• Adobe Fireworks CS4 installed on all student workstations • Worksheet: Page banner review and redesign
• Guide: Review and redesign presentation topics • Projector connected to a computer with Fireworks
Time
45–90 minutes
Overview
Students see different aspects of redesign by doing peer reviews. Student pairs review each other’s work to help both students improve their designs. After redesigning based on peer feedback, students formally present their page banners to the class.
Student product: Redesign write-up and storyboard, revised page banner
Activity steps
1. Pair students so all students have reviewers for their page banners.
2. Have students evaluate their partner’s page banner. Here are suggestions for structure of the review: • Designers start by explaining intended goals, design decisions, and intended purpose.
• Reviewers evaluate whether the goals and purpose were met and whether the design decisions add to or detract from the purpose, adding specific suggestions for redesign. You might have designers take notes if their evaluation is oral.
• Designers respond to comments and describe how they will make redesigns to address suggestions.
Worksheet: Page banner review and redesign
3. Have students update or redo their page banners to reflect the peer feedback. Have them keep a copy of the original as a point of comparison.
4. Discuss presentation guidelines with students. Some possible topics to cover in the presentation follow:
• Original design, including the original file and the initial goals, design concepts, and requirements.
• Reviewer feedback, including the elements of the design that did and did not address the original intent, goals, and concepts, as well as new ideas and suggestions from the reviewer.
• Redesign, focusing on the new page banner.
Guide: Review and redesign presentation topics
5. Have students present their new page banners to the class, indicating the changes they are making and the reasons for the changes. You might have students use a projector to show their original banners and the redesigned banners.
Preparation
• Decide on presentation guidelines for students.
• If you want students to have paper copies of your presentation outline, make photocopies.
• Students complete the page banner 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
Small-group presentations: Create small groups by having two sets of pairs form a group of four to present their new storyboards to each other, giving feedback to the presenters regarding their new page banners.
Using constructive comments: Working in teams requires students to become better communicators. Many times during the web development process, students will need to critique each other’s work. Giving feedback requires students to be sensitive to the feelings of others. To help students become better
communicators, you might spend some time brainstorming with the class to identify constructive comments and words. This class-generated list can be posted as a reminder for everyone when giving a critique of a fellow student’s work.
Rationale
Professional web developers generally work in teams with clients. Their projects require feedback from peers, visitors, and clients. Because websites are designed for a world of visitors, external feedback on design not only identifies missing elements but also provides wider perspectives. Reviewing the work of others gives designers better insight into their own work.
Background resources
• 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.
• To find more Internet information on redesign and the design process, some helpful search keywords might be redesign cycle or design process.
Assessment
Does not meet expectations Meets expectations Exceeds expectations Page banner
review and redesign worksheet
Absent or incomplete. Student reviewer
evaluations and critiques are constructive and provide direction for banner improvement. Students can explain the design principles employed. Students can think critically about audience and purpose to forecast changes and a plan to improve banner.
Student reviewer
evaluations and critiques are constructive and provide direction for banner improvement. Students can clearly explain the design principles employed. Students can think critically about audience and purpose to forecast changes and a plan to improve banner. Students provide clear, strong reasons for redesign choices tied to design principles and goals.
Page banner Absent or incomplete. Students implement
redesign plan into creating a new banner.
Students implement redesign plan into creating a new banner with clear articulation of how reviewer evaluations were used in the redesign of the banner.
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.
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, products, or processes. B. create original works as a means of personal or group expression
D. identify trends and forecast possibilities. 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.1.2 Identify web page content that is relevant to the website purpose and appropriate for the target audience.
2.3 Demonstrate knowledge of page layout design concepts and principles.
6.4 Present web pages to others (such as team members and clients) for feedback and evaluation.