  • Changes on the horizon

After a brief overview, Michael Schore gave us a brief rundown of Wake Tech’s journey toward offering Angular JS.

At Wake Tech, we taught JQuery. It was successful, but we are always on the lookout to ensure our programs are up to speed if not at the cutting edge. Through school-driven benchmarking activities, we set out to determine: Are we were offering the proper programs?

He began by meeting with local headhunters in the Raleigh area. They are a great resource to use because those placement agencies see what the current needs and trends are in the workplace. Our college also participates in an advisory committee for each department to keep constant tabs on, but those businesses are small companies. The headhunters have tentacles everywhere, a great resource for the hiring world. After discussing with them the current needs in the workplace coupled with what we could create and provide, the need for Angular JS made it a clear choice.

NOTE: On The Horizon: Coming soon, we will see the birth and adoption of Angular JS 2.0. Just as with any 2.0 technology, the tech is adopted for major changes to take place. Google owns it: sponsoring, developing, etc. Angular 2.0 will be major force for changes in the future.

State of the Web

state of the web: adobe marketing cloud: woo woo


As this video demonstrates, there is a very fluid environment on the web. Its like watching a flock of birds and trying to prepare for the ebb and flow. The current state of the web is being heavily driven by mobile and personal devices. Wifi is everywhere, and don’t need a massive connection to access the internet. Many devices need only receive a carrier signal to access the internet.

As an Airforce IT Specialist, Micheal Schore had access to the web in early form in 80s. In the world on .NET “head hunters”, businesses are moving away from web forms, and moving toward MVC and other tech mixes. PHP remains a strong option, but the market for PHP programmers has become static. In the Triangle, NC the number 1 requested skill appears to be… JAVASCRIPT.

IF you had told me 10 years ago that JS would become a sought-after skill, I would have laughed in your face. MYSQL is usually relegated to the one-man, one-woman shop that picks up odd jobs and small clients.

Javascript may appear to be a flawed system, however, how it was initially implemented means that it can be anywhere. Its in every browser, every device. Right from the beginning.

Demand-Driven Offerings

Angular JS in the classroom began with Advisory Committee Requests. Through Benchmarking, Michale looked at how the local market needs were. He expanded by interviewing 3 prominent tech staffing firms. After providing them with an overview of our current programs, he sat down at length to discuss their current staffing needs. They then agreed to take it to the next level by discussing their vision of future needs.

Regardless of the base technology, angular JS was part of the mix. ASP.NET has made it almost mandarory to use ANGULAR JS. Java and Angular JS have a lot in common, but Angular JS alone is on the rise.

By changing Wake Tech’s advanced scripting course to Angular JS, we’ve begun filling our classes to the brim. This has brought with it the arrival of numerous new students.

Javascript Libraries vs. Frameworks

Libraries slot themselves into your existing architecture. frameworks give you an architecture (file structure, etc.) that you are meant to follow, and if you are intended to handle all common requirements you must use it.

Angular JS is arguably somewhere in betweeen library and framework. It doesn’t require a particular layout of files at development time (library-like), but at runtime it provides an “app lifecycle” that you fit your code in (framework-like).

Common JS frameworks include:
angjular js
backbone
batman
canjs
ember
knockout
meteor
spine

Where Is It Used?

If you know what you’re looking for, you can see the use of Angular JS in the code of several different websites. Of course, its JS-based, and you can see the markings in the code. If you’re building proprietary code, you wouldn’t want it to show, but that’s another issue. Visit madewithangular.com you can see items. OLDNAVY.com MSNBC.com and Cars.com are some good examples.

They all show lots of graphics, clean design, lots of white – know why? Because they’re ready for mobile phones! The common practice in business today – big business – is to develop for mobile devices first, and then the rest will be easy. Get past mobile issues and you can easily adjust your website for full size desktop models.

Where Is Angular JS Going?

Current payscale for users of Angular JS is very positive. That really helps. many times, students and web practicioners look at a new way of coding and find themselves saying: Is it really worth it? At this time it is, and down the line it looks like it will only get better.

Angular story.
Created in 2009 by Hevery and Abrons, Angular JS is an open source, client-side JS framework. While 2009 may not seem that far way, in internet time that was a long time ago. It was created as a declarative means to program, making it better for business logic. Hevery reworked the project in TROUBLE using Angular JS when hired by Google. As of now, Angular JS is in use at Google in over 100 projects.

Architecture

Angular JS is based on a Model-View-Controller (MVC) pattern. In demand by employers across the board, MVC continues to be the popular approach within the software development industry.

Actual implementation of MVC will vary depending on: language, platform, purpose. The benefits of this system is the clear separation between application layers, modular use of features, flexibility and testability of the pieces involved.

MVC

View
Also called “template”. Written entirely in HTML (surprise surprise!). Think web designers and JS programmers working side by side. Uses a directives mechanism.

Controller
Contains the business logic for the page. For very large apps some logic moved to services scope very important idea the aconnectys the view nad the controller login. Allows for exchanges

Model
new term createdd POJO (plain old javascript object

Setup
Starting Angular JS is very simple, requiring only the reference to the Angular JS file. Import is allowed over the network, it can be stored locally, or bring the code to your app (this is the standard mechanism for frameworks).

CODING Angular JS

Rather than get into the nuances, just follow: attach nagular directives to a given behavior. NG-app: responsible for bootstrapping your app defining its scope. NG-controller: defined which contrller will be in chage of your view. NG-references clue you in to the inclusion of Angular JS.

Where Is It Going?

Angular 2.0 probably coming by summer.

Mobile
The new angular will be focused on the develoment of maople apps. in 2009 it was not a big players. it is easy to handle desktop, the challenge in mobile

Modular
Various modules will be removed so you can pick and choose, resulting in better performance.

Modern
angular 2.0 will target ES6 and “evergreen” modern (etmascript – javascrip on steroids). Building for these browsers means that various hacks and workaround that make angular herder to develop can be eliminated allowing developer to focus on the code related to their business domain.

Progress is impossible with out change and those who cannot change their minds cannot change anything.

-George bernard shaw.

FASP16 Reflective Practice in Teaching

Posted on Updated on

Reflective Practice In Teaching

What is reflective practice?

The process of reflection is a cycle which needs to be repeated.

  • Teach
  • Self-assess the effect your teaching has had on learning
  • Consider new ways of teaching which can improve the quality of learning
  • Try these ideas in practice
  • Repeat the process

Reflective practice is ‘learning through and from experience towards gaining new insights of self and practice’ (Finlay, 2008).

Reflection is a systematic reviewing process for all teachers which allows you to make links from one experience to the next, making sure your students make maximum progress.

Reflection is a basic part of teaching and learning. It aims to make you more aware of your own professional knowledge and action by ‘challenging assumptions of everyday practice and critically evaluating practitioners’ own responses to practice situations’ (Finlay, 2008). The reflective process encourages you to work with others as you can share best practice and draw on others for support. Ultimately, reflection makes sure all students learn more effectively as learning can be tailored to them.

In the rest of this unit, we will look at the basics of reflective practice in more detail. We will look at the research behind reflective practice, discuss the benefits and explore some practical examples. Throughout the unit, we will encourage you to think about how you can include reflective practice in your own classroom practice.

Listen to these educators discussing what reflective practice means for them. How do their ideas about reflective practice compare with yours?

What are the benefits of reflective practice?

Reflective practice helps create confident teachers
Reflective practice develops your ability to understand how your students learn and the best ways to teach them. By reflecting on your teaching, you identify any barriers to learning that your students have. You then create lessons which reteach any content which your students have not been able to access to allow them to overcome any obstacles and develop.

Being reflective will also make sure you have a wider range of skills as you find new ways to teach. This will develop your confidence in the classroom as you find the best ways to deliver your knowledge of a subject.

By reflecting, you will develop abilities to solve problems. Through questioning and changing the way you deliver your lessons, you will find new solutions and become more flexible with your teaching. It allows you to take time to assess and appreciate your own teaching.

Reflective practice also helps create confident students. As a result of reflecting, students are challenged as you use new methods in the classroom. From reflection, you should encourage your students to take new challenges in learning, developing a secure and confident knowledge base.

Reflective practice makes sure you are responsible for yourself and your students
Reflecting on your teaching will help you to understand how your students best learn and will allow you to be accountable for their progress. By assessing the strengths and weaknesses in your own teaching, you will develop an awareness of the factors that control and prevent learning.

The reflection process will also help you to understand yourself and the way you teach. By asking yourself questions and self-assessing, you will understand what your strengths are and any areas where development might be needed. Reflecting allows you to understand how you have helped others to achieve and what this looks like in a practical learning environment.

By asking your students for their thoughts and feelings on the learning, they play an active part in the learning cycle. This allows them to take ownership of their learning and also work with you and give feedback, which creates self-aware and responsible students.

Once the student starts to play an active part in the learning cycle, they become more aware of different learning styles and tasks. They become more aware of how they learn and they develop key skills and strategies to become lifelong learners.

Reflective practice encourages innovation
Reflective practice allows you to adapt lessons to suit your classes. You can create and experiment with new ideas and approaches to your teaching to gain maximum success.
By varying learning and experimenting with new approaches, students have a richer learning experience. They will think more creatively, imaginatively and resourcefully, and be ready to adapt to new ways and methods of thinking.

Reflective practice encourages engagement
Being reflective helps you challenge your own practice as you will justify decisions and rationalise choices you have made.
It encourages you to develop an understanding of different perspectives and viewpoints. These viewpoints might be those of students, focusing on their strengths, preferences and developments, or those of other colleagues, sharing best practice and different strategies.

When you become more aware of your students’ preferences and strengths, learning becomes more tailored to their needs and so they are more curious and are equipped to explore more deeply.

Reflective practice benefits all
By reflecting, you create an environment which centres on the learner. This environment will support students and teachers all around you to become innovative, confident, engaged and responsible.

Once you start the reflective process, your quality of teaching and learning will improve. You will take account of students’ various learning styles and individual needs, and plan new lessons based on these. Reflection helps focus on the learning process, so learning outcomes and results will improve as you reflect on how your learners are learning.

By getting involved in the reflective process, you will create an environment of partnership-working as you question and adapt both your own practice and that of your students and other colleagues. The learning process then becomes an active one as you are more aware of what you want your students to achieve, delivering results which can be shared throughout the institution.

By working with other colleagues and students, relationships become positive and demonstrate mutual respect. Students feel part of the learning cycle and are more self-aware. Colleagues can ‘team up’, drawing on expertise and support. This will develop the whole institution’s best practice. All of these things together result in a productive working environment.

Listen to these educators giving their views on the benefits of reflective practice. Which of the benefits are most relevant to you and your colleagues?

What is the research behind reflective practice?

Educational researchers have long promoted the importance of reflecting on practice to support student learning and staff development.

There are many different models of reflective practice. However, they all share the same basic aim: to get the best results from the learning, for both the teacher and students.
Each model of reflection aims to unpick learning to make links between the ‘doing’ and the ‘thinking’.

Kolb’s learning cycle
David Kolb, educational researcher, developed a four-stage reflective model. Kolb’s Learning Cycle (1984) highlights reflective practice as a tool to gain conclusions and ideas from an experience. The aim is to take the learning into new experiences, completing the cycle. Kolb’s cycle follows four stages.

  1. First, practitioners have a concrete experience. This means experiencing something new for the first time in the classroom. The experience should be an active one, used to test out new ideas and teaching methods.
    This is followed by…
  2. Observation of the concrete experience, then reflecting on the experience. Here practitioners should consider the strengths of the experience and areas of development. Practitioners need to form an understanding of what helped students’ learning and what hindered it.
    This should lead to…
  3. The formation of abstract concepts. The practitioner needs to make sense of what has happened. They should do this through making links between what they have done, what they already know and what they need to learn. The practitioner should draw on ideas from research and textbooks to help support development and understanding. They could also draw on support from other colleagues and their previous knowledge. Practitioners should modify their ideas or devise new approaches, based on what they have learnt from their observations and wider research.
    The final stage of this cycle is when…
  4. The practitioner considers how they are going to put what they have learnt into practice. The practitioner’s abstract concepts are made concrete as they use these to test ideas in future situations, resulting in new experiences. The ideas from the observations and conceptualisations are made into active experimentation as they are implemented into future teaching. The cycle is then repeated on this new method.

Kolb’s model aims to draw on the importance of using both our own everyday experiences and educational research to help us improve. It is not simply enough for you to reflect. This reflection must drive a change which is rooted in educational research.

Gibbs’ reflective cycle

The theoretical approach of reflection as a cyclical model was further developed by Gibbs (1998). This model is based on a six-stage approach, leading from a description of the experience through to conclusions and considerations for future events. While most of the core principles are similar to Kolb’s, Gibbs’ model is broken down further to encourage the teacher to reflect on their own thoughts and feelings.

Gibbs’ model is an effective tool to help you reflect after the experience, and is a useful model if you are new to reflection as it is broken down into clearly defined sections.

  1. Description
    In this section, the practitioner should clearly outline the experience. This needs to be a factual account of what happened in the classroom. It should not be analytical at this stage.
  2. Feelings
    This section encourages the practitioner to explore any thoughts or feelings they had at the time of the event. Here the practitioner should explain feelings and give examples which directly reference the teaching experience. It is important the practitioner is honest with how they feel, even if these feelings might be negative. Only once the feelings have been identified can the practitioner implement strategies to overcome these barriers.
  3. Evaluation
    The evaluation section gives the opportunity for the practitioner to discuss what went well and analyse practice. It is also important to consider areas needed for development and things that did not work out as initially planned. This evaluation should consider both the practitioner’s learning and the students’ learning.
  4. Analysis
    This section is where the practitioner makes sense of the experience. They consider what might have helped the learning or hindered it. It is in this stage that the practitioner refers to any relevant literature or research to help make sense of the experience. For example, if you felt the instructions you gave were not clear, you could consult educational research on how to communicate effectively.
  5. Conclusion
    At this stage, the practitioner draws all the ideas together. They should now understand what they need to improve on and have some ideas on how to do this based on their wider research.
  6. Action plan
    During this final stage, the practitioner sums up all previous elements of this cycle. They create a step-by-step plan for the new learning experience. The practitioner identifies what they will keep, what they will develop and what they will do differently. The action plan might also outline the next steps needed to overcome any barriers, for example enrolling on a course or observing another colleague.

In Gibbs’ model the first three sections are concerned with what happened. The final three sections relate to making sense of the experience and how you, as the teacher, can improve on the situation.

‘Reflection-in-action’ and ‘reflection-on-action’

Another approach to reflection is the work by Schön. Schön (1991) distinguishes between reflection-in-action and reflection-on-action.

Reflection-in-action is reflection during the ‘doing’ stage (that is, reflecting on the incident while it can still benefit the learning). This is carried out during the lesson rather than reflecting on how you would do things differently in the future. This is an extremely efficient method of reflection as it allows you to react and change an event at the time it happens. For example, in the classroom you may be teaching a topic which you can see the students are not understanding. Your reflection-in-action allows you to understand why this has happened and how to respond to overcome this situation.

Reflection-in-action allows you to deal with surprising incidents that may happen in a learning environment. It allows you to be responsible and resourceful, drawing on your own knowledge and allowing you to apply it to new experiences. It also allows for personalised learning as, rather than using preconceived ideas about what you should do in a particular situation, you decide what works best at that time for that unique experience and student.

Reflection-on-action, on the other hand, involves reflecting on how practice can be developed after the lesson has been taught. Schön recognises the importance of reflecting back ‘in order to discover how our knowing-in-action may have contributed to an unexpected outcome’ (Schön, 1983).

Reflection-on-action means you reflect after the event on how your knowledge of previous teaching may have directed you to the experience you had.

Reflection-on-action should encourage ideas on what you need to change for the future. You carry out reflection-on-action outside the classroom, where you consider the situation again. This requires deeper thought, for example, as to why the students did not understand the topic. It encourages you to consider causes and options, which should be informed by a wider network of understanding from research.

By following any of the above models of reflection, you will have a questioning approach to teaching. You will consider why things are as they are, and how they could be. You will consider the strengths and areas of development in your own practice, questioning why learning experiences might be this way and considering how to develop them. As a result, what you do in the classroom will be carefully planned, informed by research and previous experience, and focused, with logical reasons. All of these models stress the importance of repeating the cycle to make sure knowledge is secure and progression is continued.

Common misconceptions about reflective practice?

‘It doesn’t directly impact my teaching if I think about things after I have done them’
Reflection is a cyclical process: do, analyse, adapt and repeat. The reflections you make will directly affect the next lesson or block of teaching as you plan to rework and reteach ideas.
Ask yourself:
What did not work?
How can I adapt this idea for next time?
This might mean redesigning a task, changing from group to paired work or reordering the lesson.

‘Reflection takes too long; I do not have the time’
Reflection can be done on the spot (Schön: reflection-in-action). You should be reflecting on things as they happen in the classroom.
Ask yourself:
What is working well? How? Why?
What are the students struggling with? Why?
Do the students fully understand my instructions? If not, why not?
Do the students fully understand the task? If not, why not?

Do your students ultimately understand what success looks like in the task or activity? Can they express this for themselves?

‘Reflection is only focused on me, it does not directly affect my students’
Reflecting and responding to your reflections will directly affect your students as you change and adapt your teaching. You will reteach and reassess the lessons you have taught, and this will allow students the chance to gain new skills and strengthen learning. Creating evaluation models will help you to know whether the actions you have taken have had the intended effect.

‘Reflection is a negative process’
Reflection is a cyclical process, meaning you grow and adapt. You should plan to draw on your own strengths and the best practice of colleagues, which you then apply to your own teaching. Try any of the reflection models listed in this unit to help you progress. By getting involved in a supportive network everyone will develop.

‘Reflection is a solo process, so how will I know I’ve improved?’
Reflection is best carried out when part of a supportive network. You can draw on the support of colleagues by asking them to observe and give feedback. You can also draw on student feedback. Reflection should trigger discussion and co-operation.

Putting Reflective practice into practice

As a reflective practitioner you will continuously review the learning process to make sure all students make maximum progress. While working through this document you may have identified a model which appeals to you.

As well as using a model of reflection, you can carry out other reflective activities to develop your practice. These can include the following.

Self-questioning
Asking yourself questions can help you understand the effect and efficiency of your teaching.

Experimenting with new ideas
Trying out new methods or approaches in the classroom can create new learning opportunities. These changes can be as simple as varying a small activity or as adventurous as changing your whole approach or plan.

Discussing with other colleagues
Drawing on support from colleagues will allow you to cement understanding and get involved with others’ ideas and best practice.

Discussing with students
Drawing on student feedback will make sure your reflections are focused on your students. By reflecting with students, you allow them to play an active part in their learning and gain insight into what needs to improve to support student development.

Observations and feedback
Being observed by colleagues will allow you to gain others’ perspectives into your practice and provide feedback and ideas on how to improve. Observing your colleagues can also provide new ideas and approaches which you can try in your own practice.

All these approaches are explained in the ‘Next steps’ section and provide a guide of how to carry out reflective practice, using the following.
• Learning journal
• Lesson evaluations
• Observations
• Student dialogue
• Shared planning

Listen to these educators talking about how they reflect. How could you use their techniques in your practice?

Checklist

There are five main principles that will make sure you get the most out of your reflections − reacting, recording, reviewing, revising, reworking and reassessing. These are sometimes referred to as the five Rs.

If you are new to reflective practice, it will help to ask yourself the following questions.

Reacting
How will I decide what area of my practice I need to focus on?
Will this be decided by looking at data, each learner’s performance or an aspect of the curriculum?

Recording (logging your reflections)
How will I assess my performance?
Will this take the form of an observation, discussion or shared planning?

How will I record this?
Will this be recorded by yourself, a peer or a student?

How will I log this?
What documents will you use to record your reflections? For example, a journal, notebook or form provided by your school or institution.

When will I log this?
Will your reflections be logged straight after the lesson, during or before the lesson?
How often will you record these reflections?

Reviewing (understanding your current teaching methods)
What worked well and how do I know this?
Consider what the students really understood and enjoyed about the lesson, and why. How do you know improvements have been made?

What did not work as planned?
Consider what the students did not get involved with or find challenging, and why.

What could I try next time? How could you adapt the activity?
Some practical ideas include introducing a different task, clearer instructions, time-based activities and activities which appeal to different learning styles.

Revising (adapting your teaching by trying new strategies)
What will I change or adapt?
This could be a whole task or something specific about a task. Some practical ideas include changing the task from independent work to paired work, adding a scaffold to a challenging task, providing instructions step by step, and making activities time based.

Reworking (action plan of how you can put these ideas in place in a practical way)
How will I put this in place?
Consider what will you need to do before and during the lesson to make sure your changes happen. What will the students be doing differently to make sure they make progress?

What materials do I need?
What things will you need to put your revised ideas into practice?
Some practical examples include coloured pens, larger paper, handouts, cut-up activities, specialised equipment.

Reassessing (understanding how these new strategies affected learning)
How successful were the new strategies?
Once you have redelivered the lesson, consider how engaged the students were. How well did they understand this time?

What changed?
Consider the following areas of potential change: delivery, planning and assessment.

Next steps

Here are some activities to help you to further explore reflective practice.

Learning journal
What is it?
A learning journal is a collection of notes, observations, thoughts and other relevant materials built up over a period of time and recorded together.

What happens?
After each lesson you record your thoughts and feelings regarding the lesson. Use the five Rs in the Checklist section to help focus your journal.

Lesson evaluations
What are they?
Evaluations require you to think back on the lesson, assessing its strengths, weaknesses and opportunities for development.

To help focus your evaluation, consider the following questions:
• What went well in this lesson? Why?
• What problems did I experience? Why?
• How engaged and active were the students?
• How much learning took place? How do I know?
• What could I have done differently?
• What did I learn from this experience that will help me in future lessons?

What happens?
Once you have taught your lesson, record your reflections on the lesson as soon as possible. This will help you keep track of your progress as a developing reflective practitioner and also help you track your students’ progress.

Observations
What are they?
Observations are when someone assesses your practice through watching it in action. These observations should have a very specific focus, for example the quality of questioning or the quality of student-led activities. This focus can then be specific, measured, reflected upon and revised to make sure your students make progress.

What happens?
Once you have set the specific focus or target area, a colleague will watch you deliver the lesson and give feedback on the strengths of your practice or some possible ideas for development. These observations could also be carried out over a block of lessons to show progression.

Student dialogue
What is it?
This is where you make sure students play an active part in their learning. You will ask them to carry out a short reflection on how well they felt the lesson went and to assess the lesson’s strengths and possible ideas for development.

What happens?
Ask a student to keep a learning journal of their lessons. This journal could include what they enjoyed, how they felt in the lesson, what they understood and engaged with, what they still need more help with, what they liked about the lesson and things they thought could have been better.

Shared planning
What is it?
Shared planning is where you draw on support from colleagues to plan lessons together. You draw on each other’s best practice to help create innovative and improved lessons.

What happens?
Shared planning can take many forms:
• Planning a lesson with another colleague together from start to finish.
• Using a lesson a colleague has produced and adapting it to suit your style and class.
• Planning a lesson and asking another colleague to review it.

The shared-planning process should encourage talking and co-operation. You should draw on support from colleagues to help develop practice and share ideas.