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= = = = =Real-World Learning Outcomes for Digital Graphic Design. =

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====**Real world learning outcomes** are important for developing skills, knowledge and attitudes for new upcoming students from the high school districts. The students aptly identified as digital "natives" (Marc Prensky, "Digital Natives, Digital Immigrants," On The Horizon, September/October 2001, Volume 1, Number 5) are entering higher education in greater numbers. Therefore course curriculums offered by Texas State Technical College West Texas need its digital "immigrant" (Marc Prensky, "Digital Natives, Digital Immigrants," On The Horizon, September/October 2001, Volume 1, Number 5) learning methods to transform into newer learning processes that provide students greater engagement and attainment for reliable real world knowledge and skills for the future. They need to be ready for the unknown.====

All input for best learning processes are greatly appreciated after each question.
====Share those professional opinions and thought for ideas you feel meet student preparation for today's workforce and future success as continuous learners. The questions below follow an overview of the course and its projects. They center around key learning objectives set out for this Spring 2010 advanced __online__ digital graphic design course, **Photo Digital Imaging 2**.====

List of instructor members of this wiki:

 * Kirsten Coopper
 * Rose Horst
 * Patty Odom
 * Tyson Terry
 * Janyth Ussery
 * Diane Wagner

Project case scenario:
Create images of a set of real life prototypes that promote a flavored beverage. A beverage flavor is explored to decide its best name, image and logo that effectively brands its package, a vehicle and a room environment. Adobe Photoshop is used to create, illustrate, and design the logo, label, container, vehicle and room to communicate the beverage product.

The name of the product is developed by a group collaboration effort of three to four students. They must communicate by means of a Web 2.0 communication tool to develop the name from several thumbnail ideas each creates. **What is the best means for communication among the geographically dispersed group members?**

The students then must illustrate a free form picture in Photoshop that represents the name in their imagination. **What rubric criteria best evaluates such an imaginative project created in Adobe Photoshop for the beverage name?**

The students must individually create a logo that fits the brand for the beverage flavor decided by their team team. **What rubric criteria best evaluates such an individual logo project created in Adobe Photoshop for the beverage name?**

The students must come back together in the same groups and take their final logo and further refine the logo inot one group logo for the beverage flavor. **What is the best means for communication among the geographically dispersed group members?**

The students must create a label with the final group-developed logo. The label will be affixed to a container the groups develop may create using Photoshop. **What communication means can the students research, share, and evaluate their choices for container forms and material?**

Each student must apply their group's branded image of the beverage to a vehicle to serve as a prototype of proposed advertising media. **What real life sales ideas can be encouraged for the students to use in pitching or motivating a client to accept their vehicle wrap?**

Final Project: the students must employ all their creativity and 3-dimensional perception skills in the use of Photoshop to recreate a room using the branded image of the beverage flavor throughout the room in a convincing and attractive environment. **What resources are best for the student to research best Photoshop methods and tools in this indirect promotional manner using the product?**