BA2 identify key components of Inkscape by completing some of the available tutorials and the producing an original piece of artwork
STARTER:
Locate the program: INKSCAPE from the Start menu
TASK:
Following the link Basic Tutorials work through the taks as best you can to understand the shortcuts and techniques required when using this program
Once you have an understanding, work through some of the available tutorials in Inkscape > Help > Tutorials
Produce an original piece of artwork using all of the skills you have developed this lesson
Make sure you use:
Shapes
Rotation
Grouping
Fill & Stroke
Duplication
Layers
EXT:
Introduce more advanced techniques to your artwork... Gradient fills, for example...?
PLENARY:
Where have you seen graphcs of this nature before?
HOMEWORK:
Bitmap v Vector graphics on ShowMyHomework - due in 21/10/13 TASK 2:
Create a cartoon character of your own choice in the same style as mine below
Frog!
The only rule is that you MUST use the circle tool as much a spossible and then learn how to 'squish' it to create different shapes...
Draw a Circle
Select the Edit Paths tool
Select the Convert Selected Objects to Path tool
Begin manipulating the points by moving the 'handles'
EXT:
Design a scene including more characters and backgrounds. Think about the size of your canvas and whetehr or not you need to make everything in 'the same' file
BA2 identify key criteria involved in evaluating a Digital Product by applying a suitable evaluation tool
The problem is that the perception of how ‘good’ or ‘bad’ a Digital Product may be is skewed by our personal background, who we think it is for etc.
What is needed is an objective tool for measurement and analysis that helps you provide fact-based recommendations.
METHOD:
Remove your personal preferences
Provide a common understanding of a Digital Product
Ground rules for comparisons of Digital Products
Provide a fact-based, visual representation of the strengths and weaknesses of a Digital Product
TASK: Hot Potato!
Think back over what we have considered in the last few weeks and write down one thing you can think of that would be good to measure
Pass your paper on to somebody else, read what is on the paper, add your point. Points cannot be repeated
Repeat the exercise, each time reading the statements that are written and adding your own
On your own sheet, group all you points into the following four groups:
Usability
Functionality
Accessibility
Content
In your teams, develop at least 4 statements from the points generated on your papers that can be used to measure a Digital Product (one for each point above)
Choose a familiar Digital Product
Mark the Digital Product against the criteria on a scale of 1 - 25
The total points score is 100
Create a Spider chart to visually represent the analysis
Consider using Spreadsheet software, lay the data out in a table and create a chart
Consider which areas would benefit from improvement and what would you recommend
Example Spider Diagram
EXT:
Repeat agin (within the same spreadsheet) for a different product
PLENARY:
Follow the 'How to print a Spreasheet acurately' guide and print your work
BA2 describe the impact of functionality, usability and accessibility in the design of Digital Products
STARTER:
Circle Map:
Using the guide below and the template provided, write about what we have covered in this unit so far...
In the small circle write "What I have learnt this unit"
In the larger circle write about what you have learnt in this unit
In the rectangle, tell me how you have learnt this new information
Circle Map
"Moving from being a ‘savvy’ user and utilising that knowledge to designing a Digital Product…in other words becoming a ‘savvy designer’ you will start to come across various topics and terminology that might not mean a great deal to you right at this moment, but give it time and you will be speaking with a whole new vocabulary"
TASK:
Pushing the Senses
Usability refers to the quality of the Digital Product and the process of designing the Digital Product
Functionality is any aspect of what a Digital Product can do for a user
Accessibility is the word used to describe whether a product can be used by people of all abilities and disabilities
The Law & Standards
If a Digital Product such as a website or an application is unusable by people with disabilities you are discriminating against them. In the UK this is actual law.
W3C Web Accessibility Initiative
Disability Discrimination Act
In groups of 5, open up the Guidelines Grid from O:\ICT\GCSE ICT Unit 3 and TB1 L6 R4
Split the following list up so that you are all completing 1 disability each within your group:
For People who can’t see very well
For People who are blind
For People who can’t hear very well
For People who find traditional input devices (mouse, keyboard) hard to use
For People with reading/writing language difficulties
Each group must then find an example of a Digital Product, such as a website, to demonstrate compliance to some of their guidelines Each group to present back to the class on their Guidelines
There are 14 guidelines developed by W3C that developers follow when designing to make sure their product is accessable (not all points will be covered for all products)
Priority 1 - A Digital Product content developer must satisfy this checkpoint
Priority 2 - A Digital Product content developer should satisfy this checkpoint
Priority 3 - A Digital Product content developer may address this checkpoint
W3C Guideline Scale
"A" - all Priority 1 checkpoints are satisfied "Double-A" - all Priority 1 and 2 checkpoints are satisfied "Triple-A" - all Priority 1, 2, and 3 checkpoints are satisfied
TASK 2/PLENARY:
Try to find a website that is using the W3C logos somewhere on it's page...
Update your Circle Map to include what we have done this lesson!
BA2 identify key design features of Digital Products
STARTER:
Design Principles
Consider the rules needed when building a house...
TASK:
What design features should be investigated when thinking about Digital Products?
Brainstorm Ideas
How much help I need
Layout
Size
Different Media
Purpose
Links
Colours
Accessability
Advertising
Membership
Complete the document O:\ICT\GCSE ICT Unit 3\TB1 L5 R2 using the list above to review a Digital Product from the list found here: O:\ICT\GCSE ICT Unit 3\TB1 L5 R3
EXT:
Complete a second Product, this time of your choice
The 8 Golden Rules of Design
Strive for consistency Enable frequent users to use shortcuts Offer informative feedback Design dialog to yield closure Offer simple error handling Permit easy reversal of actions
Support internal locus of control Reduce short-term memory load
These principles are obviously not the only ones, but they do help designers make decisions during a design process.
The core of these principles is ‘always keep users in mind’.
PLENARY:
Develope your own principles to use as guidelines for developing a Digital Product, remember our list from before.
Post a new comment to this post, remember to use Name/Website and only use your first name
EXT:
Complete O:\ICT\GCSE ICT Unit 3\TB1 L5 HW1 to complete TB1 L5 HW2
Choose three personas form the examples provided on TB1 L5 HW1
Decide on a Digital Product to investigate and review for each one.
On TB1 L5 HW2 identify the name of the persona and the name of the Digital Product
Using the design principles we have reviewed last lesson, identify strengths and weaknesses in each Digital Product and explain how this links to the target audience - benefits the target audience/hinders the target audience
BA2 distinguish between different Computer Hardware by defining a range of examples
STARTER:
Create a new folder inside your GCSE COMPUTING folder called 2.1.2 Computing Hardware - this is the start of a new topic...
TASK:
Create a guide to the following components of a computer. You should choose YOU as your own Target Audience. These can be made in any way that you like!
The Central Processing Unit
Binary Logic
Memory
Input/Output devices
Secondary Storage
It is your job to make sure that you can remember these terms and their association with Computing Hardware, so illustrate these terms in any way you deem necessary...
BA2 outline the basics of a CPU and it's purpose using the LittleMan Computer Simulator STARTER:
Fetch/Decode/Execute
TASK:
Use the Fetch Decode Execute model found here: O:\ICT\GCSE Computing to build your individual understanding of the CPU's function
The aim is to visually show the interaction between the different parts of the CPU and the movement along buses.
The Little Man Computer (LMC) was created by Dr. Stuart Madnick. The LMC models a simple von Neumann architecture computer, so it has all of the basic features of a modern computer. The LMC can be programmed in machine or assembly code, and the following simulator will allow you to run your programs.
DEFINITIONS:
Machine code or machine language is a set of instructions executed directly by a computer's central processing unit (CPU). Each instruction performs a very specific task, such as a load, a jump, or an ALU operation on a unit of data in a CPU register or memory. Every program directly executed by a CPU is made up of a series of such instructions.
In pairs or small groups, work as part of a team to produce your own useful program in this simulator. Use the resources above. You may want to sketch out before you begin!!
EVIDENCE:
Once you have devised your simple program, evidence it approporately, explaining:
What it should do
What it does do
How you could go about fixing it
Include screenshots and a definition of what the CPU does
