Online design, or self-empowerment through informatics classes

2021 ◽  
pp. 55-62
Author(s):  
V. G. Solovianiuk-Krotova
Keyword(s):  
Graphic Design ◽  
Psychological Needs ◽  
Learning Activities ◽  
Online Design ◽  
Result Analysis ◽  
Goal Planning

The article presents an organisation of teen's learning activities where students get familiar with the elements of graphic design, learn your use an online graphical app, create projects and learn to review each other's work. The informatics course contents meets the psychological needs of teenagers. The desire to be heard and recognized encourages the development of graphic projects in the form of themed posters. There are described in detail contents of three lessons: "Me and my strengths", "My greatest strength", "Sayings and proverbs". Students fulfill mini-projects while keeping in mind the key to successfully completing the project: need — motive — goal — planning — acting on the plan — producing result — analysis of the result by comparing it to the goal and reflecting on performed actions — evaluation of other projects — ideas and useful tricks for future projects.

EFFECTS OF ENVIRONMENTAL GRAPHIC DESIGN ISSUES AS A SUPPORTIVE SOURCE OF HOSPITAL SPATIAL PERCEPTION

2020 ◽  
Vol 0 (21) ◽  
pp. 0-0
Author(s):  
Fatoş ÇAKICIOĞLU İLHAN ◽  
Meryem YALÇIN
Keyword(s):  
Graphic Design ◽  
Spatial Perception ◽  
Psychological Needs ◽  
User Perception ◽  
Healthcare Staff ◽  
Design Elements ◽  
The Social ◽  
User Groups ◽  
Industrial Designers ◽  
Psychology Of Place

Aim: Increased awareness of creating design solutions that can meet the social and psychological needs of patients in healthcare spaces highlights research on the psychology of place-patient/ doctors/healthcare staff. Therefore, patient-oriented health space designs that provide a sense of trust and satisfaction to patients – along with a supportive approach to their treatment – are the points of departure in this study, while understanding the effects and experiences of design on patients. Environmental graphic design elements (photographs, illustrations, typography, and pictograms) in the interiors of hospitals emerge as the factors that shape the patient's spatial experience, such as orientation, information, and perception of a space. In this study, the effects of such design elements on user perception in health spaces were investigated, and these design criteria that play a role in determining and actively interacting with the environmental graphic design elements in hospital spaces are encountered. Based on the abovementioned facts, this research aims to contribute to the graphics in health spaces in the context of environmental graphic design, with experience covering both fields. Method: Three hospitals, which are sufficient in terms of environmental graphic design elements and have differences between them, were determined as the research places. The elements in these hospitals were photographed and surveyed on user groups (patients, doctors, health personnel) who experienced the places continuously or temporarily. Results and Conclusion: It was demonstrated by statistical data that the elements in the investigated places could not provide the expected effects as a whole. As a result, environmental graphic design applications that have a supportive design understanding in hospital spaces should have a holistic language, and that design understanding can only be demonstrated with the cooperation of architects, interior designers, graphic designers, and industrial designers.

scholarly journals Peningkatan Ketrampilan Kreativitas Desain Grafis Digital Siswa SMU Menggunakan Aplikasi CANVA pada Ponsel Pintar

2021 ◽  
Vol 2 (2) ◽  
pp. 86-91
Author(s):  
Fetty Tri Anggraeny ◽  
◽  
Henni Endah Wahanani ◽  
Fawwaz Ali Akbar ◽  
M. Ilham Prasetyo Raharjo ◽  
...  
Keyword(s):  
Extracurricular Activities ◽  
Learning Process ◽  
Graphic Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Smart Phone ◽  
Learning Activities ◽  
Online Teaching And Learning ◽  
Design Creativity ◽  
Design Skills

During the COVID-19 pandemic, teaching and learning activities must be carried out online from home. The development of technology today really helps the online teaching and learning process, there are many tools / software that can be used. Tools / software commonly used in online teaching and learning activities are Ms. Word, Ms. Power Point, and Virtual Lab. Another impact of technological developments coupled with pandemic conditions has led to more interactions between humans being carried out online through internet intermediaries on cellphones or computers. Currently cellphones do not only function as a medium of communication, some work that was previously completed using a computer / laptop can now be completed using a smart phone. So that cellphones can be used for more positive activities and support the teaching and learning process, sharing is carried out with students through sharpening design creativity through mobile applications on smart phones. In this activity, students hone graphic design skills using the CANVA application to support the teaching and learning process. The enthusiasm of students is quite high, as evidenced by the work produced in the form of personal profile designs, extracurricular activities and logos. Students can practice well the material presented. The school welcomes this activity, and wants to form an extracurricular Graphic Design at SMA Dharma Wanita so that it becomes a forum for student creativity in graphic design.

The role of psychological needs in ceasing music and music learning activities

2012 ◽  
Vol 41 (5) ◽  
pp. 600-619 ◽  
Author(s):  
Paul Evans ◽  
Gary E. McPherson ◽  
Jane W. Davidson
Keyword(s):  
Psychological Needs ◽  
Learning Activities ◽  
Music Learning

scholarly journals Penerapan Metode Discovery Learning untuk Meningkatkan Aktifitas Belajar dan Hasil Belajar Desain Grafis Percetakan pada Siswa

PEDAGOGIKA ◽  
2020 ◽  
Vol 11 (1) ◽  
pp. 49-61
Author(s):  
I Gusti Ngurah Bagus Aryotejo
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Graphic Design ◽  
Activity Cycle ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Discovery Learning ◽  
Learning Activities ◽  
Average Value ◽  
Academic Year

The purpose of this study was to determine the application of discovery learning methods to improve learning activities and learning outcomes Graphic Design Printing Material Picture Forms and Perspectives One-Point Missing Class XI Students of SMK Negeri I Tampaksiring Academic Year 2019/2020. This research is a class action research (Classroom Action Research). The study was conducted in class XI of Tampaksiring I Public Vocational School which was conducted from June to August 2019. Based on the results of the study showed that the application of discovery learning method can improve learning activities and learning outcomes of graphic design printing data material normally distributed Class XI SMK Negeri 1 Tampaksiring 2019-2020 Academic Year. This is indicated by 1) increasing each cycle in the pre-activity cycle of students obtained a percentage of 41% included in the unfavourable category, in cycle 1 the percentage of student activity increased to 72% included in the sufficient category and in the second cycle the process increased to be better by 89% included in either category. 2) Increased student learning outcomes in the pre-cycle stage, Cycle I, and Cycle II increased learning outcomes. In the pre-cycle stage, from 33 students, data obtained that there were 25 students or 76% who scored less than the cut-off score is 75 and 8 students or 24% whose scores were more than the cut-off score is 75 with an average value of 64.84. Furthermore, the first cycle of 33 students obtained data that there were 13 students or 39% who received grades less than the cut-off score is 75 and 20 students or 61% whose values ​​were more than the cut-off score is 75 with an average value of 70.69, and in the second cycle from 33 students obtained data that there are 4 students or 12% who scored less than the cut-off score is 75 and 29 students or 88% whose value was more than the cut-off score is 75 with an average value of 77.42.

scholarly journals Design Students Perspectives on Assessment Rubric in Studio-Based Learning

2013 ◽  
Vol 10 (1) ◽  
pp. 97-110
Author(s):  
Eric F. Eshun ◽  
◽  
Patrick Osei-Poku ◽  
Keyword(s):  
Graphic Design ◽  
Learning Experience ◽  
Peer Assessment ◽  
Learning Activities ◽  
Assessment Process ◽  
Assessment Criteria ◽  
Kwame Nkrumah ◽  
Directed Learning ◽  
Use Of Assessment ◽  
Assessment Rubric

This study examined students’ perspectives on the use of assessment criteria and rubrics in graphic design studio at Kwame Nkrumah University of Science and Technology, Ghana. This assessment strategy was introduced with the desire to improve students’ participation and involvement in studiobased learning programme. At the end of the semester, a questionnaire was used to gather responses from a sample of 108 students about their opinions on the use of assessment rubric. Analyses of the data collected demonstrate that students were generally positive about the use of rubric in the peer assessment process. Descriptive statistics showed that 86% of the students agreed that assessment criteria helped them in their learning; they found the peer assessment process as a valuable learning experience and 46% contended that they needed training in the use of assessment rubric. The results further suggest 89% of the respondents agreed that the use of assessment rubric enabled them to socially interact. The conclusion drawn from the evidence is that using assessment rubric directed learning activities and can have positive implications for the learning experience in studio-based learning.

scholarly journals Pelatihan Pembuatan Media Pembelajaran Menggunakan Canva bagi Guru SMPN 1 Tegalampel Bondowoso

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Vega Kartika Sari ◽  
Riza Yuli Rusdiana ◽  
Widya Kristiyanti Putri
Keyword(s):  
Graphic Design ◽  
Learning Activities ◽  
Knowledge And Skills ◽  
Design Learning ◽  
Socialization Practice ◽  
Training Activities ◽  
Video Based Learning ◽  
Almost All

The use of learning media by utilizing technology is very important needed during a pandemic. Learning media can be in the form of visual, audio, and audio visual. Attractive learning media can create memorable and easier-to-understand learning activities. Canva is a graphic design application that helps users to create various types of creative materials online. Using Canva as a learning medium can make it easier for teachers to design learning media. Almost all teachers at SMPN 1 Tegalampel have not been able to make video-based learning media so that the delivery of material to students is still low. This activity aims to provide training in making learning media using Canva for teachers at SMPN 1 Tegalampel, Bondowoso. The training activities were carried out in several stages, namely socialization, practice, and evaluation. The results of the activity showed that the training participants got an increase in knowledge and skills related to learning media using the Canva application.

scholarly journals Keeping the Aged Engaged: A Quantitative Study of Lifelong Learning

2020 ◽  
Vol 2019 (1) ◽  
pp. 170
Author(s):  
Steve Paydon ◽  
Robert Dilenschneider
Keyword(s):  
Qualitative Study ◽  
Lifelong Learning ◽  
Quantitative Study ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Learning Activities ◽  
Quantitative Survey

In this study we seek to confirm the findings of a preliminary qualitative study. We first discuss the concept of lifelong learning in Japan and self-determination theory (SDT). Second, using SDT as a framework, we present the findings from a qualitative study. Third, we discuss the findings obtained from a quantitative survey and how they build upon the findings of the qualitative study. Overall, the findings reinforce the notion that the three essential psychological needs in self-determination theory—competence, relatedness, and autonomy—are useful in keeping mature learners engaged in lifelong learning activities. 本研究は、質的予備研究の結果を確認しようとしている。まず、日本での生涯学習の概念と自己決定理論（SDT）について議論する。第二に、フレームワークとしてSDTを使用して、質的研究の結果について説明する。第三に、量的調査から得られた結果と、その結果がどのように質的調査の結果に基づいているかについて説明する。全体として、これらの調査結果は、自己決定理論における3つの本質的な心理的ニーズ（能力、関連性、自律性）が、成熟した学習者が生涯学習活動に参加するのに役立つという概念を補強している。

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

Frustration and Violence in Mobile Video Games

2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek
Keyword(s):  
Video Games ◽  
Video Game ◽  
Implicit Association Test ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mobile Video ◽  
Violent Content ◽  
Before And After

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.

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