MARCO TEÓRICO 2.1 Antecedentes del estudio
2.2. Bases teóricas
Objectives
• Identify aspects of redesign and its importance in web design. • Reflect on a digital image and identify what could be improved. • Create a storyboard for the redesign of an image.
• Modify an existing image
Materials
• Adobe Fireworks CS4 installed on all student workstations • Worksheet: Logo review and redesign
Time
90–135 minutes
Overview
The instructor introduces the concepts of review and redesign. Students review their own work in reference to their goals, intentions, and design constraints.
Student product: Redesign write-up and new logo
Activity steps
1. Through a class discussion, define review and redesign. Explore what redesign means for student work in the context of web design and why it might be useful as a step of the overall project process. Develop class definitions and discuss possible steps or questions that will help in redesigning a product. Some possible categories for review include the following:
• Meeting initial focus, purpose, and audience • Changing focus, purpose, or audience • Applying good design principles
Worksheet: Logo review and redesign
2. Have students individually review their own logos to redesign them.
3. After the review, have students create storyboards of their proposed redesign changes to create new logos.
5. Have students build their redesigned logos.
Preparation
• Before teaching this activity, it might be helpful to compile your own steps for redesign to help you guide the student discussion.
• Students complete the logo project in this activity. If you want to do a full project assessment, use the sample project rubric in the Course overview and setup.
Extensions
Defining redesign: Have students use various resources, such as books and the Internet, in addition to brainstorming definitions for the word “redesign.” This gives students an opportunity to practice web research skills.
Presentations: Have students present their redesigns to the class, outlining the changes they made and why they made them.
Rationale
Designers reflect on their work and subsequently redesign to improve their work. One method of revision is to evaluate your own work in reference to your previously stated goals and ideas.
Background resources
These resources discuss the design process, including redesign:
• Koberg, Don and Jim Bagnall. The Universal Traveler: A Soft-Systems Guide to Creativity, Problem- Solving and the Process of Reaching Goals. Los Altos, CA: Crisp Publications, Inc., 1991.
• The graphic design process:
• To find more Internet information on redesign and the design process, some helpful search keywords are redesign cycle and design process.
Assessment
Does not meet expectations Meets expectations Exceeds expectations Logo review and
redesign worksheet
Absent or incomplete. Students can define, communicate, and document the idea of redesign. Students can evaluate their logos and explain the design principles employed. Students can think critically about audience and purpose to forecast changes and a plan to improve logo.
Students can define, communicate, and document the idea of redesign and its place in the development process. Students can evaluate and analyze their logos, then clearly explain the design principles employed. Students can think critically about audience and purpose to forecast changes and a plan to improve logo. Students provide clear, strong reasons for redesign recommendations clearly tied to design principles and better meeting goals.
Logo Absent or incomplete. Students implement
redesign plan into creating a new logo.
Students implement redesign plan into creating a new logo with clear articulation of design principles and how they address audience and purpose.
ISTE NETS*S Standards for Students
This activity is aligned to the ISTE NETS*S Technology Standards. Depending on the subject and
content area the student selects you may research your own state content standards to see how this activity aligns to your state requirements.
ISTE NETS*S: Curriculum and Content Area Standards – NETS for Students I. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
A. apply existing knowledge to generate new ideas and products and processes. B. create original works as a means of personal and group expression
II. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
A. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
B. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
IV. Critical Thinking, Problem-Solving & Decision-Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:
A. identify and define authentic problems and significant questions for investigation. B. plan and manage activities to develop a solution or complete a project.
C. collect and analyze data to identify solutions and/or make informed decisions.
Adobe Certified Associate, Web Communication objectives
1.1 Identify the purpose, audience, and audience needs for a website. 2.3 Demonstrate knowledge of page layout design concepts and principles.2.6 Communicate with others (such as peers and clients) about design and content plans.