Digital Print Production
Course Design & Development
YEAR 2020-2023
A.A.S. in Advertising & Graphic Design
Rowan-Cabarrus Community CollegeThis instructional design project encompasses a comprehensive approach that includes various phases such as analysis, design, development, implementation, and evaluation. Throughout each semester, revisions are made based on feedback, followed by another implementation, evaluation, and establishing a positive reputation. The initial course was developed in summer of 2020, with the version presented here revised in summer 2023. This design and development applies theory from and references Quality Matter’s standards, though this course is not QM certified.
GRD-265 Digital Print Production is second year design course in the Advertising and Graphic Design Degree. Student entering the course have experience designing utilizing Adobe Creative Cloud. Upon completion, students should be able to prepare files and select appropriate output methods for design solutions.
ANALYSIS
Experiential Learning
During this course learners are required to practice designing and printing real world objects as brochures, booklets, and packaging. This exemplifies experiential learning, emphasizing hands-on experiences, reflection, and the application of theoretical knowledge (Kolb, 1984; Moon, 1999). Through direct engagement with materials and processes, learners gain practical skills, deepen their understanding of print production, and bridge the gap between theory and practice. By reflecting on their experiences, identifying areas for improvement, and actively experimenting, learners develop critical thinking, problem-solving abilities, and a stronger connection to the field of graphic design (Boud et al., 1985; Dewey, 1938).
References: Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge. Dewey, J. (1938). Experience and education. Kappa Delta Pi. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall. Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. Routledge.
DESIGN
*Modules 7-12 excluded from presentation.
Creating a course map for the Digital Print Production class involves designing a cohesive learning journey that aligns with the desired outcomes and fosters experiential learning (Kolb, 1984). The course, consisting of 14 modules, is carefully structured to build upon learners' prior knowledge while introducing new concepts and practical applications.
The course map begins with a review of relevant concepts and skills to activate prior knowledge and provide a foundation for subsequent learning (Ausubel, 1968). Learners are then guided through a sequential progression of modules, each focusing on specific topics and introducing new knowledge (Gagné et al., 2005). This deliberate sequencing allows for an organized acquisition of skills and concepts, enabling learners to connect and build upon their understanding.
Alignment is a key consideration in the course map, ensuring that learning activities, assessments, and instructional materials are aligned with the stated learning objectives (Biggs, 1996). The course learning objectives serve as guideposts for the entire course, outlining the expected outcomes and competencies learners should achieve (Wiggins & McTighe, 2005). Each module is designed to address specific module level objectives, with learning activities and assessments tailored to reinforce and assess learners' progress toward these objectives.
To promote experiential learning, the course map incorporates hands-on activities and real-world projects. Learners engage in printing real projects, applying their knowledge in practical contexts. This experiential approach allows learners to gain a deeper understanding of the complexities and challenges of digital print production.
The course map culminates with a final assessment where learners present their work of various real-world printed products. This assessment provides an opportunity for learners to showcase their mastery of the course content and demonstrate their ability to apply their skills (Bloom, 1956). Learners also have the chance to reflect on their progress, identify areas for improvement, and learn from their mistakes (Moon, 1999).
By aligning the course map with the learning objectives, sequencing modules strategically, and integrating experiential learning opportunities, the Digital Print Production course maximizes learning outcomes and supports learners' acquisition of knowledge and skills in a structured and meaningful manner.
References: Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart, and Winston. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364. Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay. Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Wadsworth. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall. Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. Routledge. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.