Communication Design – L4: Living Lab Learning Library

May 29, 2026

The Community Impact Campaign

Amera-Rime Lulu

Tech and Design

COMD 2400 Communication Design 2

Activity Description: Provide a brief description of the activity

Project Goal:
Students work in groups of three to identify a local community problem or partner with a non-profit to advocate for change.

The Process:
Students visit a specific location in their community to document a community problem via photography and fill out a creative brief on how they will advocate for this problem

Creative Execution:
Students develop a cohesive campaign including posters, billboards, and sustainable merchandise (ex. T-shirts) to advocate for the issue.

Learning Goals: What do you aim to achieve with this activity?

Core Competency: Integrative Learning—bridging field research (social reality) with design execution (creative skill sets).

Course Objective: To introduce creative strategy and divergent thinking to solve complex social and business problems.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This activity served as the final project for the course and occupied the final month of the semester. It kicks off right after Spring Break on Tuesday, April 14th, and culminates in the final presentations on Tuesday, May 26th.
Placing it at the end of the term ensured that students have already mastered core design principles, software basics, and conceptual thinking before they are asked to execute a full, multi-touchpoint campaign.

Over this 6-week period, a substantial portion of each class session is dedicated to the project.
* Total Class Sessions: ~12 sessions (assuming a twice-a-week schedule).
* In-Class Structure: Class time is split between brief lectures on campaign strategy/sustainable design, peer critiques, and structured workshop time.
* Instructor Milestones: Specific studio days are locked in for creative brief reviews, initial layout crits, and pre-flight checks for the merchandise and poster mockups.

Because this project involved fieldwork and high-fidelity asset creation, the out-of-class expectations where rigorous, averaging 4–6 hours per week per student. This time is divided into distinct phases:

Phase 1: Research & Briefing (Week 1-2) Group coordination, visiting the local community site to document the issue via photography, and collaborating on the creative brief.

Phase 2: Execution & Asset Creation (Weeks 3-5)Individual asset design (typesetting posters, building billboard layouts, and sourcing sustainable merchandise templates).

Phase 3: Production & Pitch Prep (Week 6) Finalizing the cohesive campaign presentation deck and rehearsing the group pitch for the final presentation on May 26th.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

To prepare for the April 14th launch, my backend prep focuses on establishing the core infrastructure: setting up shared Dropbox folders, publishing our custom presentation outline template on OpenLab, and curating a solid bank of clean design templates (billboards, tote bags, and apparel) so students can focus on visual strategy rather than hunting for assets. Because this project is multi-layered, I intentionally build strict interim milestones into our schedule—forcing early deadlines for site photography and creative briefs—to keep our design trios moving smoothly toward our May 26th deadline.

When I pitch this to the class, I frame it as a professional creative agency challenge rather than a typical classroom assignment. My instructions are explicit: "Form your groups of three, instantly delegate roles based on your strengths, and get out into the community to document a real problem." I push them to look beyond making "pretty things" and to map out a clear community user journey—ensuring that their social assets, OOH posters, and sustainable merchandise function as a single, cohesive visual identity system that drives measurable advocacy. I remind them that their final delivery is a high-fidelity, live team pitch accompanied by a beautifully formatted PDF presentation deck uploaded to Dropbox, where every member has an equal voice.

Because this project serves as the definitive final project for the class that synthesizes everything we’ve covered all semester—from complex visual hierarchy to target audience strategy—it is a high-stakes assessment. It accounts for a major portion of their final grade because it assesses their readiness for the industry and requires them to produce a comprehensive, integrated portfolio piece. To respect those high stakes, my assessment criteria don't just look at execution in a vacuum; the rubric explicitly grades them on creative innovation, strategic alignment, seamless visual cohesion across all channels, and the vital professional soft skills of collaboration and presentation delivery.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I developed our project rubric by adapting those exact institutional standards—specifically drawing from the Teamwork, Creative Thinking, and Oral Communication VALUE Rubrics—and blending them with industry-standard design agency expectations.

Because this is a multi-channel advocacy campaign, I grade the project across five core pillars, balancing technical execution, strategy, and professional soft skills:

* Strategic Alignment: How well does the campaign strategy align with the core community problem and the target audience identified in the Phase 1 Creative Brief?

* Creativity and Innovation: The originality, visual impact, and conceptual strength of the overall integrated campaign concept.

* Integration and Cohesion: The seamless continuity of the visual identity system. The social media posts, large-scale OOH billboards/posters, and sustainable merchandise must feel like they belong to the exact same brand experience.

* Collaboration and Teamwork: Peer and instructor evaluations of how effectively the trio collaborated, communicated, and equitably shared the out-of-class production workload.

* Presentation Skills: The clarity, persuasiveness, and professionalism displayed during the live team pitch, ensuring all members contribute equally.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

Looking back at how this final month played out, this final campaign was an incredibly rewarding experience. Seeing my students realize that design isn’t just about making commercial assets, but a powerful tool for civic engagement and social good, was the absolute highlight of the semester.

I would absolutely repeat this project. It worked exceptionally well because it gave students a profound sense of purpose. By stepping out of the classroom and onto the streets of New York to document real-world issues firsthand, they weren’t just working for a grade—they were working for their communities.

Students genuinely loved the ownership and creative freedom this project offered. They thrived on building a cohesive visual identity across multiple touchpoints, and they were incredibly proud to showcase how their creative thinking could spark measurable change. Watching them work together to deliver their final pitches / Presentation with genuine passion proved that connecting design theory to local advocacy completely shifts their investment in the work.

Since City Tech is a commuter campus, coordinating 5 to 7 hours of weekly out-of-class collaboration in trios was tough. Some groups struggled to schedule site visits or distribute the production workload equitably.

I addressed it by requiring an explicit role-delegation sheet during the Phase 1 Creative Brief phase. We also utilized our OpenLab digital space and dedicated significant portions of our weekly class sessions to internal group workshops, minimizing the scheduling friction.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Link to Students' final project work https://www.dropbox.com/scl/fo/vasp2oeo8c9noyyacxh8m/AOYkkjozMmIRcMcspqWdtDE?rlkey=x7gl3csayingxkn20jkor8fcx&st=yivsdeh0&dl=0

Please share a helpful link to a pages or post on the OpenLab

May 29, 2026

Digital Project Management with Miro Board: Transferring Skills for On-Time Assignment Completion

Anmol Dhamrait

Communication Design

COMD 1200 — Graphic Design Principles II

Activity Description: Provide a brief description of the activity

Students were introduced to Miro Board as a digital project management tool to help them organize, track, and complete their design assignments on time. The Miro Board was structured as a Kanban-style workflow with three buckets: Not Started, In Progress, and Complete. Each major project was broken down into smaller, manageable tasks mapped to both weekly and daily milestones. Students moved tasks across the board as they progressed, giving them a clear, visual overview of their workload at any point in the semester. This activity was used alongside four design projects — The Icon, Type/Lettering, & 3D Project

Learning Goals: What do you aim to achieve with this activity?

To build independent time management and self-regulation skills in students by introducing digital project management tools used in professional creative environments.
To help students transfer organizational skills across multiple projects and deadlines throughout the semester.
To encourage students to take initiative in breaking down complex design projects into actionable steps.
To develop student awareness of their own learning process and progress through regular reflection on task completion.
To prepare students for professional workflows in the design industry by simulating real-world project tracking practices.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

Students were expected to update their boards weekly outside of class. During in-class sessions, I projected the Miro Board to review tasks in the In Progress bucket together as a class, keeping students accountable and allowing for real-time discussion of where each project stood. After the initial setup, students referenced their In Progress tasks independently throughout the semester, using the board as an ongoing guide for managing their project workflow week by week.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

Students accessed the Miro Board using a free account on Miro.com. Miro-Board provided a pre-built Miro template with the three-bucket Kanban structure (Not Started, In Progress, Complete) and a task breakdown for each project tied to weekly and daily milestones. I added the tasks in-progress bucket for class and homework. The activity was low-to-medium stakes — it was not graded as a standalone assignment, but task completion on Miro directly supported on-time project submissions. Students were encouraged to refer to their boards before each class session and update task statuses regularly.

This activity was assessed in relation to the Foundations and Skills for Lifelong Learning VALUE Rubric (AAC&U), specifically through the criteria of Initiative, Independence, Transfer, and Reflection. Students who actively maintained their Miro Boards demonstrated initiative by identifying and pursuing structured steps toward project completion beyond what was required in class. Their ability to break projects into tasks and self-regulate their progress aligned with the rubric's Independence and Transfer criteria. At the end of assignments, students were asked to reflect in writing on whether the Miro Board helped them stay on track — these responses were used to assess the Reflection criterion. The activity also supported the course's general education outcomes related to Lifelong Learning and Professional/Personal Development.

Overall, this activity worked well. Students who engaged consistently with the Miro Board reported that it helped them manage their workload, reduced procrastination, and gave them a clearer sense of weekly expectations. Several students noted that breaking the project into smaller tasks made larger assignments feel less overwhelming. One student shared that the labeled task buckets made it easier to sort and prioritize by deadline. Challenges included students who did not update their boards regularly outside of class, which limited the tool's effectiveness as a self-management resource. In future semesters, I would incorporate a brief weekly board check-in at the start of class to build the habit more consistently. I would also add a short mid-semester reflection prompt directly tied to the board to deepen the connection between task tracking and self-awareness. Students generally responded positively to the visual and interactive format of the tool.

The Miro Kanban Board template and project task breakdowns are linked on the course OpenLab site. Each project's tasks were mapped to specific class dates and due dates so students could see exactly what was expected week by week.

Here is an example of students actually submitting Project 1, The Icon, on time. It was due on 2/19/2026. Some students started the OpenLab post before the due date and then submitted on time.
https://openlab.citytech.cuny.edu/comd1200spring2026/category/student-posts/project-posts/project-post-1-due-02-14-2025/
Miro Kanban Board: https://openlab.citytech.cuny.edu/comd1200spring2026/miro-kanban-board/

Please share a helpful link to a pages or post on the OpenLab

May 31, 2025

Co-Creating a Code Glossary

Sandra Lloyd

Communication Design (COMD)

COMD 2451

Activity Description: Provide a brief description of the activity

In groups of 4-5, students use a real-time, collaborative spreadsheet (such as Google Sheets) to fill out several terms as part of a glossary of code terms they need to learn. If time, they teach one or two of the terms to the rest of the class. Each group is graded on the accuracy of their entries. Then, the class can use the directory throughout the semester as reference material.

This activity can be used for learning HTML, CSS, or other coding languages or frameworks where students need to learn a large number of basic elements and their behavior.

Learning Goals: What do you aim to achieve with this activity?

Broadly, the learning goals are to build skills in reading comprehension, research, critical thinking, and collaboration.

In my class, I used the activity for the introduction to HTML.

The objectives specific to COMD 2451 are:
1) In order to get acquainted to semantic HTML so that they can create static websites, students will learn and retain:
a) what key HTML elements do
b) when and where to use these elements
c) how to write a line of code using these elements

2) Students will get to know each other and form bonds, while also building collaboration and teamwork skills.

(These learning goals can be adapted for CSS, W3.css, or other appropriate languages or frameworks.)

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

There are three points in the semester of COMD 2451 where this activity can be used:
1) Week 3: HTML & Design DIscovery;
2) Week 4: CSS;
3) Week 7: Web Design & Interaction (introduction of W3.css framework)

However, I only implemented it during Week 3, for the purposes of teaching HTML. This is because it is helpful to have this hands-on activity when coding is new to them.

I devote 1.5 – 2 hours of class time to the exercise. No out-of-class time is expected. The only exception is if a group does not finish their glossary terms in the allotted time, at which point they may opt to finish it outside of class.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

To prepare for this activity, the professor must create a Google Sheet (or similar real-time collaborative spreadsheet) as demonstrated in the HTML Glossary presentation on OpenLab. This must be populated with the desired html elements, along with columns for Definition, Characteristics, Example code, When to Use, and When NOT to Use. The first row will be populated with an example.

The activity is evaluated based upon a grading rubric that centers around errors. I assess the number of correct definitions or their quality.
My course is part of the college-wide general education assessment initiative.

The activity worked very well. Students were engaged throughout in their groups. It was also very clear that they quickly learned how to effectively search for information online and to problem-solve. Students tended to do better in my class this semester compared to last semester.

See the first post in the OpenLab to see more in-depth presentation deck and the site itself.

Please share a helpful link to a pages or post on the OpenLab

https://docs.google.com/spreadsheets/d/1Vm4zWUqOLdgNg3SPudPRq6lxSKsf0Bxa22ou3rrkb0g/edit?usp=sharing

May 16, 2023

Student self-assessment that promotes learning

Patricia Childers

Communication Design (COMD)

Graphic Design Principles, Typography

Activity Description: Provide a brief description of the activity

A self-assessment activity for reflection and reinforcement.
• low stakes, high impact activity to promote deep learning through engagement
• a mechanism to help focus on specific goals
• a tool to help students track progress towards their goals
• a tool to guide educators in the effectiveness of their communication

Learning Goals: What do you aim to achieve with this activity?

Inquiry & Analysis
A pedagogical approach to student review that not only reinforces student learning, but reinforces that they have learned. The goals this student classroom experience is to support the analysis of creative and critical thinking through the use of HIEPs,

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This activity can be introduced at the conclusion of any student project. Classroom time in minimal, about 20 minutes based on the amount of material reviewed. There is no out-of-class time.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The low stakes activity requires the project rubric and copies of the final project. Students self access using the rubric. Student assessment refers to specific examples, footnoted or cross-referenced directly on the copy of the final project.

The rubric development is based on the General Education inquiry of Knowledge and Skills using specific project criteria. This course in not part of a college-wide assessment. The project in itself is not graded. I find that student's responses are a true reflection of the student's understanding. "When the act of self-assessing is given a learning-oriented purpose, students' self-assessments are relatively consistent with those of external evaluators, including professors." [Lopez, R., and Kossack, S. (2007). Effects of recurring use of self-assessment in university courses. Int. J. Learn. 14, 203–216. doi: 10.18848/1447-9494/CGP/v14i04/45277]

I do review the activity to insure that student's response indicates that they correctly understand the material. Any discrepancies are reviewed directly with the student to correct misconceptions. In this way, the activity reflects the impact of my communication of the material through the student's response. If student understanding of the material is low, I know that I need to change me approach.

The activity works well and I use it several times a semester. The biggest challenge is the response of a few students to "having" to grade themselves. One student reminded me that grading is my job, not theirs. I explain that periodic, external replay of learned input patterns strengthens synaptic connections—the combination of structural plasticity, synaptic plasticity and self-generated reactivation not only stabilizes synaptic turnover but enhances their connectivity and associative memory. This explanation tends to erode resistance. And generally, many students have stated that they better understand the concept after the self assessment. The assessment is altered to support each different assignment.

https://openlab.citytech.cuny.edu/pchilders-portfolio/2023/05/16/student-self-assessment-that-promotes-learning/

Please share a helpful link to a pages or post on the OpenLab

https://openlab.citytech.cuny.edu/pchilders-portfolio/wp-admin/post.php?post=266&action=edit

May 5, 2023

Walking the Brooklyn Bridge

Patricia Hickey

CityTech CUNY

English 1101 and English 1112

Activity Description: Provide a brief description of the activity

The class as a groups walked across the Brooklyn Bridge. The class did some preliminary research about the Brooklyn Bridge’s history. The students paired up. One partner made voice comments while the other took photos. The pairs chose either people, scenery or bridge structure.

Learning Goals: What do you aim to achieve with this activity?

The goals are:
1. Everyone should experience walking over the iconic Brooklyn Bridge!
2. Students learn how to hone their power of observation.
3. Students put their experience into a solid coherent paragraph.
4. Students share their experiences with their classmates.
5. Everyone sees each other in a different light. This will help establish comradery.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

In the Spring semester I did this mid semester for two reasons. Firstly, the warmer weather makes the walk easier. Secondly, a change of pace is good for the mid semester slump.
The entire lesson takes about a full class and a half time. We walked during the class time .I

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

There was no preparation for this activity, although I was concerned if someone felt they were not capable of walking the distance. All felt fine. Before walking we did some preliminary research about the Bridge.
This was a low stakes writing lesson.

The only assessment was participation

This experience was wonderful and I most certainly will repeat this. Everyone loved the activity and I had virtually no complaints. The students loved walking and chatting with their classmates and with me. They loved the views and the feeling that it was “their Bridge” and they were not tourists.

Please share a helpful link to a pages or post on the OpenLab

March 28, 2022

Ethical Design: Evaluating Digital and IRL Experiences (and how one might support or hinder the other)

Noreen Whysel

Communication Design/City Tech

UX and UI Design

Activity Description: Provide a brief description of the activity

In a Data for Good lecture at Columbia's Data Science Institute, dana boyd of Data+Society told the audience that her proudest achievements are often when she convinces a client not to create something that can potentially do harm.

When does it make sense to NOT make a digital version of something that would be better designed IRL? Are there activities that are more suited to online than IRL? Or are there cases where a combination of both appropriate?

In this exercise, I shared a few articles about online activities that have had an impact on real life. We discussed both positive an negative reviews of online activities, including Pokemon Go, which is often discussed in terms of it's getting gamers to be more social and active to Instagram, which has been shown to have a negative effect on the self-esteem of teenaged girls. A third example was on how social media use is contributing to the political polarization of America by removing the public commons from public space to largely anonymous forums.

After discussing these articles, students formed breakout groups to find a news article about an online activity and discuss the pros and cons of that activity online. And to also discuss how that activity could be replaced by or combined with an IRL activity to improve the experience. Finally, they posted a reflection on the exercise to the class Slack group.

Learning Goals: What do you aim to achieve with this activity?

This activity focuses on three learning outcomes: Reading, Information Literacy and Ethical Thinking. Students are asked to read an assigned text describing Digital vs IRL spaces and then in select an example from the reading of a digital experience that might be better In Real Life or paired with an IRL experience. After discussing in groups, they then share back to the class what they discussed and finally post a reflection on course discussion board about their understanding of the pros and cons of digital vs IRL for the chosen scenario.

To address Information Literacy, students must find one additional example of digital applications where the IRL experience takes precedence over digital. What might someone gain from a physical experience that they can't get from digital? When might a digital application enhance the IRL experience?

And to expand their understanding of who is impacted by their design decisions, they then work in groups to make a stakeholder map showing who is affected by the designed experience of your example. Who is participating in the experience? Who else might be affected by the experience? Or harmed? Who might be left out?

In addition to the reading, information literacy and ethical Thinking student learning outcomes, students gain gain from two High Impact Education Practices: Place Based Learning and Collaborative Assignments.

Place-Based Learning
Students consider the physical and embodied experiences of IRL versus digital experiences

Collaborative Assignments
Students participate in Discussion of the pros and cons of selected digital experiences

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This activity was part of the Ethics and Accessibility lecture in Week 7 of the Spring 2022 semester. It took a little over a half hour to complete. There was no out-of-class time except if a student wishes to post their reflection after class. If we had more time (and were not otherwise online this week) we might have been able to go outside and play Pokemon Go or survey people about their online and offline political activity on campus grounds. We may still try to create an online/IRL activity during a later session and follow up with a stakeholder map, which we did not have time to do.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The activity was low stakes and ungraded. The only preparation was to find three articles to discuss as examples of Online activities that either replace or compromise IRL experiences.

Because this assignment is ungraded, I plan to use it as part of the participation grade. I do not believe my course is part of the college-wide general educaiton assessment initiative. It is an elective.

Students enjoyed discussing online versus "In Real Life" very much. They are very aware of online activities that are creating unrealistic expectations for their real-life relationships and are concerned about exacerbating these experiences through their design careers. I would like to refine the activity and possibly replace a duller accessibility study that they do for credit and that could be done in class in groups or as a demonstration. Not being able to go outside or actually be IRL was an issue with this activity, though some students mentioned that it made it easier for everyone in their group to search for articles since they were all sitting at a computer anyway.

The activity presentation for the Living Lab course is openly available at : https://cuny907-my.sharepoint.com/:p:/g/personal/noreen_whysel27_login_cuny_edu/EeDP7sDKTAROh1Nle8uKlagB5bMXEem7EM4k6Lvh7nagBA?e=FgnQIx

You can also read about the activity on the course blog at https://openlab.citytech.cuny.edu/-whysel-comd-3562-he93-sp2022/2022/03/28/ethical-design-evaluating-digital-and-irl-experiences-and-how-one-might-support-or-hinder-the-other/

Please share a helpful link to a pages or post on the OpenLab

June 12, 2020

Understanding Animations and Films Through a Deeper Cultural Understanding

Crystal Kim

Entertainment Department

Sound for Multimedia

Activity Description: Provide a brief description of the activity

Students are to choose the following:

1. An animation scene that has the original language used with English subtitles and with a version with English language recorded or dubbed over. Compare and contrast the mood, emotions, and character's thoughts between the languages used.

2. Choose a film where a different language other then English is spoken. Interpret the mood, emotions, and character's thoughts. Research of cultural values of language used will be needed to compare and contrast the cultural mood and emotions and evaluate how much of it is universal

Learning Goals: What do you aim to achieve with this activity?

I like for budding video and audio engineers to understand the making of animations or filmmaker's intentions further which includes understanding the culture and language that an animator and filmmaker uses. As animations, particularly ones used in Japanese, and foreign films are becoming universally popular, the foundation of how these videos or films are made are important to understand for anyone looking to take on any role in the film industry. This allows the students to be more culturally aware of people outside of customs they are used to, and to see the comparisons and contrasts. For production purposes, a deeper understanding of the foundation can aid with audio production for recording and film directing.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

I will be introducing it before they do their midterm projects so they have an understanding of the basic foundation before they produce their midterm projects.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

Doing some research of the culture and the cultural values in a language will be necessary to do the assignment. The students are to find what is idiosyncratic to a culture and common cultural themes used in animations and/or films for a particular culture and language. The activity is somewhat high stakes since I see students resonate with this sort of activity as most students tend to be very observant in analyzing a group with an identity and how it relates to their own.

I used the knowledge and skills area from the intercultural rubric. Within the knowledge section, the activity is to fulfill the cultural worldview frameworks and under skills, the activity is to fulfill the empathy and verbal & non-verbal communication section. Therefore, I use a value rubric. And my course is not part of the college-wide general education assessment initiative.

I was not able to use the assignment in my classrooms as I was not given any classes to teach for the semester. I think this assignment will go very well for every semester I teach the class. The challenge I see are students not doing enough cultural research before doing the assignment, particularly if one were to choose a foreign film scene since it takes of course so many years to really understand a culture. Unfortunately, I am not able to assess if students have enjoyed the assignment yet as I have not had the opportunity to give the assignment.

Please share a helpful link to a pages or post on the OpenLab

https://openlab.citytech.cuny.edu/multimediasound/understanding-animations-and-films-through-a-deeper-cultural-understanding/

May 29, 2020

Design Your Own Culture

George Larkins

Communication Design

Motion Design

Activity Description: Provide a brief description of the activity

It is for students to become aware of people of diverse cultures who are doing design work that students hope to do themselves. And to invite them to question why the creative work of people of color is not recognized for their contributions to the design world.

Learning Goals: What do you aim to achieve with this activity?

This will also give students insight into the possibility of a place to start when looking for a career.
Current research shows very few people of color are represented in the design field at all levels. And too often, their work has been obscured or taken credit for or they were asked to remove the attribution.
This assignment addresses cultural self-awareness
And knowledge of cultural worldview frameworks on the rubric.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This will be an introduction to the class in the first two weeks. A minimum of two weeks will be devoted to this project. Students should be prepared to spend two to three hours of research out of the classroom.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

In order for students to be successful. They must be prepared to spend at least two hours of research time before any production can be they will be able to move forward.

Discover at least five people from an underrepresented cultural group in the design world and be prepared to share their work with the class. Students will be asked to choose one of the five and analyze influences on that person’s design. Students will create a design campaign in the style of that designer celebrating an aspect of their culture. The campaign will include a combination of print, web, and video spots.

n/a

Please share a helpful link to a pages or post on the OpenLab

June 7, 2019

Walking Tour in Paris

Thalia Pericles

Hospitality Management, SPS

Thomas Ahrens Int’l Work/Study Program

Activity Description: Provide a brief description of the activity

Students are placed in groups and given a specific site in Paris, which will become the focal point for their walking tour while in Paris. They will be the tour guides for the rest of the cohort and Professors during the study abroad experience. The focus is the history, tourism, food and culture.

Learning Goals: What do you aim to achieve with this activity?

After conducting research on the history, food, culture and tourism components of their site, they will be able to conduct an informative walking tour of the area in Paris.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This assignment is given about 1.5-2 months before the program begins so that students have ample time to prepare.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

This is a high stakes project. Students conduct their research and then are asked to create a visual aid to share with the group during the tour. This can be in the form of a post card, map, brochure etc.

The grading criteria is as follows:
GRADING CRITERIA

Content (History, Culture, Food, Tourism) 30%
Depth of research 20%
Cohesiveness, Flow and Organization 20%
Equal Participation of Group Members 20%
Visual Aid 10%

Please share a helpful link to a pages or post on the OpenLab

May 28, 2019

DeKalb Market Hall: Deconstructing aura embedded in the typographic communication of global cultures.

Patricia Childers

Communication Design

Typographic Design 3 (COMD2427)

Activity Description: Provide a brief description of the activity

Deconstructing aura embedded in the typographic communication of global cultures provides a platform to discuss messaging in communication.

This low-stakes activity introduces students to multiple diverse cultures through a place-based learning assignment. It integrates Intercultural Knowledge and Competency with High-Impact Educational Practice of Diversity/Global Learning through the deconstruction of graphics incorporated in the cultural representations.

Students visit the DeKalb Market Hall, to explore typography as a narrative tool. The food hall, once the birthplace of the Brooklyn Hip Hop scene, now showcases 40 vendors who reflect the current cultural and ethnic diversity of the Brooklyn. The activity begins in the classroom before our visit through a discussion of cultural representation by commercial venues. At the market, students select one vendor that represents a culture that they are familiar with and one they are not. They photograph and gather material for research and presentation. For homework, students post, via OpenLab, photos of the culture they are familiar with and a brief interpretation.

In a week-long assignment, students interpret the tropes used to convey specific cultures. They present to the class the visual devises and conventions that reveal the graphic narrative that the audience/consumer readily recognizes and understands. Through verbal reflection, students familiar with the cultures presented give context, while students unfamiliar add alternative interpretation.

Learning Goals: What do you aim to achieve with this activity?

This project is designed to enhance the appreciation of a diverse mix of influences—and interpretations. By engaging in, and reflecting on content in a local environment, students reinforce and internalize insights gained. Through the process of reflecting on the everyday environment, the awareness of lifelong learning is established.

The goal of the assignment is to provide an understanding of the communication of aura, the fluctuating nature of cultural authenticity, and how they are visually communicated. Through place-based learning, students experience typography as a way to confer meaning and establish context.

To increase engagement, students explore “cultural” signifiers in their intended setting. Food, a topic enjoyed by most, is used to entice curiosity. The sharing culture via personal experience lends an aura of authenticity to low-stakes class discussion.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

The activity is given on the fourth-fifth week of the semester to prepare students for an assignment that requires design from a specific point-of-view. Students analyze and blog for homework. An in-class presentation and discussion takes place the following week. This is a two-week, assignment, approximately four hours of homework and two hours of class time.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

In this low-stakes assignment, students are given a clear explanation of objectives and expectations. To introduce the assignment, students receive handouts that explain the assignment and introduce questions. The assignment is posted on the class website.

Students record images with a camera/phone and post images and reflections to the class blog. In-class presentations and discussions begin with a review of terminology and a series of prompts. Throughout the discussion, prompts are reintroduced if needed to spur discussion.

In-class presentations include a handout explaining the presentation and discussion and a handout with terminology.

During class, terminology is written on the board, and prompts are reintroduced to spur discussion

Key markers: Attendance and participation
Points are assigned for:
• The reflection blog
• Presentation of photos and marketing material gathered from the location
• Presentation of typographic research.
To access how students meaningfully engage with others we use the Intercultural Knowledge and Competence rubric.
Other value rubric assessment include: Inquiry and Analysis, Critical Thinking, Creative Thinking, Written Communication, Oral Communication, Civic Knowledge and Engagement—Local and Global, Intercultural Knowledge and Competence, Foundations and Skills for Lifelong Learning, and Integrative Learning.

I have not yet employed this activity in the classroom.

Please share a helpful link to a pages or post on the OpenLab

https://www.dekalbmarkethall.com

Category: Communication Design

The Community Impact Campaign

Digital Project Management with Miro Board: Transferring Skills for On-Time Assignment Completion

Co-Creating a Code Glossary

Student self-assessment that promotes learning

Ethical Design: Evaluating Digital and IRL Experiences (and how one might support or hinder the other)

Understanding Animations and Films Through a Deeper Cultural Understanding

Design Your Own Culture

DeKalb Market Hall: Deconstructing aura embedded in the typographic communication of global cultures.

The OpenLab at City Tech:A place to learn, work, and share

Support

Accessibility

Copyright

Creative Commons

The OpenLab at City Tech:A place to learn, work, and share

Support

Accessibility

Copyright

Creative Commons