CARP

CARP Principles & Designing a Course for Online Educators

social-presence-tools (The PDF has clickable links)

social-presence-tools

My experience in EDTECH 506 has allowed me to work on a large unit of instruction project.  Each week I am challenged to create a graphic using proper design methodologies, principles, and processes. This week was no exception, and the assignment required use of CARP while creating a graphic for my course.

The justification for my project is as follows:

Justification of CARP-Considered Design

  1. Describe your users (people that will see the typography in the unit).

The users of my unit will be educators, either undergraduate or graduate level, that are learning the Community of Inquiry (COI) Framework in relation to online course design.  It is assumed that they are adults with at least one student experience in online education.  The users would be capable of reading college-level material.

      2. Why does your design solution work?

I have used CARP from the beginning of my Edtech career, so I feel quite familiar with the principles of contrast, alignment, repetition, and proximity.  In the graphic I created to provide information and suggestions regarding social presence in an online classroom, I used the four principles.  Contrast was used through color choice, although I am uncertain of my final course color-scheme.  Therefore, the colors could change.  I enjoyed the dark background against the colors of the icons.  I also liked the white background with dark orange, which is very striking.  The orange and white really helps the headings stand out.  Alignment was considered, and attempts were made to ensure the alignment is consistent with the paragraphs and bullets (left aligned), and with the top of the icon and the top of the heading.  Repetition was used as the format is always the same: icon, heading, bullets of information.  The colors are also repetitive in the body of the graphic.  Finally, proximity was utilized by keeping the content related to each particular icon grouped together.

3.  What did you learn from the “user-test”?

My user-test was performed on the same individual from last week’s assignment.  He did provide the suggestion of adding bullets to the list, as I had previously created the list in paragraph form.

4.  What changes did you make to the design after the user-test?

I agreed with the addition of bullets to make the design cleaner, but also add to the repetition.  Each bullet is a stand-alone portion of information, so it does make sense.

CARP is an effective and easy way to remember the best practices of graphic design.  I’ll continue to use CARP in every design I create.

Design Process Models and the Development of a Graphic Organizer

community-of-inquiry-framework-graphic-overview-page-1-3

This week, I had the opportunity to read about various design process models and how to use them.  I was already familiar with the instructional design process called ADDIE (analysis, design, development, implement, and evaluate), but the design process I learned about this week went a step farther.  Essentially, I learned that within the ADDIE process, there are additional design processes to consider.  When developing graphics for instruction, the instructional designer must also follow ACE (analyze, create, evaluate) during the design and development portions of the ADDIE model.  While following ACE, the instructional designer must also consider PAT (principles, actions, and tools) to enhance the design of the graphic (Lohr, 2008, p. 91-94).

I practiced my newfound knowledge by creating a graphic organizer that segments the entire unit into “chunks”.  I had to use ACE while considering PAT.  Here is an overview of my process: 1. Analyze: I thought about the goals for my graphic.  Essentially, I wanted the learner to be able to see each of the three presences within the Community of Inquiry Framework, and the individual subsections and descriptions.  I determined the purpose was organization.  2. Create: I considered principles, and I knew with the large amount of text that I did not want any decorative graphics to detract from the information.  The actions of CARP (contrast, alignment, repetition, and proximity) were considered as I thought about the design.  Finally, I thought about what typeface I wanted, if I wanted to use color, and what shape the bubbles should be.  3.  Evaluate:  After I created the graphic using LucidChart, I reviewed my design.  I then conducted a user-test, which you can read the results of below.

Justification of Graphic Organizer Design

  1. Describe your users (people that will see the typography in the unit).

The users of my unit will be educators, either undergraduate or graduate level, that are learning the Community of Inquiry (COI) Framework in relation to online course design.  It is assumed that they are adults with at least one student experience in online education.  The users would be capable of reading college-level material.

      2. Why does your design solution work?

This graphic organizer takes the entire COI Framework and divides it into sections.  The colors help to divide the organizer into three evident sections according to “presence”.  The lines help the user navigate through the subsections, with each bubble becoming more specific in relation to the parent section.

3.  What did you learn from the “user-test”?

My user-test was performed on the same individual from last week’s assignment.  He stated that it was evident that there were three distinct categories, but also a variety of subcategories.  He stated that the organization chart was easy to follow.

4.  What changes did you make to the design after the user-test?

I did not make any changes to the graphic after the user-test.  When I initially evaluated the graphic myself, I did not have three colors to help divide the graphic.  I knew color would help create distinction, so I added color prior to the user-test.

In summary, the ACE with PAT process incorporated into the ADDIE process definitely works.  It is easy to get overwhelmed with the big picture, and ACE helped to isolate a portion of the curriculum development that is a necessary “part of the whole”.

References

American Public University System (2016). The Community of Inquiry. Retrieved                                    from http://www.apus.edu/ctl/faculty/community-of-inquiry/

Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.). Upper Saddle                    River, NJ: Pearson Education

My Graphic Design Introduction: EDTECH 506

introduction-graphic-for-506

I created this graphic using Canva for my EDTECH 506: Graphic Design course.  I chose a clean design with a white background as all of my photos/clipart contained color.

To explain my graphic a bit: I chose a clean design with a white background as all of my photos/clipart contained color.  I also chose a design with the same alignment and spacing between the pictures.  I really like symmetry, so a lot of my graphics have to be lined up well.  I used Canva as I have never used it before, and I found it very simple.

The upper left picture is of my cat, Moxy (which means attitude, but spelled “moxie”), sleeping in a box.  She doesn’t have teeth because she had stomatitis, and we had to have her teeth removed.  She is a happy, healthy 14 year old cat now!  The upper middle picture is yours truly, and the upper right hand picture is a cool moth I saw outside a few summers ago.  I loved the coloring, but the size was a bit terrifying.  The lower left picture is of Iceland, which is a place I’d love to travel to someday.  The middle lower picture is my goal: I want to obtain my PhD and teach college online.  This is my last semester of my Master’s, so I’m very excited to start my doctorate soon.  The lower right picture is of my 70’s chic snow globe-esque condo my husband and I just bought.  We got a screaming deal, and all of the shoveling is done for us.

I’m excited to use what I’ve learned about CARP: contrast, alignment, repetition, and proximity in my graphic design course.