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Icon for Real World Design Applications: Personal and Client Notepads

Real World Design Applications: Personal and Client Notepads

Learning Module

Abstract

Students will sketch, design, and produce two personal notepads. Students will also select and interview a client to create and produce a notepad to meet the clients needs.

Keywords

Notepad, Printing, Design, Adobe, InDesign, Client, Real-World Application

Overview

In this learning module, students will learn Adobe InDesign by learning program application skills and applying those skills learned to create two custom designs for a personal notepad and a custom design for a client. The students will also use Adobe Illustrator to create vector artwork (artwork that is created using lines and curves). The students will then print six notepads, pad them together (gluing the edges) and cut them apart.

Modules:

  • Typography Disasters
  • InDesign Introduction
  • Create Your Own Font
  • Notepad Design Challenge
  • Client Notepad
  • Personal Notepad Requirements
  • Production

Grades:

  • This module is intended for grades 9th - 12th, but can be adapted to grades 8th and lower.
  • This module is intended to be used in the classroom or can be used a flipped classroom.

Standards and Learning Targets:

  • There are no mandated Illinois State Standards for Career and Technical Education teachers.
  • I have created Learning Targets for my courses with "I can" statements.
  • Graphic Design Skills Competencies provided from PrintED. These key competencies, written by industry professionals and educators, define minimum skills required for employment in the graphic communications industry.
  • International Society for Technology in Education (ISTE) Standards are a framework for students, educators, administrators, coaches and computer science educators to rethink education and create innovative learning environments. The standards are helping educators and education leaders worldwide re-engineer schools and classrooms for digital age learning, no matter where they are on the journey to effective edtech integration.

Software:

  • This module is designed for the use of Adobe InDesign CC 2018.
  • This module used Poll Everwhere. It is a free software addon.

Prior Knowledge and Experience:

  • Students should have prior knowledge with computer skills such as file management, proper naming conventions of files, how to download and extract files from a compressed folder, how to create a compressed folder, and how to install fonts.
  • Student should have prior knowledge and experience in other Adobe design software such as Adobe Illustrator and/or Adobe InDesign.
  • Students should have prior knowledge of taking a screenshot of their computer screen.
  • Students should have prior knowledge of different color modes (RGB and CMYK).
  • Students should have prior knowledge on how to submit assignments to Canvas Instructure - A Learning Management Software (LMS).

Limitations:

  • If Adobe InDesign CC 2018 is not available, this module can be easily adapted to another version of InDesign. However, if you use a different desktop publishing software, the videos should be changed.
  • If a padding press is not available, one can be made by using binder clips.
  • If a LMS is not available, the students can use Scholar to submit assignments. This platform does not only need to be used to comment, reply, and post updates. You can also use Google Classroom and DropBox to submit assignments.

Supplies needed for Production:

Typography Disasters

For the Participant

Goals for this Week:

  • Understand how typography can affect the way in which it communicates information to the viewer.

Work for this Week:

  • Answer the questions using PollEverywhere
  • Post a Reply
  • Post an Update
  • Post a Reply to three classmates

Objective:

  • I can define typographic hierarchy.
  • I can redesign a flyer using Adobe Illustrator.

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Typography Disasters

For this week's module, we will begin to investigate how typography affects the way in which it communicates information to the viewer.

Media embedded November 25, 2018

​How might we redesign this card to function better?

Post a Reply to this module on how you would redesign this card to function better. Some questions to answer are:

  • What is the most important information?
  • What should you read 1st, 2nd, and 3rd in relation to typographic hierarchy?
  • Typographic hierachy is a system for organizing type that establishes an order of importance within the data, allowinging the reader to easily find what they are looking for and navigate the content. 

Poll Everywhere - Go to PollEv.com/bschopf927 or text BSCHOPF927 to 37607 to answer the poll questions.

  • Which item do you think should stand out first on the Cue Card?
Media embedded November 25, 2018

How might the design of a menu influence buyer’s choices?

Poll Everywhere - Go to PollEv.com/bschopf927 or text BSCHOPF927 to 37607 to answer the poll questions.

  • Click on the burger/sandwich that you think will have the highest sales.
Media embedded November 25, 2018

What are some potential consequences of this design?

Poll Everywhere - Go to PollEv.com/bschopf927 or text BSCHOPF927 to 37607 to answer the poll questions.

  • In one word, type a potential conseqence of this prescription design.
Media embedded November 25, 2018

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The Problem

Student Council has proposed this design for a 5k fundraiser run in November. Last time they hosted a run like this, they used a similar poster and had minimal participation at the event. This year, to increase attendance, they are rethinking their advertising strategies. Student Council is asking the Graphic Arts students for help.

How might we redesign this poster to increase attendance at the event?

Use the attached file to redesign this poster to increase attendance at the event. You can change the colors and fonts, but you are only allowed to use a maximum of two colors and two fonts. Post an Update with your redesigned poster.

Click on the little picture icon below.

You must unzip the folder to open the files.

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POST A REPLY: Reply to this module on how you would redesign this card to function better. Some questions to answer are:

  • What is the most important information?
  • What should you read 1st, 2nd, and 3rd in relation to typographic hierachy?
  • Typographic hierarchy is a system for organizing type that establishes an order of importance within the data, allowing the reader to easily find what they are looking for and navigate the content.

POST AN UPDATE: Post an Update of your redesigned poster. You can change the colors and fonts, but you are only allowed to use a maximum of two colors and two fonts. Write about any difficulties that you experienced.

REPLY ON UPDATES: Reply to three of your classmates on their redesign.

For the Teacher

Purpose: The purpose of this module is to introduce students to typography and how it is used to communicate ideas to the viewer. This module is interactive with the students by using Poll Everywhere.

Learning Target: 

 ISTE Standards: 

  • Empowered Learner 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • Knowledge Constructor 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  • Innovative Designer 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
  • Creative Communicator 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • Global Collaborator 7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

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Typography Disasters

To begin the process, you need a problem to solve. Frame the problem as a question beginning with “How Might We.” These three little words transform the problem into an opportunity and an optimistic invitation to explore more: the “how” is solutions-oriented, the “might” encourages optimism, and the “we” is collaborative. A good “How Might We” question allows for a broad set of solutions, but is narrow enough that you know where to start.

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Poll Everywhere

Poll Everywhere lets your audience interact with a live presentation.

These activities are used to gauge what students know about typography already just based on their interactions with it in their daily lives. However, the Poll Everywhere link and text will need to be changed when an instructor changes.

If you create your own free account, you can use the links below to use the same questions, but link them to your own account.

https://www.polleverywhere.com/multiple_choice_polls/juZIj3Nq6JIAw8g/copy

https://www.polleverywhere.com/clickable_images/hsSc8t8ijtcUXXX/copy

https://www.polleverywhere.com/free_text_polls/WX6kMXXHdvydABM/copy

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The Problem

The design problem is to give students a quick look at a real-world application of how typography can better engage participation in events and gains the viewers interest.

Examples:

High Performing
Medium Performing
Low Performingg

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Extension Activities:

You can use more Poll Everywheres to ask different questions as well as use the answers from them to further the discussion between students or offer more reflection questions for them to answer based on what they thought was the best answer for each poll question.

InDesign Introduction

For the Participant

Goals for this Week:

  • Learn the fundamentals of InDesign

Work for this Week:

  • Complete the Pre-Survey
  • Complete the Adobe InDesign Introduction assignment
  • Post a Reply
  • Post two Updates
  • Post a reply to two or three classmates

Objective:

  • I can create, format, and manipulate text.
  • I can place images.
  • I can transform, format, and manipulate images.
  • I can align, arrange, and repaeat objects.
  • I can work with the master page.
  • I can create new pages.
  • I can add page numbering.

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Pre-Survey

Before beginning this week's module, fill out the pre-survey attached to this module, which asks you a few questions about InDesign.

What is InDesign?

This video shows describes the industry-standard publishing app that lets you design and publish high-quality documents across a full spectrum of digital and print media.

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InDesign Introduction

InDesign is a powerful desktop publishing app that focuses on layout and formatting skills and ​in order to be successful in the upcoming project of creating a notepad in InDesign, there are some general skills that you need to master.

You will need Adobe InDesign installed to complete this assignment.

Included in the zipped folder:

1. InDesign File for CC 2018

  • Open this file if you have InDesign CC 2018 installed on your computer.

2. IDML file

  • Open this file if you have any other version of InDesign installed. InDesign files only open in the version they were created in. Therefore, the IDML (InDesign Markup Language) will open in any version.

3. Document fonts folder

  • If the font has a pink highlight over it this means you do not have the font was used in the creation of the file and it needs to be installed. This folder contains all of the fonts used in the document.
Download and Extract Folder

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POST A REPLY: Reply to this module if you are having any difficulties with completing the InDesign Introduction assignment.

REPLY ON POST: Post 2-3 replies to offer help with your classmates difficulties.

POST AN UPDATE: Post an Update of your finished InDesign Introduction assignment. 

Some questions to answer are:

  • What are the key differences when working with the Type tool in InDesign and Illustrator?
  • What are the key differences when working with images in InDesign and Illustrator?
  • What are other differences between InDesign and Illustrator?

POST AN UPDATE: Post an update of a new skill other students can learn in InDesign and explain how this can be used with an application of a project.

For the Teacher

Purpose: The purpose of this module is to introduce students to Adobe InDesign. The students will learn the key skills to create a notepad in InDesign by completing the InDesign Introduction assignment. 

Learning Target:

ISTE Standards:

  • Empowered Learner 1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
  • Empowered Learner 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • Empowered Learner 1d: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfertheir knowledge to explore emerging technologies.
  • Digital Citizen 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
  • Conceptual Thinker 5c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
  • Global Collaborator 7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

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 Pre-Survey

The pre-survey is used as a means to measure what skill level the students are starting at and assess what they know already about InDesign.


Instructions: This is a pre-survey and will not be counted for a grade. This is for informational purposes only, but please take this pre-survey seriously and answer each question to the best of your ability.


1. Kerning adjusts the space between two characters; tracking adjusts the space between a range of selected characters.

  • True
  • False

2. Can Adobe Photoshop images and Adobe Illustrator graphics be imported into Adobe InDesign?

  • True
  • False

3. Ctrl+P Command is to exit from application.

  • Yes
  • No

4. What does the term gutter mean?

  • The space around your document
  • The space between bleed and slug
  • The space between two text frames
  • The space between columns

5. What is a stroke?

  • The area around your document board
  • The technical name for color swatches
  • The outline of a path, image or character
  • The point at which a gradient fill changes from one color to the next

6. Which tool allows us to create text frames?

  • Text Tool
  • Type frame tool
  • Write Tool
  • Type Tool

7. Preflight panel reports errors within an aspect of a layout, eg. graphic is imported as RGB.

  • True
  • False

8. The pasteboard is the area outside the page where you can place design elements not yet added to the page.

  • True
  • False

9. A red plus sign in the lower-right corner of a text frame indicates overset text.

  • True
  • False

10. What tool is used to place an image into a specific area in the document?

  • Rectangle Frame Tool
  • Image Tool
  • Type Tool
  • Rectangle Tool

_____________________________________________________________________________

InDesign is a powerful desktop publishing app that focuses on layout and formatting skills and ​in order for the students to be successful in the upcoming project of creating a notepad in InDesign, there are some general skills that they need to master. 

Zipped InDesign Assignment
PDF File to view assignment quickly without InDesign
Completed InDesign Introduction Assignment

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Additional Resources:

Adobe Education Exchange gives you instant access to free courses, workshops, teaching materials and you can connect with the creative education community.

Create Your Own Font

For the Participant

Goals for this Week:

  • Practice installing a font
  • Practice text formatting

Work for this Week:

  • Create a font
  • Post an Update

Objective:

  • I can install a font.
  • I can apply kerning, tracking, baseline shift, horizontal scale, vertical scale, character rotation, and leading.

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Create your own font

In this module, you will create your own font using your handwriting.

Media embedded December 1, 2018

In order for you to create your own font, you will be using Calligraphr.

Follow the instructions below to create your own font.

 1. Download the Template and use a black (not too thin) pen to fill it out.

Calligraphr Template

2. Place your characters like in the following image: 

3. Scan or take a picture of the image. Make sure the 4 markers on the border are included in your scan or photo.

4. Go to the Calligraphr website and upload your image.

5. Click Generate Font.

 6. Your font is now generated.

7. Download your Font.

8. Install your Font.

9. Some manual corrections are necessary to reach an optimal result.

10. Create a new document in InDesign and type "This is a sample of my handwriting as a font." twice. Leave one sentence unchanged and change the other with corrections.

11. Practice applying kerning, tracking, baseline shift, horizontal scale, vertical scale, character rotation, and leading.

12. Take a screenshot of your finished corrections on your font.

 _____________________________________________________________________________

POST AN UPDATE: Post an update with the screenshot of your finished corrections. Explain the corrections you made to your font. Would you use this type of service again and why? If you would like attach your handwritten font to share with your peers.

For the Teacher

Purpose: The purpose of this module is to have students practice installing a font and giving them the opportunity to practice applying kerning, tracking, baseline shift, horizontal scale, vertical scale, character rotation, and leading.

Learning Target:

ISTE Standards:

  • Knowledge Constructor 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  • Knowledge Constructor 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  • Innovative Designer 4b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
  • Creative Communicator 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • Global Collaborator 7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

_____________________________________________________________________________

Create your own Font

The videos at the beginning of the lesson are just for fun. These videos joke about the highs and lows and used of fonts. It is used a segway to get create your own font.

Calligraphr is not the best font generator online, but I like to use it for those reasons. It gives the students the opportunity to practice their text formatting skills to make a font look better. These skills are transferable to layout design and desktop publishing. 

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Additional Resources:

https://fontstruct.com/ - FontStruct is a free, font-building tool

https://www.fontself.com/ - Fontself Maker is an extension for Illustrator and Photoshop CC
that lets you turn any lettering into OpenType fonts in minutes.

Notepad Design Challenge

For the Participant

Goals for this Week:

  • Using InDesign create a set of two notepads.

Work for this Week:

  • Sketch four notepad designs
  • Produce two notepad designs using InDesign
  • Post a Reply
  • Post two Updates
  • Post a reply to three classmates

Objective:

  • I can use InDesign to create two functional notepad designs using the skills learned in previous assignments.

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Notepad Design Challenge

​You will create three notepad designs: two for yourself and one for a client. You will produce 6 notepads with 50 sheets in each. Three of the notepads will be printed with a design you will create for yourself and the other three will be printed with a design you will create for your client. These personalized notepads should satisfy the individual needs of yourself and your client.

Overview of Design Specifications

Explanation of Each Design Specification

You will be able to create two notepads from one single sheet of paper.

You will be using Illustrator to design each individual notepad and InDesign to make the 2-Up Layout. You will use Google images to find a web image to use in one design. If you are familiar with Photoshop, you may use Photoshop to create or manipulate images to use on the notepads. 

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Brainstorming Ideas

Before you begin sketching out ideas, it is best to brainstorm ideas and gain information from already created notepads. 

  1. Find an example online and save the image. (Notepad Designs, Creative Notepad Designs, etc.)
  2. Sketch the basic design
  3. Personalize it
  4. Take a photo of it.
  5. Continue this process for 2 different designs.

This will be helpful when you sketch designs that are personal to you and that are meeting the requirements of the design challenge.

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Sketching

Before you move to designing your notepad on the computer, you want to start with sketching.

Download the Notepad sketches template

Notepad Sketches

Complete four different sketches that meet all of the requirements of the design challenge. 

Have your teacher review your sketches and sign off on two designs.

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Design and Print

When your notepad sketches have been reviewed by your teacher and are approved watch the video below to create your document. It explains how to meet the requirements of the notepad design.

Media embedded December 1, 2018

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POST A REPLY: Post any difficulties you are encountering when creating or designing your notepad.

POST AN UPDATE: Post an update with your braingstorming ideas. Make sure to include the example you found online and the personalized sketch.

POST AN UPDATE: Post a screenshot of your notepad designs. 

POST A REPLY: Reply to three classmates designs and offer them feedback on their design. Some elements to think about when offering feedback:

  1. Are all of the design specifications being met?
  2. Is the color choice appropriate?
  3. Is the typography choice appropriate?
  4. Offer one or two specific suggestions to enhance this work.
  5. Offer one or two specific compliments of this work.

For the Teacher

Purpose: The purpose of this module is for students to use their creative design skills and InDesign skills to create a set of personal notepads. 

Learning Target:

ISTE Standards:​

  • Empowered Learner 1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
  • Empowered Learner 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • Knowledge Constructor 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • Knowledge Constructor 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
  • Knowledge Constructor 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  • Innovative Designer 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
  • Innovative Designer 4b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
  • Creative Communicator 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • Creative Communicator 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
  • Creative Communicator 6d: Students publish or present content that customizes the message and medium for their intended audiences.
  • Global Collaborator 7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

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Notepad Design Challenge

This design challenge is an opportunity to assess student learning and their creative abilties. The design specifications should be followed and adhered to. 

Design examples are used in the images to explain what each specification is.

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Alternate Activity:

You can divide the piece of paper into fours. Each notepad will be smaller, but less ink and paper will be used. Two of the designs would be from one student and two of the designs will be from another. The students would work together to share their files with each other (making sure they share the images as well).

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Rubric

 

Client Notepad

For the Participant

Goals for this Week:

  • Learn in a real-world environment

Work for this Week:

  • Interview Client
  • Sketch two designs
  • Produce two designs using InDesign
  • Post a Reply
  • Post an Update
  • Post a reply to three classmates

Objective:

  • I can meet the needs of a client in a real-world environment.
  • I can create and design an effective notepad design.

_____________________________________________________________________________

Client Interview

For the second part of the Notepad challenge is to design for a client. This can be for a member of your family or a staff member at the school.

Use the file below for your Client Interview

Client Interview

Things to consider when interviewing your client.

  1. Keep it professional.
  2. Make sure you ask the questions and don't give the interview sheet to the client.
  3. Meet and interview on the client's time schedule.
  4. Ask questions for clarification.
  5. Provide them with two sketches when you are meeting with them.
  6. Have your client initial one of your sketches for approval.

_____________________________________________________________________________

Client Designing

Once your client approves one of your sketches, you may begin working on the design on the computer. Your document will be setup the same way you set up your personal notepad design. However, the one design will be duplicated on both sides of the document.

Once the design is finalized, send your client a proof of the design. A proof is a working copy of a design and not what you are going to print yet. Ask them to offer suggestions on changes and check spelling. Make revisions based off the client's feedback and continue this process until the client signs off on a final design. 

_____________________________________________________________________________

POST A REPLY: Post a reply to this module on who you will be interviewing. No one person should be interviewed more than once.

POST AN UPDATE: Post a screenshot of the client's notepad design.

POST A REPLY: Reply to three classmates designs and offer them feedback on their design. Some elements to think about when offering feedback:

  1. Is the color choice appropriate?
  2. Is the typography choice appropriate?
  3. Offer one or two specific suggestions to enhance this work.
  4. Offer one or two specific compliments of this work.

For the Teacher

Purpose: The purpose of this module is for students to use their creative design skills and InDesign skills to create a notepad design for a client. This offers the students a real-world application of designing for the specific needs of a client.

Learning Target:

ISTE Standards:​

  • Empowered Learner 1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
  • Empowered Learner 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • Digital Citizen 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
  • Knowledge Constructor 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
  • Knowledge Constructor 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  • Innovative Designer 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
  • Innovative Designer 4b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
  • Innovative Designer 4c: Students develop, test and refine prototypes as part of a cyclical design process.
  • Innovative Designer 4d: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
  • Conceptual Thinker 5c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
  • Creative Communicator 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • Creative Communicator 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
  • Global Collaborator 7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
  • Global Collaborator 7b: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
  • Global Collaborator 7d: Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.

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Client Interview

During this process, students may have a variety of questions because they are all working on something different while meeting the needs of their clients.

Have the students focus on the clients interest, but do not have them use all of their client's interests in one notepad design. They should only use one or two and use "elements" from their interests. For example, if the interest is baseball. The student can incorporate a bat, baseball, field, hat, cleat marks in the dirt, scoreboard, their favorite team, etc. 

Observe students making effective color and typography choices and correct if needed.

Personal Notepad Requirements Check

For the Participant

Goals for this Week:

  • Understand the difference from computer screen viewing and print viewing.
  • Understand design is an ongoing process of revisions.

Work for this Week:

  • Make print adjustments
  • Post an Update
  • Post a reply to three classmates

Objective:

  • I can make revisions based on feedback.
  • I can meet the design specification needs of a design.

_____________________________________________________________________________

Personal Notepad Requirements Check

You have recieved peer feedback on both of your notepad designs. Once all of your revisions have been made you will print one copy of your design. Keep in mind that a printed design will look different than your design on the screen. This is because a computer uses the RGB color mode and the printer uses the CMYK color mode.

Make any color adjustments based on the print differences and continue this process until you are satisfied with the results. 

Make sure you have met all of your requirements based on design specifications sheet.

Notepad Design Specifications

If you have met all of the specifications, meet with the teacher to sign off on your two personal notepad designs.

_____________________________________________________________________________

POST AN UPDATE: Post an update of your two personal notepad designs.

POST A REPLY: Reply to three classmates to offer them two specific commpliments on their design. 

For the Teacher

Purpose: The purpose of this module is for students make sure they are meeting all of the design specifications as well as understand the difference between computer screen viewing and print viewing.

Learning Target:

ISTE Standards:​

  • Empowered Learner 1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
  • Empowered Learner 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • Digital Citizen 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
  • Knowledge Constructor 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
  • Knowledge Constructor 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  • Innovative Designer 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
  • Innovative Designer 4b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
  • Innovative Designer 4c: Students develop, test and refine prototypes as part of a cyclical design process.
  • Creative Communicator 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • Creative Communicator 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
  • Global Collaborator 7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

_____________________________________________________________________________

Personal Notepad Requirements Check

Some issues that may arise when students print their design include:

  • The opactity of images may be too high and it is hard to read when you write on it
  • The alignment of objects and text don't match
  • The lines are too close to the edge of paper and gutter
  • Objects and text extend the margins
  • Spellchecking

If all the design specifications are met and all issues have been fixed, the students will get approval to print 150 more copies and can move onto the production phase. 

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InDesign Post Survey

While the students are making revisions to print, they should take the Post Survey. This is a graded assessment based on the skills they have learned while working in InDesign.

Production

For the Participant

Goals for this Week:

  • Work in the lab safely to print and produce personal and client notepads.

Work for this Week:

  • Print personal and client notepads
  • Jog and Pad personal and client notepads
  • Slice and Cut personal and client notepads
  • Post an Update

 Objective:

  • I can work in the lab and operate production equipment efficiently and safely.

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Production

Once you have finished all of the revision steps for both your personal notepad designs and your client notepads - follow the steps below.

You will use the following supplies and equipment:

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Printing

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Padding 

In this step you will be jogging the paper (aligning all of the edges of the paper) and inserting chipboard every 50 sheets. This will divide the notepad into three stacks of 50 and then place the notepads properly into the padding press.

Media embedded December 1, 2018

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Slicing and Cutting

When the notepads are dry, they are ready to be sliced apart and cut in half. Using the padding knife (careful - it's sharp) cut apart your notepad from all the other notepads. Make sure not to slice off the piece of chipboard. Once each notepad is separated, bring them over to the paper cutter and cut them in half at 5.5 inches.

Media embedded December 1, 2018

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Submit

Aafter you have cut your notepads in half, remove any of the extra pieces of chipboard. Grab a rubber band and put it around your notepads. Write your name on a card and place it under the rubber band and place it in the bin of your class period.

Media embedded December 1, 2018

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POST AN UPDATE: Post an update about your thoughts of the project by answering the following questions - you can include your answers in reference to the personal or the client notepad.

  1. What is the most important thing you learned in this project?
  2. What do you wish you had spent more time on or done differently?
  3. What part of the project did you do your best work on?
  4. What was the most enjoyable part of this project?
  5. What was the least enjoyable part of this project?
  6. How could your teacher change this project to make it better next time?

For the Teacher

Purpose: The purpose of this module is for students print and produce their personal and client notepad designs. During this process, students will print, jog, pad, slice, and cut both of their notepad designs.

Learning Target:

ISTE Standards:​

  • Empowered Learner 1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
  • Creative Communicator 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • Creative Communicator 6d: Students publish or present content that customizes the message and medium for their intended audiences.

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Production

It is recommended that the teacher does a hands-on demonstration of each of the production steps in order to answer questions the students may have. The videos can be used as a reference for the students when they get to that step. 

All equipment safety should be followed and students monitored during each step. 

Sources

 

  • ISTE Standards for STUDENTS. (n.d.). Retrieved November 25, 2018, from https://www.iste.org/standards/for-students
  • Live, S. N. (2017, September 30). Papyrus - SNL. Retrieved November 25, 2018, from https://www.youtube.com/watch?v=jVhlJNJopOQ
  • Smith, K. (2018, October 11). Design and Print. Retrieved November 25, 2018, from https://www.youtube.com/watch?v=kPPsppKfcCo&feature=youtu.be
  • Smith, K. (2018, October 11). Padding. Retrieved November 25, 2018, from https://www.youtube.com/watch?v=1FtOcHB9GlM&feature=youtu.be
  • Smith, K. (2018, October 12). Submit. Retrieved November 25, 2018, from https://www.youtube.com/watch?v=dlju2h77ssk&feature=youtu.be
  • Smith, K. (2018, October 11). Slice and Cut. Retrieved November 25, 2018, from https://www.youtube.com/watch?v=SJrE5P3LIn0&feature=youtu.be
  • Vox. (2017, March 21). Bad typography has ruined more than just the Oscars. Retrieved November 25, 2018, from https://www.youtube.com/watch?v=eZSe4xVXHhI
  • What is InDesign? Learn the basics. (n.d.). Retrieved November 30, 2018, from https://helpx.adobe.com/indesign/how-to/what-is-indesign.html