Graphic Design Workspace

DESIGN METAPHOR GUIDE

Selection of this Metaphor

I chose the design metaphor as it ties in with the design theory classes that I teach as a faculty instructor. It's in these classes that I apply the new learning methodologies and pedagogical approaches that I've learnt throughout the MET program. I've always been passionate about design and its process and I share a similar framework when I have them think about designing anything from a logo to a website or web app.

In my approach to teaching, I use a lot of scaffolding and examples. I encourage students to not just review the concepts, but I also show them how they can be incorporated and practiced in examples that they can test out. Experimenting and prototyping is an very important hands-on stage of learning, before you can synthesize the best approaches in the final design application stage. 

 

DESIGN PROCESS

Image by Estée Janssens
Image by Alvaro Reyes
Image by UX Store

DESIGN CONCEPTS

In order for good design to happen, you need to have a strong understanding of the core design elements and principles. Some of the these elements include: Color, Value, Lines, Shapes and Space. However, to properly combine elements together, you need to also understand the principles of design, in order to properly combine the elements together in a unified and cohesive theme.

PROTOTYPING

The prototyping part of the design process is marked with experimentation and exploration of design principles with an emphasis on testing and trying different design approaches. There are different levels of fidelity that can be achieved in this stage - from low-fidelity wireframes to high-fidelity visual prototypes. The goal is the same in showing what's possible, without building the actual application out.

DESIGN APPLICATION

This final stage of design displays the completed refined production piece. This has required careful thought, analysis, synthesis and application of design elements and principles as well as the iterative feedback process of the prototyping stage. When a web design project is completed, it is published to the internet to be shared or to be utilized in the way it was originally conceived for.

 

TIMELINE OF MET COURSES

May 2019-April 2021

ETEC500

Research Methodology in Education
(Spring 2019)

ETEC510

Design of Technology Supported Learning Environments
(Spring 2019)

ETEC523

Mobile & Open Learning
(Fall 2019)

ETEC520

Planning and Managing Technologies for Higher Learning
(Spring 2020)

ETEC512

Applications of Learning Theories to Instruction
(Summer 2020)

ETEC565D

Digital Games & Learning
(Summer 2020)

ETEC565B

METatheory: New Materialism Meets the History of Educational Media (Fall 2020)

ETEC590

Graduating Project
(Fall 2020)

ETEC580

Directed Self-Study
(Spring 2021)

ETEC531

Curriculum Issues in Cultural and New Media Studies 
(Spring 2021)

 
Image by Scott Graham

ASSESSMENT RUBRIC

 

This self-created holistic assessment rubric was created to allow for some method of assessing

this e-portfolio based on its: Purpose, Presentation and Reflection. A Feedback form is provided at the bottom of the page for you to share further feedback on on this marking rubric. 

 

Assessment Rubric Key

Emerging - The student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning. They do not show clearly the breadth of learning intended. Reflections show some attempt at deer analysis of learning experiences.

Developing - The student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning. Reflections do illustrate the learner’s understanding of their learning experiences and the innate changes made to their knowledge. This categorization will also include aspects where proficiency has been met, but not to the highest possible demonstration, as shown in the Exceeding criteria.


Exceeding - The student demonstrates a sophisticated and multifaceted understanding of the concepts and competencies relevant to the expected learning. Reflections go beyond simply identifying knowledge change and instead delve into how educational pedagogies and

applied practice has been altered by the intrinsic learning experiences.

 

E-PORTFOLIO FEEDBACK

Based on the rubric above, you are welcome to share your thoughts further on my portfolio.

Form Limitations: Please note that there was a limit to the number of form fields included in my hosting subscription so not all rubric criteria have been included. As well, the form fields cannot be spaced further apart from how they appear now. 

PURPOSE: Portfolio demonstrates the ability to critically analyze educational technology and connect it with real classroom applications.
PRESENTATION: Platform usage demonstrates strong technical production and implementation of design towards the selected metaphor, user friendly navigation, content styling and cohesive layout.
Artifact selections are relevant and clearly tied to the portfolio goals and connected to related areas of knowledge in the site.
REFLECTION: Reflective thought is evident throughout the portfolio and demonstrates synthesis, analysis and application of important course theories and principles.
Connections have been made from concepts introduced in coursework, group work and discussions towards real world practice.
 

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