Tip Model - Integrated Unit

Year 9 IST – Digital Media Topic I have decided to apply the TIP model to a unit of work I’ve been developing for the last few months in Year 9 Information and Software Technology (IST). While it may seem a strange choice to use this model in a subject where ICT is explicitly taught, I actually consider it to be just as important (perhaps even more so) to integrate the technology effectively here, as it is in any other subject. It is important in a subject such as IST that the students understand that the technologies that they are learning about are not the ends in themselves. Rather, that they are gaining skills to enable them to become more effective problem solvers in all areas of life / study. By modeling the use of technology in this way I believe my students will be better able to integrate ICT into their studies of other subjects. Below you will find the unit outline / program for this topic, following which I will explain how I have tried to use the TIP model to develop this unit.

Digital Media Unit – Year 9 IST Project description: Richard Grandstand, the eccentric international entrepreneur and billionaire has asked you to come up with a new company and product to rival Apple’s ipod. You are going into direct competition with Apple computers and will be promoting a brand new MP3 player that rivals their ipod shuffle. This is a highly competitive and lucrative niche market so you will need to develop Business stationery such as a Company Logo, a Business card, a Letterhead, and a Newsletter announcing the launch of your product. You will also need to produce advertisements that can be used on the Internet such as 2D graphics using Fireworks, a banner advertisement using Flash and a short TV commercial using Windows Moviemaker. You will need to present your work to Richard Grandstand (alias your teacher) using PowerPoint in a pitch to win his financial backing, (you may not really get any money, but you will get some great marks). The project is broken down into a number of challenges as described below: Challenge 1 – Business Stationery Students are to hand draw several prototypes of a company logo on paper, and then in pairs discuss the most relevant design to be used for the computer company. Collect 10 company logos from newspapers, magazines or the Internet to get ideas on an effective logo for your company. Using a graphics package, students create and manipulate a design, based on the prototypes, to be used for the company logo.

This challenge involves creating an appropriate • company logo (Paint, Draw in Word or Fireworks) • Your own personal Business card including your logo (Microsoft Publisher) • Letterhead including your logo • Newsletter announcing the launch of the new MP3 player including your logo. Challenge 2 - 2D Graphic Advertisement Students are to complete the Graphic Design Basics Tutorial in Macromedia Fireworks and then use the skills acquired to create your own graphical advertisement to promote your product and company. Challenge 3 – Banner Ad in Flash Students are to create a Banner Advertisement using macromedia Flash that could be used on a webpage to promote their product. See the Subaru Forester Advertisement as an example. Challenge 4 – TV/Web Advertisement using Windows Moviemaker Students are to create a short video that can be used on the Internet or on TV to advertise their product. Your movie should include: • • • • •

titles and credits video footage that you have recorded using a digital video camera a soundtrack that you have recorded from CD transitions video effects

Challenge 5 – The “Pitch” to Richard Grandstand Use Microsoft PowerPoint to present all of your work to Richard Grandstand. A PowerPoint template has been included to get you started. *note - challenge activities 2 - 4 do not necessarily have to be done in order. Objectives and Assessment 1. Students demonstrate an ability to integrate their idea with a variety of digital media. 2. Achieve the following outcomes from IST syllabus: 5.1.1 selects and justifies the application of appropriate software programs to a range of tasks 5.2.1 describes and applies problem-solving processes when creating solutions 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems 5.2.3 critically analyses decision-making processes in a range of information and software solutions 5.3.1 justifies responsible practices and ethical use of information and software technology 5.3.2 acquires and manipulates data and information in an ethical manner 5.5.1 applies collaborative work practices to complete tasks 5.5.2 communicates ideas, processes and solutions to a targeted audience

5.5.3 describes and compares key roles and responsibilities of people in the field of information and software technology

Criteria for assessing learning (These criteria would normally be communicated to students with the activity.) Students will be assessed on their ability to: • • • • •

describe and apply a set of evaluation criteria for the evaluation of the graphics package solution incorporate effective design considerations (such as structure, simplicity, consistency of elements, colours, textures and effects) import and manipulate graphics into a presentation software package use feedback from peer evaluation to identify weaknesses and suggest appropriate modifications describe and justify the appropriateness of the graphics package to the design brief and target audience.

Component

Marks allocated

Challenge 1 – Business Stationery -Logo -Business Card -Letterhead -Newsletter

20

Challenge 2 – 2-D Advertisement (Fireworks)

20

Challenge 3 – 3-D Advertisement (Flash)

20

Challenge 4 – TV Advertisement (moviemaker)

20

Challenge 5 – Presentation to R.Grandstand

10 Total

Name ___________________________

Note: Rubric for each challenge under development.

90

Marks received

Guidelines for marking Feedback Students will be given both oral and written feedback from the teacher. Peer evaluation will also occur as students discuss other students design solutions based on a set of evaluation criteria. The teacher will provide oral feedback to students on their: • •

list of suitable criteria for the evaluation of their solution ability to import their graphic elements into the presentation software and convert any file formats as required.

Written feedback will inform students on their ability to: • • •

produce a graphics package incorporating effective design considerations and principles such as structure, simplicity, consistency of elements, colours, textures and effects plan modifications to their presentation following student feedback produce and justify an appropriate design solution to the design brief and targeted audience.

TIP Integration Rationale Phase 1 – Determine Relative Advantage The problem being addressed here is “How can I teach this topic of ‘Digital Media’ in a way such that the students will understand not just what digital media is, and be able to use the technology, but so they will be able to solve a given problem using digital media technologies?” Traditionally this topic might have been taught in a way that simply introduces each of the digital media, explains its use, involve some classroom instruction, then have student practice time of that media. By integrating the topic like I have here, the students are challenged with a problem, and learn about selecting the appropriate technology to provide a solution to that problem. Phase 2 – Decide on Objectives and Assessments Many of the objectives for this unit come directly from the NSW IST Syllabus. I’ve added a focus on the students being able to solve a problem using and integrating digital media. Much of the formative assessment will come from the observation of their final ‘presentation’ to Richard Grandstand. Here, the students are required to put together all of the material that they have produced and submit it cohesively. Phase 3 – Design Integration Strategies The students in this case are predominantly learning in a constructivist environment. There is a significant amount of scaffolding in order to help them understand the requirements of the task, and the methods they should use to complete it.

Once the original assessment has been set, and the teacher has clear indication that the students understand the overall requirements of the task, the students will engage in selfdirected learning. From time to time there may be need for direct teacher intervention, perhaps either to reinforce understanding of the task, or (more likely) to give some instruction to the whole class about a particular aspect of the software that is being used. For the majority of the task the students work individually, however I have included some instances where group reflection is necessary. Phase 4 – Prepare the Instructional Environment This is a relatively simple phase for this task, as the students are timetabled in computer rooms, and the computers in the school have all the necessary software. The exception to this is when the students are required to use digital video cameras. These need to be booked in advance. The students also need to allow enough time each lesson to download any video they have shot during the lesson to the computer. Phase 5 – Evaluate and Revise Integration Strategies The obvious section that still needs development to improve the effectiveness of this unit is putting together the rubrics for assessment. I also suspect that it will be necessary to spend a couple of lessons each revising the use of both Fireworks and Flash, as these applications are not yet regularly used by most students. Once the students have completed this unit I can measure its success based on the results achieved by the students – particularly looking at their final presentation. I would expect that the students successfully integrate each of the challenges into this final presentation.