Reflections from Digital Media EDLD 5366

Our team created a collaborative website using C.R.A.P. design concepts.
It can be viewed from this link.  Team Digital Techs 

This course introduced new terminology to me. The concepts were not new; I have been using design concepts in my current position as a Career and Technical Education program manager.  In addition, I utilized design principles in my past position as a classroom teacher (photo-journalism, web development, yearbook sponsor, computer applications and graphic design).  I took classes in college, taught design practices in the classroom, and utilized it in my personal business.  However, I have never heard it referred to as C.R.A.P.  I found this acronym very amusing and will use it often with my co-workers and when mentoring teachers that need some help with the concept.

One of our assigned readings for this course was “How crap is your site design?” by M. Rundle.  I really enjoyed this author’s personality as it came through his writings.   “We learned that good design is based on the C.R.A.P. principles where C.R.A.P. stands for Contrast Repetition Alignment Proximity, and when Creative Directors tell you that your design is crap, they’re actually giving you positive reinforcement.”   I think students and teachers will enjoy this play on words. I could envision this word as a ‘hook’ to gain the interest of hard to reach high school students. A note of caution, some may take offense or misunderstand the acronym.  The explanation should appear simultaneously when using it as a catchy title of an assignment.

For some, the concept seems to be intuitive and the efficient placement of information on a flyer, web page or other graphic project is  easy.  For others, the end product appears to be result of the lack of planning. Their design has too much information and it is difficult to determine interest.  Many times poorly designed web pages or flyers will cause viewers to “move on” because there is too much information to determine its value. Another possible outcome of no C.R.A.P., the viewer may have interest, but limited time, or attention span, to find the important information.  Educators teaching or using graphic design can easily remember the C.R.A.P. acronym and put the technique to good use when utilizing or teaching the basic design concepts. (I would add that using C.R.A.P. concepts would be helpful in some email correspondence.)

Wiki pages or other web based pages can be used for distance learning or blended learning environments.  Teachers post their assignments on their web page.  Students that are absent can see new assignments, read announcements and comment or ask questions.  This could also be used in an extended absence situation where a student is prevented from attending classes for medical or behavior problems.  Teacher's web pages are an excellent communication tool for parents, homework is clearly stated and assignment due dates are posted.  Parents can keep tabs on their students’ homework and due dates, on demand, anytime of day or night. In addition, classes can collaborate with students within the district or around the country.  Their work can be posted for feedback and brainstorming ideas for projects and problem solving.

Another useful tool when designing a class website project, or any classroom activity, is reflection and feedback.  We should step away from the project and look at the page with a fresh outlook and self reflect. Or ask a colleague to review and be open to an honest critique.  In an article, Feedback that fits, S. Brookhart offered some wise advice, “To craft teacher feedback that leads to learning, put yourself in the student's shoes.” She expanded the comment by saying, “But feedback is only effective when it translates into a clear, positive message that students can hear.”

Reflection and feedback can also be used by students in the classroom to analysis their own learning.  Educators can begin at an early age introducing the concept of reflection and feedback in the elementary classes.  The “Think, Pair, Share” activity is good for every age of learner, from kindergarten to career professionals.  Educational leaders and teachers use reflection as a tool for planning, staffing decisions, scheduling, discipline; every activity of their school day or event.  By reflecting on the past or planning for a future event, we can avoid many conflicts and crisis.  Educators can teach elementary age students to use reflection with simple open ended questioning techniques and graduate to the pairing and sharing, as they begin to master self reflection.

 On a website, “Exploring the Environment”, T. Herbert was quoted as saying, “The teacher must also be able to vary his or her approach in helping the students analyze what has taken place. The methods are dependent on the personalities and situations involved.”

Every learning environment has its unique situations, depending on the learners and participants.  A good educational leader takes time to know their audience and tailor self reflection and feedback activities to foster a safe learning environment.  This was evident to me as I worked with my classmates on our website for this class.  I was forced from my control comfort zone and into a collaborative environment.  I was fortunate in that I had team members that created that safe environment to express conflicting ideas and move to a consensus in a non threatening manner.  Occasionally, we have to work on a projects where we may not feel safe.  This is not conducive to a collaborative project because it causes some to have too much input and some to have too little.

As an example, I would like to tell a personal experience. I recently participated in training where a group of 20 district leaders (administrators and curriculum specialist) were in asked to participate in a desert plane crash situation.  Everyone with any information, as to location, died in the crash.  We were given a list of items that were salvaged from the plane. As a group, we had to decide our course of action, what to use and how to use it.  In addition, we were to rank the items in order of importance.  Trained observers were in the room taking notes on our problem solving techniques.

 I had some experience in survival training, as my son was an Eagle Scout and he (with my help) earned the survival badge.  After a few of my suggestions were shot down by an aggressive principal, I stopped making suggestions. After the all groups made their rescue plans, we reconvened as a large group (5 plane crashes) to compare our plans to those of an expert on desert survival.  The outcome of these group collaborations was interesting.  Let me say, most of the plane crash survivors, did not survive their rescue plans.  (A word of warning, when lost in the desert, facing dehydration, if someone tells you to take salt tablets and you obey, you will die before being rescued.)

The results of the impartial observer, showed many of the rules of collaboration were broken; some with good ideas were never heard, and those with bad ideas, but were outspoken, lead the group into disaster.  I liked the activity and will use it in the future when conducting collaboration training, with students or adults.

The skills we acquired or improved during the course of this class will improve my effectiveness as an educational leader.  As I reflect on the events, I have learned the importance of listening more and talking less, as well as, being open to other viewpoints. It is important to recognize that everyone has a voice in the decision and the outcome, even if you agree to disagree, it’s important to find the middle ground.  It is important for us to remember the one important factor in all our efforts; it’s not about the teacher, it’s about the students.

Rundle, M, How C.R.A.P is Your Site Design?, April 2006, retrieved from http://thinkvitamin.com/design/how-crap-is-your-site-design/

Brookhart, S. M., Feedback that fits, (Dec 2007/Jan 2008), Volume 65, Number 4
Informative Assessment, Pages 54-59, retrieved from http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/Feedback-That-Fits.aspx

Herbert, T., (1995), Experiential learning: A teacher's perspective, retrieved from http://www.cotf.edu/ete/teacher/reflect.html