DR. RASHEED: Teaching FACE-TO-FACE Video LECTURE

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In the computer information world, we live in, visual designers need knowledge and competency skills in many disciples to be competitive. The increasing need for creativity and design is predicated on the rapid development of computer software technology and internet communication in business, sports, entertainment, education, advertising, public relations, computers, engineering, health care, science, etc. Today’s students studying visual communication must acquire interdisciplinary knowledge and skills such as: graphic design, user-center design strategies, marketing communications, creative visualization, animation, website design, game design, photography, illustration, typography, video technology, Journalism, infographics, and research. The diversity of communication skills acquired will allow the designer to solve visual and communication problems with intrinsic user centered solutions. 

NEW INDUSTRIES SEEKING DESIGNERS 

Product and visual designers are needed in many industries such as: Education, business, engineering, manufactory, entertainment, communication, computer technology, animation, and science, to name a few. -The plastic manufactory industry utilizes  product designer and engineers to develop product such as: toys, 3D graphic signs, containers, furniture, luggage, vehicle parts, etc. -The computer animation industry employs many visual and product designers to create and design 3D characters, set environments, props, graphics for movies and computer video games. The educational Instructional Technology industry uses visual designers to create graphics for interactive online educational programs for instruction and training. 

VISUAL DESIGN RESEARCH 

The research and application of intrinsic elements as art, typography, photography, and illustrations plays an important role in producing successful solutions in visual communication. Graphic elements that have strong intrinsic relationships can increase the excitement and interest of the targeted culture group. Students can increase their creative aptitude by using research as a catalyst for creativity. 

DESIGN AND ART COURSES I HAVE TAUGHT 

The following courses represent my range of experience teaching Art & Design courses in higher education: History of Visual Communication, Visual Literacy, Color Theory, Figure Drawing, Painting, Computer Graphic Software, Basic 2D & 3D Design, Typography Design, Digital Illustration, Logo Identity Design, Commercial Photography, Photo Editing, Publication Design, Print Advertising Design, Package Design, Game Design, Museum Exhibit Design, Website Design, Prepress Production, and Portfolio. 

REAL WORLD PROJECTS 

I use real world business and industry projects to help students understand their role as artist and designers. Creating real world projects from different industries can help students develop many functional skills. Example projects: Design an exhibit profiling top basketball players, entertainers, businesses or inventors; Design furniture that can also be used as luggage; Design a board game that teaches engineering or computer science. Corporate Strategic alliances can also allow students to acquirer internship experience and design work for their portfolios. 

USING THE COMPUTER AS A TOOL 

Many students start their art or design projects in the computer. However, this could waste a lot of design time. The designer should first sketch out ideas, without the computer, then use the computer to refine the final design concepts. Sketching ideas can increase design solutions and shorten the design time. Learning to draw orthographic and isometric designs by freehand is a valuable skill for visual art and design students. 

DESIGNER STATEMENT

I would first like to start my Designer Statement by reflecting on the definition of design. The basic definition of the word design is a planning process used to create something two or three dimensional. Also, graphic design is the planning process that combines the use of images and text to influence or persuade a targeted audience to act by purchasing a product, attend an event, read information following a learning instruction or utilize a service. 

UI-USER-INTERFACE DESIGN

Today effective graphic designers apply visual communication strategies, such as User-Centered Interface Experience to design intrinsic digital graphic images, type, music/sound, and motion that can motivate the targeted profile group to act (Buy a product, attend an event, or communicate information). The graphic designer must understand the targeted audience’s culture, behavior, influences, motivation, interest, and needs, to effectively demonstrates the User-Centered Interface Experience strategies. Developing a targeted market profile of the consumer allows the designer to plan and produce intrinsic elements for visual communication.
 

UX-USER-EXPERIENCE DESIGN

As a User Interface Designer, I focus on the intrinsic visual appearance of the graphic or interactive design. On the other hand, as a User Centered Experience Designer I’m engaged in developing the user interactive navigation experience. I design this user experience to emulate the user’s interest, needs, fast and simple navigation. 

DESIGN PRINCIPLES

Convincing graphic design results in utilizing layout design principles. These design principles are the arrangement of digital images, type, music/sound, and motion to captivate the consumer’s attention and direct their focus. Example: The layout design principle of size gradation demonstrates how large images demand more attention than smaller images in a page layout. The size of the image can be used to control the consumer’s attention related to the hierarchy of importance. See Examples: https://thomasrasheeddesigner.com/teaching Please stroll down to Teaching> Instructional Design>2-Dimensional Design Principles. In the illustration the viewer notices the large black box first because of its size. In conclusion effective graphic designers apply User Centered/Experience design strategies and traditional visual communication design principles to influence the consumer. 

INTERDISCIPLINARY DESIGN CAREERS

Many of my former students are finding success as graphic designers by expanding their careers into interdisciplinary design. Today businesses and industry are seeking creative people with visual computer graphic and product design skills: education, healthcare, computers, gaming, engineering, communications, science, technology, animation, and business. 

The following career areas are where design and art students have found great success in their careers as interdisciplinary designers/artist: EDUCATIONAL TECHNOLOGY, COMPUTER SCIENCE, HEALTH CARE, SCIENCE, FINE ART STUDIOS, MARKETING COMMUNICATIONS, VISUAL MEDIA COMMUNICATIONS, BUSINESS MARKETING, MECHANICAL ENGINEERING, WEBSITE TECHNOLOGY, SOFTWARE ENGINEERING, VIDEO GAME DESIGN, AND ANIMATION DESIGN 

Many of my students completed bachelor’s in Visual Communication  Design and I advise them to acquire a master’s degree in other areas of industry and technology. This will interdisciplinary designer career approach can perhaps eliminate competition and add needed creativity in the computer, business, education, science, medical, engineering, and technology industries.

In conclusion I feel, many corporate businesses and industries are seeking creative designers in visual communication design, graphics, computer technology, website design, interactive games and animation design. Today, many universities/colleges design educators are developing interdisciplinary curriculums and courses to increase the marketability of future visual communication designers. 

Taught By Professor: Dr. Thomas Abdul Rasheed, MFA/PhD

Delta State University: Cleveland, Mississippi

ART 221 – Computer Graphics Course Description: This course introduces the Macintosh computer as a tool for the graphic designer. Page layout, digital imaging and vector graphics will be studied. Prerequisites: ART 150,158. LectureLaboratory 6 hours. 3 Credits

ART 325 Graphic Design  This course introduces students to "real-world" print media problems including posters, brochures, book design and related problems. Design and concept as they effect the product audience are stressed. Prerequisites: ART 220, 221. Lecture-Laboratory 6 hours. 3 (F) 

ART 327 Digital Illustration  The course explores the art of making pictures for the purpose of communicating information and ideas and examines the designer's role as an illustrator. Students render illustrations digitally and learn digital illustration techniques using industry standard software. Prerequisites: ART 220, 221. Lecture-Laboratory

Florida A&M University: Tallahassee,  Florida

GRA 1111 Basic Graphic Design Principles (3) Program of major groundwork covering the broad scope of graphic communication and an overall view of the graphic design field.  Subjects covered include: equipment, outline of the design process, studio skills and techniques, workshop and critique of work. 

 GRA 1206 Typograpy (3) Introduction to the origins of written communications, type, and the historical development of type classifications.  Defines terminology of typography.  Develops a critical awareness of legibility and readability.  Includes introduction to page layout and grids.  Projects, quizzes, class critiques and exams. 

GRA 1333 Graphic Communication Materials and Processes (3) Printing processes, plant equipment, trade and professional terms, techniques, and positions in the industry. Labor and management relations and printing labor unions. Bindery operations and color theories. 

GRA 1433 Basic Computer Operations (3) This  introductory course for students wishing to follow a major involving graphic communications. The basic principles of computer hardware operations and current selected program application basics are presented as they apply to computer graphics, design and the publishing industry. 

GRA 2157 Computer Graphics for Designers (3) A course in the use of computer graphics in the design profession.  Through research, students create designs in business graphics, titling, animation and photography. 

GRA 2201 Electronic Prepress for Publishing I (3) Prereq:  GRA 1500 and consent of instructor.  Introduction to the use of software and electronic devices for printing production and publishing.  Capturing text and graphics; document formatting; image storage, transferring and retrieval.  Image output formats and devices. 

 GRA 3118 Publication Design (3) Prereq: GRA 1543. Concepts for preparing complete publications of various forms; use of materials and processes; typographic design and use of graphic elements. 

GRA 3545 Graphic Design I (3) Prereq: GRA 1543 or permission of instructor. A lab course that concentrates on the exploration of graphic and typographic elements in two-dimensional space. Solving practical design problems with library research, thumbnail sketches, rough layouts and comprehensives to industry standards. 

GRA 3546 Graphic Design II (3) Prereq: GRA 3545 or permission of instructor. A lab course that concentrates on multi-page and three dimensional designs. Continuation of stress on the design process, professional work habits, market research and problem solving. 

GRA 3746 Applied Illustration Techniques (3) Prereq:  GRA 1543, 3545, or permission of instruction.  Introduction to the range of graphic illustration media, from graphite pencil to computer assisted art.  Emphasis is placed on media selection and the integration of the illustration into an overall design strategy. 

GRA 4119 Package Design (3) Prereq: GRA 1530, 3545 or permission of instructor. An introduction to the procedures and considerations for preparing packaging designs. Students examine the unique constraints of various forms of packaging, including pointof-purchase displays and sales promotional materials. 

KENNEDY KING COLLEGE: CHICAGO, ILLINOIS 

VIS COM 101 Introduction to Visual Communication  Introduction to the history and industry of visual communications. Basic design principles and practical application of visual communication design in illustration, typography, photography and publication. Design assignments, as appropriate to the discipline, are part of the course. 1lecture and 4 lab hours per week. 3 credit hours.

VIS COM 102 Website Design I                                                                                                                   Basic procedures in preparing website design and production; Includes web code techniques, color theory, typography and composing style sheets and photo layout. Writing assignments, as appropriate to the discipline, are part of the course. 1 lecture and 4 lab hours per week. 3 credit hours. 

VIS COM 103 Commercial Photography  This course is designed to familiarize the student with the basic procedures of digital image capture of products and people. This course explores the use of digital cameras as related to visual communication. Also included are the basic commercial photography techniques in lighting, editing and effects. Writing assignments, as appropriate to the discipline, are part of the course. 2 lecture and 2 lab hours per week. 3 credit hours. 

VIS COM 132 Publication Design  This course is designed to familiarize the student with page layout principles, info graphics and software used in the visual communication industry. Emphasis is placed on the study and hands on operation of graphic computer systems, scanners and laser printers. Writing assignments, as appropriate to the discipline, are part of the course. 2 lecture and 2 lab hours per week. 3 credit hours. 

VIS COM 201 Design Management  The study of design management practices in the visual communication industry: Sales, marketing, strategic planning, graphic production, job cost, services, studio layouts, purchasing, inventory control, staff positions/management and proposal writing. Writing assignments, as appropriate to the discipline, are part of the course. 2 lecture and 2 lab hours per week. 3 credit hours. 

VIS COM 202 Website Design II  This course is designed to provide the student with an advanced study of website design and production; Includes web code techniques, color theory, typography and composing style sheets and photo layout.. It will also explore animation on the web using current web publishing software applications. Writing assignments, as appropriate to the discipline, are part of the course. Prerequisite: Graphic Communications 102 or approval of department chairperson. 2 lecture and 2 lab hours per week. 3 credit hours.

VIS COM 122 Graphic Software  This course is designed to familiarize the student with hardware and software used in the visual communication industry. Software includes Adobe Illustrator, Photoshop, Indesign and other computer graphic software used for page layout design. Emphasis is also, placed on the study and use of computer hardware equipment as: Monitors, keyboards, scanners, printers and digital cameras, etc…. Writing assignments, as appropriate to the discipline, are part of the course. 150 minutes per week. 3 credit hours. 

VIS COM 224 Digital Typography  This course is designed to familiarize the student with the computer hardware and software application used in the visual communication industry.  Emphasis is placed on the study of typography font design, specification, effects and copy fitting. Also, a study of the historical developments of typography from ancient to modern times. Writing assignments, as appropriate to the discipline, are part of the course. 2 lecture and 2 lab hours per week. 3 credit hours.

VIS COM 134 Logo Identity Design  This course is designed to familiarize the student with drawing and illustration software programs used in the visual communication industry. Emphasis is placed on hands on practice with vector computer software programs. Students will develop identity design techniques in computer illustration, symbols and logo identity design systems for organizations, businesses, institutions. Training on the laser printers and image setters is included. Writing assignments, as appropriate to the discipline, are part of the course. 2 lecture and 2 lab hours per week. 3 credit hours. 

NORTH CENTRAL COLLEGE: NAPERVILLE, ILLINOIS 

ART 100 Introduction to Visual Literacy (3.00) An art survey of the theories and practice of visual forms, especially as applied in interactive media. Theoretical instruction may include narratology, and relationships between word and image. Students will engage in these and other theories in their construction and design.  

ART 107 2-Dimensional Design (3.00) Exploration, study, and application of the basic elements of art and principles of design. Course objectives include acquisition of technical skills and introduction to a variety of materials. 

ART 109 Image Processing (1.50) Processing of photographic and digital imagery to enhance communication and meaning. Topics include: representation of digital images, digital manipulation techniques, the use of images in web pages and video productions, and the use of digital editing applications such as Adobe Photoshop. Same as: IFS 109. 

ART 143 Beginning Typography (3.00) Introduction to the understanding of type and its use as a design element. Type is explored in relation to page layout, color, importing of graphics, and expression, using computer graphics technology. 

ART 141 Designing Graphics (1.50) An introduction to digital graphics. Emphasizes hands-on computer experience with drawing and editing tools that allow students to create computer based graphic arts, design, and page layout. Same as: IFS 141. 

WESTWOOD COLLEGE, CHICAGO, IL

MKTG 310 Consumer Behavior: This course describes the process of how consumers make buying decisions. Topics include a variety of factors influencing consumer behavior, such as the psychology, motivation, exposure, knowledge, attitude formation, memory, judgement and decision making. Upon successful completion of this course students will be able to provide examples of how the knowledge of consumer behavior can be used to influence marketing, promotion, advertising, and direct sales strategies. 

MKTG 300 Advertising Design Principles: This course defines effective advertising principles and practices that cut through the message clutter that exists today. Topics you will study include what makes an ad memorable, the use of humor, tapping into consumer motivation and the use of celebrity endorsements. Upon successful completion of this course, you should be able to assess the effectiveness of an ad campaign. 

MKTG 320 Integrated Marketing Communications: This course emphasizes the value of integrating various communication tools such as public relation, promotion, advertising and direct marketing to satisfy strategic business objectives. Topics include stakeholder research and analysis, target markets profile, customer value, and message consistency. Upon successful completion of this course, students will be able to develop a marketing communication campaign by utilizing a variety of integrated tools that support the given strategic business objective. 

MKTG 400 Strategic Marketing Management: This course covers concepts in strategic marketing management. Topics include environmental scanning, best practice in marketing, market research, analysis and evaluation, product development and distribution, integrated marketing Communications, pricing, and the future of marketing. Upon successful completion of this course, students will be able to plan a marketing strategy. 

In 2018 I was invited to conduct a faculty workshop presentation for the University of Illinois Champaign-Urbana,  Center for the Innovation in Teaching & Learning Department.  I designed an interactive question-and-answer activity online that questioned the faculty/learner's knowledge in Design, Games,  Learning and Health. The interaction was designed with Adobe XD Experience Design software. Faculty utilized their iPhones to engage in answering questions.

WORKSHOP ACTIVITY INSTRUCTIONS:

CLICK, on the link below > Click to view question > Click again to view multiple chose answers (HOME, DESIGN, LEARNING and HEALTH) 

Click on HOME to view and experience famous learning quotes. DESIGN, GAMES, LEARNING and HEALTH:  Click each to view questions and chose your answers and experience interactive learning.

Online Link: https://xd.adobe.com/view/5b3fb2cd-07b8-467a-726c-1827429f7d08-2d0e/screen/a4c70a87-0299-4c0d-8120-bb3d6a5a106e/iPhone-6-7-8-1

INSTRUCTIONAL TECHNOLOGY 

TEACHING PHILOSOPHY 

Dr. Thomas Abdul Rasheed, MFA/Ph.D.

According to AECT, Association for Educational Communications and Technology the definition of instructional technology is “The study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” Many educational scholars and studies have revealed that Instructional Technology and videogames share a lot of theories and technology that can improve education.

Teaching Instructional Technology today one should consider integrating interactive design in the learning environments. Also, interactive and visual design facilitates the need to serve the many tactile and visual learners that dominate the 21stcentury population.  Effective learning should focus on improving learner’s motivation and academic achievement. Integrating principles of instructional technology, learning theories, with interactive and visual design strategies can improve learning environments (Reigeluth & Schwartz).

Today’s adolescent and young adult learners live in a society of digital and interactive computer technologies that drive most of their social activities. This technology includes cell phones, tablets, laptops, the Internet, social networking, and videogames, to name a few. However, when it comes to U.S. schools and colleges, Squire (2011) contends that the majority of learning institutions are not utilizing computer technologies that reflect the digital and interactive computer technology of the world in which they live.

In particular, the videogame industry of recent decades represents one of the largest influences of American adolescent and young adult culture (Squire, 2003). As a result, within the past 10 years educational scholars have become increasingly interested in studying and using games for learning. Their findings indicate that education can be enhanced and improved by the use of visual design and videogame design technology. The Greek philosopher Aristotle said, “For the things we have to learn before we can do them, we learn by doing them” and “We are what we repeatedly do. Excellence, is not an act, but a habit.” 

INSTRUCTIONAL DESIGN QUALIFICATIONS 

The practice of designing instructional material becomes learner centered by utilizing a strategic plan that analyzes the needs of the learner, defines the instructional goals, intrinsic graphics, interactive technology and implementing evaluations. The following skills, strategies, theories and methods represents my view of the qualifications for effectively teaching and practicing instructional design and technology.

SKILLS 

Oral: The ability to effectively speak or lecture to an audience by motivating them to understand and act on the subject area of focus.

Written Communication: Producing effective writings with clear meaningful communications or instructions for the reader, with good grammar and punctuation. 

Visual Communication: The application of designed communication with graphic images and type to persuade/ influence a targeted audience to read and view information, to buy a product, or attend an event.

Interactive Design: A user-centered method that engages the user with problem solving computer software and hardware technology for useful and meaningful outcomes experiences.

Video, Music and Sound: Electronic entertainment media recordings and playing, can be used for learners to observe and study video demonstration of instructional content.

Research: The strategic plan to search for information to improve academics and life styles.

Legal: Intellectual property such as copyrights, trademarks and patents utilized to protect words, art, music, information, technology, instructions, devices and product designs.

Management: The organization of people, information, instructional content, monitoring and technology with the implementation of evaluations in the educational environment. 

Software & Courseware: Interactive computer programs to engage learners in academics with interactive technology to organize, motivate and improve learning.  

Instructional Content: The course strategic plan for the learning activities and assignments 

User/Learner Centered Strategy: The course instructions that are designed and linked intrinsically to the themes of the learner’s culture, interest, needs and influences.

Curriculum: The structure of courses in the educational program that engages the learners experience in a predetermined instructional study.

TEACHING & LEARNING STRATEGIES

Online or E-Learning: Electronic Internet interactive learning environment

Face-To-Face Learning: Traditional classroom learning environment with live lectures

Simulation: Learning experience that engages the learner to emulates entertainment, games, sports and business activities by utilizing virtual simulation technology

Epistemic Simulation: Learning experience that engages the learner to emulates activities of professional career practice by utilizing virtual simulation technology

EVALUATION 

Formative: The process of observing and evaluating an educational program while the learners are engaged in the learning experience

Summative: The process of evaluating an educational program learning outcome at the completion of the instructional learning experience 

Per-test and Post-test: The pre-test represents an evaluation of the learner before the educational program begins. The post-test represents an evaluation of the learner at the conclusion of the educational program.

INSTRUCTIONAL DESIGN MODELS 

ADDIE: This five step instructional model represents a step by step approach to learning: (1) Analyze, (2) Design, (3) Develop, (4) Implement, and (5) Evaluate.

Dick and Carey: This instructional model focuses on the interaction between: Instructor, learner, materials, instructional activities, delivery system, learning and the environment.

Guaranteed Learning: This model is formerly known as the Instructional Development Learning System (IDLS). The model focuses on: Design task analysis, test performance, interactive instruction and simulation activities.

LEARNING THEORIES 

Behaviorism: The educational learning theory of behaviorism focuses on the repetition and reinforcement of learning content with a reward or punishment. When the learner’s behavior has the correct solutions to the problem-solving challenge, a reward is implemented. A punishment is given to the learner when the behavior is incorrect. Also, behaviorism learning theory is integrated in many commercial and educational videogame design and motivation strategies.

Cognitivism: The mental process or method used to acquire knowledge and grow intellectually is the learning theory of cognitivism. Some of the psychological activities of this educational learning theory are critical thinking, problem-solving, remembering, learning, or planning. The cognitive theory also focuses on the relationship of existing knowledge in the brain and how new knowledge is integrated with existing beliefs and understanding.

Constructivism: A learning theory in the field of education that argues that one can only acquire or achieve true knowledge through a self-directed interactive experience. Gee (2005)explains how the constructivism learning theory is rooted in interactive gameplay and the problem solving strategies of videogame software technology.

ARCS Model of Motivational Theory:

According to Keller (1979), the ARCS model of motivation was developed to identify an instructional system for understanding the major influences that motivate learners. Keller suggests that instructional content may not be as effective if the learner does not find it appealing, stimulating, and captivating. The ARCS model motivation categories are: Attention, Relevance, Confidence, and Satisfaction.

https://www.youtube.com/watch?v=tYu90ZK2WUA