|ETP Title:||Interactive Digital Publishing Project Using InDesign|
|ETP Type:||Enhance Existing Curriculum|
|Subject Area(s):||Language Arts,Technology,Career Education|
The world of publishing has changed dramatically over the last ten years as a result of digital media and mobile and tablet devices. Content once previously viewed and consumed in traditional formats like newspapers, magazines, even television and the movies, are now more and more viewed on mobile and tablet devices. In the classroom students are often creating a great deal of content or projects based around their lessons and the teachers curriculum. Traditionally much of this content may have been in the form of writing, visuals, and presentations. Now this content is being created in digital formats, from word documents, digital photographs, videos, and computer graphics. In education we should be teaching out students to not be merely consumers of content, but to become creators of content. My ETP will focus on learning to assemble and create interactive digital content for publishing using Adobe InDesign. With this lesson plan teachers of any subject area will be able to have students create, assemble, and publish their content for tablet viewing.
CTE Arts and Entertainment Industry Sector Standards
Deliver multimedia presentations:
a.Combine text, images, and sound and draw information from many
sources (e.g., television broadcasts, videos, films, newspapers, magazines,
CD-ROMs, the Internet, electronic media-generated images).
b. Select an appropriate medium for each element of the presentation.
c.Use the selected media skillfully, editing appropriately and monitoring for
Students will create an example of an interactive digital publication that includes a written component with scrolling or swiping, an embeded video and audio component, hyper-links to outside sources and references, and digital graphics and/or photographs.
Students will effectively utilize basic elements and principles of design (color, space, balance, emphasis, etc.) in the layout of the digital publication.
A rubric for the teacher and the students to use will be provided to be used for assessing the depth, quality, and technical proficiency level of written work, video content, visual graphics and the overall quality and functionality of the interactive digital publication.
A rubric for the teacher and the students to use will be provided to assess the function, layout, and quality of the interactive digital publication example.
CTE Arts and Entertainment Industry Sector Standards
4.2 Understand the use of technological resources to gain access to, manipulate, and produce
information, products, and services
4.4 Understand digital applications appropriate to specific media and projects.
21st Century Skill(s)
ICT (Information, Communications and Technology) LITERACY
Apply Technology Effectively
Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in
a knowledge economy.
21st Century Skill(s) Application
In order to produce an interactive digital publication, students will need to utilize research, use computers, software of various types (audio, video, graphics) to create the content to build a interactive digital publication in Adobe InDesign.
For my fellowship, I am working at Adobe Youth Voices, a philanthropic arm of Adobe Systems Inc. Adobe Youth Voices focuses on bringing curriculum and software training to educators and students around the world with the theme of "Create with Purpose.
I am working with the project manager and assisting, in planning and presenting workshops for educators at conferences and trainings. I am also involved in planning and coordinating the events, activities, and logistics of carrying out these events. Additionally, I am involved in helping to prepare and maintain digital assets for use in the AYV Essentials website, including, photos, videos, and curriculum.
I am using a variety of digital skills, like photo and video editing, document creation, media encoding and uploading, and development of a training publication to be formatted in an interactive digital format for mobile and tablet devices. I am being exposed to careers like project managers, technical writers, web developers, videographers, social media/public relations, marketers, software engineers, designers, and more.
My mentor is responsible for running and managing the global network and program of Adobe Youth Voices. She plans events, teacher trainings, media outreach, web site development, and philanthropic activities that distributes curriculum and software to educators in a global community.
The connection between the ETP and Fellowship. :
I will share my Fellowship experience with my students and faculty members, through photographs, video presentation, sharing the web-sites I have worked on, the curricuclum and projects I develop for AYV, and social media channels which are being used by AYV to document the events and accomplishments that take place this summer.
My focal standard is relevant to this sponsor organization in that I will be utilizing the software Adobe produces and distributes to create a digital publication that encapsulates the work and experience we have in the school and classroom as participants in the Adobe Youth Voices program.
Overview of Interactive Digital Document Building and Planning for the Semester/School Year
1. Determine and define what type of interactive digital document your students will be creating (based on your content area, unit, or lesson)
2. Download and preview all documents, assets, Student and Teacher Handouts, familiarize your self with materials, software, etc.
3. Edit, Pass out and review Interactive Digital Document Student Handout when you feel it is appropriate to introduce project to your students (see attachment for example of a project description you can use as reference when designing your own) list of due dates, and rubric (see attachments).
4. During course of lesson/unit you are using as basis for this project students should create, maintain, and gather research, writing, assets (photographs, graphics, videos, audio) to be used and put into a folder saved on hard drive or external drive.
5. Demonstrate software with pre-existing InDesign Document (that you created) and the photo and video assets. Distribute to students on their computers. Have students build framework of the InDesign document and continue to develop and refine after a review session.
6. Publish to tablet or preview on computer.
7. Review responsibilities and deadlines for their actual project.
Time Required: (2-3 50 minute periods, or 1-2 90 minute blocks) This lesson primarily is for practice instruction in how to use and publish to the iPad using InDesign and re-creating a practice document. Creation and development of assets for your own content area make take anywhere from a week to a month, depending on the depth and level of the lesson/unit of your content area)
Teacher Preparation: You should spend some time acquainting yourself to the InDesign workspace and tools, going through the steps and actions covered using pre-existing assets so that you feel comfortable introducing the lesson.
*Important!! You will need to download practice assets to your hard drive/desk top and follow video tutorials and build the practice InDesign document to use with your class.
Anticipatory Activity: Traditional Publication vs. Digital Publication
(10 min) Discuss examples of traditional publications (book, magazine, pamphlets, zines, newspapers). Ask students to identify common features and benefits of each format of traditional publishing. What impact did or print and publishing have on the public? Do they, the students still read any of these formats, why or why not?
"A Video History of Every Book Written"
"The Future of Digital Publishing" http://www.youtube.com/watch?v=EIhuYTgJZ0w
Software Instruction/Overview/Exercises: In this section the instructor will be reviewing the workspace, toolbars, and setup of various digital documents (PDF and digtial publishing). This is the student's introduction to the user interface of the software. Using the folder of assets (pre-existing InDesign document, graphics, images, and text files)(See attachments).
1. Review Student Handout explaining the Interactive Digital Document Project (5min)
2. Go over and explain the work area of Adobe InDesign CS6 (5min) (Share DPS Tutorial 1 if desired)
3. Go over and explain the function of the icons in the toolbar used in InDesign CS6 (5min)
Emphasize the following tools:
Free Transform tool
Object/Stroke Color Swatches
4. Go over how to set up a document in various formats (print, web, and specifically for this assignment in digital publishing format for iPad).
5. Have students open existing InDesign document with pre-established content and formatting and go over how to move, edit, add or remove graphics, text, or videos. (Continue viewing DPS Tutorials if desired)
6. Have students create an additional page(s) and place new content in the layout (text, image, graphics)
7. Have students save work to hard drive.
Anticipatory Activity: Traditional vs. Digital Publishing (cont.)
(10 min) Show students a variety of Interactive Digital Documents on computers and/or tablet devices if possible (see attachments) and ask them to identify common features and components of each document type. Discuss how the features are used to create the interactive aspects of the digital document. Explain and discuss how different types of interactive content may reinforce or take away from informational content in a digital document. How many of them read or use these formats compared to the traditional formats of publishing. How are the new forms different?
View: "Wired UK on iPad" http://www.youtube.com/watch?v=98b2nB845fc
1. Ask students to identify what technical skills one would need to know in order to produce a richly interactive digital document. (Answer: Writing, Photography, Design, Animation, Layout, Audio/Video Editing, Software, Hardware)
2. Ask students to identify design elements and principles employed in the layout and presentation of one of the digital publications. (Answers: Color, Balance, Movement, Space, Unity, Emphasis, etc..)
3. Make the connection that although the format differences between traditional publishing formats and newer digital formats are very pronounced, the basics of strong content, information, design, and presentation are still very much the same. Given this understanding we are setting out to create an interactive digital document for sharing, display, and distribution on a tablet device.
Students will follow demonstration and begin to build and create their own version of the practice sample interactive digital publishing project using place holder text, images, and videos.
1. Start InDesign, open pre-existing document and look at previous days example, review and ask questions.
2. Review File Naming Protocol and create a new InDesign document using digital publishing settings.
3. Go over Structure and Sizing for device.
4. Cover Page Orientation (Portrait vs. Landscape Orientation)
5. Demonstrate how to build the various pages as outlined in DPS Tutorial Handout create pages, interactive elements (hyperlinks, buttons, multi-state objects, and animations) by recreating pages similar to those of the sample InDesign file you made and/or by referring to the SF Conservatory SWF.
6. Demonstrate how to add video with control functions and skins.
7. Go over how to build Folio, export and upload content to Adobe Digital Publishing Suite/Acrobat.com and then import to iPad using Adobe Content Viewer app.
Guided Practice: Review/Refine/Practice on InDesign document the students have begun as a template.
Independent Practice: Students will begin building and editing their own interactive digital document. (4-6 hours depending on number of pages.)
Preliminary Deadline, Peer and Teacher Review:
Using the rubric sheets students should assess their own work, the work of one or more of their peers and give constructive feedback about the content, design, and level of completion of the Interactive Digital Publication. Teachers should use the rubric to give feedback and assess student work to see how the project is proceeding and what may need to be developed, modified, or improved before final assessment.
Final Evaluation: The student's interactive digital publication will be showcased and shared with peers, staff, and parents, and professionals. Projects should be viewed and displayed on computers and tablet devices. Final scoring with the rubric should take place at this point.
Additional Instructional Context
Computer Lab or Laptops
Adobe InDesign CS6
Sample InDesign Document for Guided Practice (teacher should build with assets provided and video tutorials)
Sample Assets for Guided Practice (see attachments)
Existing Content Created by students in the form of text documents, graphics, photographs, videos, and audio clips. (Content created by your students in preparation for extended Lesson/Project)
External USB/Hard Drive/Cloud Storage (place to save student work and assets)
Student Assignment (see example assignment in attachments)
Teacher Guide (see attachments)
Rubric for Assesment of Desgin (see attachments)
Bibliographic or other resources you used in creating this curriculum:
1. . Adobe Education Exchange. Adobe Systems Inc., 2012. Web. 10 Jul 2012.
2. Santoso, Randy. "Adobe InDesign for Beginners." Adobe Education Exchange. N.p., 23, August, 2011. Web. 10 Jul 2012.
3. . "InDesign CS6 Essential Training." Lynda.com. Lynda.com, 07, May, 2012. Web. 10 Jul 2012.