Top PDF Graphic Communication Education in Maine

Graphic Communication Education in Maine

Graphic Communication Education in Maine

graphic occupational students guidance aware the about those and ; students method effective be better than the they felt make suppor said : should other areas further cautious would whi[r]

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NEW INFORMATION AND COMMUNICATION TECHNOLOGIES FOR THE TEACHING OF COMPUTER GRAPHIC DESIGN

NEW INFORMATION AND COMMUNICATION TECHNOLOGIES FOR THE TEACHING OF COMPUTER GRAPHIC DESIGN

This flexibility covers two aspects: the necessary contents and logistics needed for training. With regards to the latter it is evident that distance education, which is not subject to time constraints and physical location, is becoming more and more relevant. ICT’s are aimed primarily at achieving this goal. Logistics is also helped by the general use of internet and the proliferation of personal computers. On the other hand, ever increasing speed and changes in technology, particularly in graphic technology (which is our field) forces everyone to use resources that ease flexibility and updating of data, according to society demands.
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COMPUTER SUPPORT IN NON-VERBAL COMMUNICATION SYSTEMS WITH USING GRAPHIC SINGS IN EDUCATION OF PEOPLE WITH INTELLECTUAL DISABILITIES

COMPUTER SUPPORT IN NON-VERBAL COMMUNICATION SYSTEMS WITH USING GRAPHIC SINGS IN EDUCATION OF PEOPLE WITH INTELLECTUAL DISABILITIES

A large part of the population is not able to fully communicate with the speech. These are people wholly devoid of the ability to speak, or those whose speech does not meet all the fea- tures of communication functions. Therefore, they may need non-verbal means of commu- nication, which would be complementary to or substitute for speech. The problems of people in need of alternative communication are very diverse. For many children whose speech de- velops over time fades away the necessity of using alternative communication. In the case of people who use this type of communica- tion throughout their lives the understanding of language comprehension and motor skills may willed their entire existence. Speech disorders are very common among students with intellec- tual disability. This causes significant difficul- ties in communication, and gives as well as a negative impact on development in all spheres of life, including their ability to acquire knowl- edge in the educational process. The use of alternative communication gives students the opportunity to expand to a process of commu- nicating, and facilitates the understanding of
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The Adoption of Project Based Learning in Graphic Communication Programs

The Adoption of Project Based Learning in Graphic Communication Programs

All studies have limitations, the current research is no exception. These limitations, however, offer important implications for future researchers in this domain. The primary limitation of the present research is that it is conducted only for educators of graphic communication, teaching post-secondary education, in the U.S. Besides that, as the present study is cross-sectional in nature, it only investigated the "what" questions related to the adoption of PBL factors. Those components of Rogers' DOI that examine the "why" questions signify a limitation and are therefore left to future researchers with a more qualitative approach. For example, a future research could design a study designed with opinion-based questions, this would enable deeper understanding of the PBL factors being applied at all the institutions offering graphic communications programs. It would also give an in-depth insight of how specifically PBL factors are implemented in lecture-based courses and laboratory-based courses. Therefore, future researchers are suggested to conduct a study in different methods such as a case study, open-ended question interviews or even a focus group study by visiting the same sampling frame in the present research. Such research will potentially validate the present study.
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Information Communication and Technology (ICT) and the Challenges of Ideation in Graphic Design: An Activity Theory Focus

Information Communication and Technology (ICT) and the Challenges of Ideation in Graphic Design: An Activity Theory Focus

Traditionally, ideation is viewed as a paper-based activity but as ICT enters the scene of teaching and learning in graphic design, there seem to be some ‘disturbances’ in the practices as students veer into the use of ICT in their ideation process. This situation becomes more problematic because there seems to be no pedagogy for ICT integration. The result therefore is a picture of distortion in the ideation steps as far as the pedagogy of idea development is concern. In the traditional principles of design, idea development calls for step by step approach of sketches that depicts the stages of evolving and recording of concepts and ideas on paper, leading to capturing of final idea to the solution as required by the brief. However, students seem to ‘capture’ ideas differently, creating a situation that makes one wonder if such ideas were pre- conceived before developing them with ICT, as interacting with technology has become ‘natural’ to them. Anecdotal evidence indicates that educators see these tensions as disturbing issues and a deviation from the learning outcomes of the pedagogy of ideation in graphic design. Ideation in graphic design is geared towards finding a solution, not only to studio work, but also to real-life challenges as far as design is concerned. Indeed, it is an essential part of the design process, both in education and practice [1]. The Bauhaus principles, which call for the learner to open up to issues solely from the master, might not be the most appropriate educational paradigm when it comes to ICT integration. Schenk [18] admits that even though computer-technology can provide a viable substitute for many of the skill-based drawings, they do not support early ideation [18]. Influences of technology are creating new possibilities for students to conceive
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Exploring Information and Communication Theory in Graphic Design Education with Activity Theory

Exploring Information and Communication Theory in Graphic Design Education with Activity Theory

With proper ICT pedagogy with design education, such tensions and disturbances could be avoided. Reffat [39] proposes a virtual design studio (VDS) as an alternative to the traditional face-to-face, and which include lecture/studio sessions and group discussion. VDS allow students to bring multiple perspectives, diverse backgrounds, learning styles, experiences and aspirations into a studio, where due to large numbers, interaction is difficult. VDS also foster collaborative learning especially where there is a structure that encourages student conversation and communication [39]. With such collaborations, students using ICT as mediating tools will be able to transfer their ideas into objects that will eventually achieve their outcomes of creative works (item 2 in figure 5). Such interactions will still have to be achieved within the set of rules of design principles, even though students will still be working within the virtual studios of community of practice. The community of practice will not only embrace peers and educators, but also real life situations outside the schools physical studios, with perhaps, professional designers whose works will serve as sources of inspiration. Within such scope, educators’ interactions will be possible with the model within the virtual design studio. According to Issroff and Scanlon [40], ‘activities are not isolated units, but nodes in crossing hierarchies and networks which are influenced by other activities’.
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Design Communication programme: Graphic Design

Design Communication programme: Graphic Design

Assessment Students carry out assignments corresponding to the chosen learning track. Students present the process and eventual design in-between times and during the work interviews. Specialized classes in Design, In-depth Technical Courses and Capita Selecta are provided for 8 weeks, beginning in the 5th week of education in the first block of the semester.

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Communication Sciences & Disorders (CSD) Education Survey Maine Aggregate Data Report Academic Year

Communication Sciences & Disorders (CSD) Education Survey Maine Aggregate Data Report Academic Year

This report is published jointly by the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) and the American Speech-Language-Hearing Association (ASHA) as a service to the communication sciences and disorders (CSD) academic community. This comprehensive data report also seeks to inform students; local, state, and federal agencies; related organizations; and the general public about the current state of CSD education. Support of the Higher Education Data System (HES) is made possible by ASHA, which maintains the program and provides financial, statistical, and technical support.
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Charles Dickens in Maine

Charles Dickens in Maine

IF, in this year marking the one-hundred-and-fiftieth anniver- sary of his birth, there must be a paper on the approximately seventy-hour sojourn of Charles Dickens in the Pine Tree Stat[r]

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Maine Public Utilities Commission. Maine Distributed Solar Valuation Study

Maine Public Utilities Commission. Maine Distributed Solar Valuation Study

Prepared by Clean Power Research Executive Summary Page 6 The value shown in Table ES‐2 represents a longer term projection of the levelized value of a solar PV  system over a 25 yea[r]

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Graphic Design Education: A revised assessment approach to encourage deep learning

Graphic Design Education: A revised assessment approach to encourage deep learning

The integration of this revised approach, in turn, led to a re-evaluation of existing assessment practices and highlighted key issues of particular relevance to design education. These include the challenge of assessing creative ability in a more explicit manner, and the need for strategies to improve transparency and objectivity within the assessment process. This paper details developments to date in what is an ongoing process of review and enhancement of assessment as an integral part of improvements to the overall teaching and learning approach. In particular, we focus on a shift from an approach that encourages surface learning towards one that encourages deep approaches to learning (Moon, 1999) and one which aligns assessment with learning objectives (Boud, 1990).
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Graphic design archive on videodisc: Graphic access

Graphic design archive on videodisc: Graphic access

Procedure: Panel Design: Menu Animation: Space on Disc; Icons: Graphic Design Environment: Progression into Taxonomy: Menu Design: Pull-down Menu; Exiting the Browse Mode; Color; Modific[r]

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The Kelmscott Influence In Maine

The Kelmscott Influence In Maine

young Rogers, see the border and decorative initials, reproduced from Modern Art, in The Colophon (No. Bowles there says: "They show the influence of the rich and heavy Kelmscott dec[r]

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Efficacy of collaborative in improving learning outcomes of graphic design in higher education

Efficacy of collaborative in improving learning outcomes of graphic design in higher education

The learning in this module was organised as a sequence of two phases. Each phase has different tasks with an assessment and feedback at the end of each segment as recommended by Francescato, Porcelli, Mebane, Cuddetta, Klobas and Renzi (2006). The lecturer took the precaution of not over assessing the projects. With this method, the learning process was defined and monitored by the subject lecturer. To confirm that all the students have been taught the necessary skills and that they are all exposed to basic principles and techniques in graphic design, they were all briefed at the same time and instructed to come up with their concepts individually.
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Eating Disorders. Distributed By: Maine Parent Federation PO Box 2067 Augusta, Maine (Maine Only)

Eating Disorders. Distributed By: Maine Parent Federation PO Box 2067 Augusta, Maine (Maine Only)

CBT that is tailored to treat bulimia nervosa is effective in changing binge-eating and purging behaviors and eating attitudes.. 23 Therapy may be individual or group-based.[r]

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THE UNIVERSITY OF MAINE SECURITY AND SAFETY FOR UNIVERSITY OF MAINE EVENTS

THE UNIVERSITY OF MAINE SECURITY AND SAFETY FOR UNIVERSITY OF MAINE EVENTS

The Event Manager must assure that emergency medical services (e.g. rescue squad and/or fire department) can be summoned in the event of an emergency. The requirements for each event must be established with the “authority having jurisdiction” prior to the event. When possible the utilization and review of the Event Manager Security/Safety Planning Form MF07052 will provide the necessary information to support the planning process. All events shall have a phone, cell phone or similar means of communication available on site to summon medical emergency services.

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Paul Akers of Maine

Paul Akers of Maine

Paul Akers and secretly conveyed it to the premises of his ilU- aginary friend." In Chapter 13 of the novel Hawthorne describes this "grand, calm head of Milton, not copied from [r]

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MAINE PROVIDER MANUAL

MAINE PROVIDER MANUAL

Practitioners are notified that they have the right to review information submitted to support their credentialing applications. In the event that credentialing information cannot be verified, or if there is a discrepancy in the credentialing information obtained, the Credentialing staff will contact the practitioner within thirty (30) calendar days of the identification of the issue. This communication will specifically notify the practitioner of his or her right to correct erroneous information or provide additional details regarding the issue in question. This notification will also include the specific process for submission of this additional information, including where it should be sent. Depending on the nature of the issue in question, this communication may occur verbally or in writing. If the communication is verbal, written confirmation will be sent at a later date. All communication on the issue(s) in question, including copies of the correspondence or a detailed record of phone calls, will be clearly documented in the practitioner’s credentials file. The practitioner will be given no less than fourteen (14) calendar days in which to provide additional information. Anthem may request and will accept additional information from the applicant to correct or explain incomplete, inaccurate, or conflicting credentialing information. The CC will review the information and rationale presented by the applicant to determine if a material omission has occurred or if other credentialing criteria are met.
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The Battle for Portland, Maine

The Battle for Portland, Maine

Consistent with the OMB opinion letters filed with the FCC in other cases involving financial showing requirements, the Commission found here that: (1) the requireme[r]

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University of Maine System

University of Maine System

2.0 was launched to address these issues head on. US:IT 2.0 introduces a new form of governance, changing from a model of only high level IT Directors forming the major decision-making governing body to a model that leverages the talent within the organization by including representation from all levels. Three teams were created, focusing on: strategy, portfolio management and operation excellence. The teams are tasked to bring the decision making and communication processes together and specifically to establish a more process centered organization. This work is already underway and having a positive impact on the organization as a whole and the pace that projects are addressed.
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