Wednesday, September 5, 2012

Notes

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                                                              School S.J.C.                                                            

Course Information Sheet
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Course Title: Communications Technology
Course Code: TGJ4M                                                         Credit Value:1
Department: Technological Education                          Prerequisite: TGJ3M
Level: University/ College                                                  Teacher: Mr.S.Dobrowolski
Grade: 12                                                                             
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Course Description: This course examines communications systems and design and production processes in the areas of electronic, live, recorded and graphic communications. Students create, manage and distribute complex electronic, graphic, recorded or audio-visual projects independently and in project teams. Students also study industry standards and regulations, and health and safety issues, as well as explore careers, the importance of lifelong learning and the impact of communications technology on society and the environment.


Enduring Understandings:
By the end of this course, student will:
  • Apply the design process to develop solutions, products, processes, or services in response to complex challenges or problem in electronic, live, recorded, or graphic communications.
  • Demonstrates an in-depth understanding of industry standards and regulations related to live, recorded and graphic communications.
  • Describe the difference forms of communications systems and how they interface with other.
  • Use current technology and a variety of communications-related processes to create products that meet specifications determined by a community needs.
  • Design and plan solutions to problem both individually and as a member of a team.
  • Select and safely use the appropriate technology and resources to solve problems in said area. Implementing safe work practices when performing tasks.
  • Demonstrate an ability to make an informal decision related to social, environmental and electronic consequences and impacts of the communications technology business sector.
  • Describe and evaluate post secondary programs associated with the communications technology sector.
  • Describe the entrepreneurial and management roles in a business or operation incorporating communications technology and assess their potential for such roles.

 The overall expectations for this course can be found at http://www.edu.gov.on.ca/eng/curriculum/secondary/subjects.html

How This Course Supports the Ontario Catholic Graduate Expectations:
The role of Technological Education in the Catholic faith community is to enable students to develop and utilize their gifts and talents while creating products that benefit others in a way that models gospel values. The focus of the curriculum is to enable students to become critical and innovative problem solvers who question the use of resources and understand the implications of technological innovations. An emphasis on process as well as results ensures that students create products and provide services that recognize our God-given responsibility to respect the dignity and value of the individual and the community.


Textbook/Resources: 
www.apple.com
www.cibercollege.com
www.edu.gov.on.ca
www.schoolnet.ca
TEXT BOOKS:
“ Graphics Communications”
“ Communication System”
“ Video Communication & Production “
“  Technical Drawing”

Digital Video Magazine http://www.dv.com
A good source of digital video/editing online articles, links to user groups, and equipment information.
Graphic Arts Technical Foundation http://www.gatf.org
Contains educational information on the graphic arts and helpful links to graphic utilities.
Graphic Designers’ Paradise http://desktoppublishing.com/design.html
Contains information and advice for graphic designers.
New Media.pro Magazine http://www.newmediapromagazine.com
A good Canadian source of digital video/editing online articles, links to user groups, and equipment information.
Video Systems Magazine http://www.videosystems.com
A good source of video/editing online articles, links to user groups, and equipment information.
Videomaker Magazine http://www.videomaker.com
A good source of video/editing online articles, links to user groups, and equipment information.
Videonics Systems http://www.videonics.com
Articles on video/editing, links to user groups, industry information, and equipment information.
Business Gateway Canada – http://businessgateway.ca/
Government of Canada site for Information on starting a company in Canada.
Business Advisory Services – http://strategis.ic.gc.ca/SSG/mi01532e.html
Government of Canada site for business planning and feasibility to ensure efficient and profitable start-up and operation for all levels of business.
Business Development Bank of Canada – http://www.bdc.ca/bdc/home/
Information on starting a company in Canada.
Canadian Center for Occupational Health and Safety (CCOHS) – http://www.ccohs.ca
Canada’s National Center for Occupational Health and Safety Information.
Career Explorer – http://cdn.cx.bridges.com/explorer/student.htm
This website has self-assessments, interest inventories, a résumé writing template, and career and postsecondary information.
Career Gateway – http://www.edu.gov.on.ca/eng/career/
The site provides a starting point for the exploration of many online career and employment options. It provides links to many career-based sites.
Education Safety Association of Ontario (ESAO) – http://www.esao.on.ca
The ESAO’s mandate is to support prevention and reduction of workplace injuries in the broad education sector in Ontario.
Entrepreneurship – http://www.edu.gov.on.ca/eng/career/entrepre.html
Government of Ontario site for information on Entrepreneurship. Links to many other good sources.
Government of Ontario – Business – http://www.gov.on.ca/MBS/english/government/business.html
Government of Ontario site for information on starting a company in Ontario.
Human Resources Development Canada (HRDC) – http://www.hrdc-drhc.gc.ca/
This is the national site and home page. Numerous career options as well as links to related sites.
More Business – http://www.morebusiness.com/
Tips and tricks to starting and maintaining venture project.
Ontario Ministry of Labour (MOL) – http://www.gov.on.ca/LAB/ohs/ohse.html
Source of occupational health and safety, employment rights and responsibilities and other workplace information.
Small Business Administration – http://www.sba.gov/starting/
Tips on starting a venture plan.
Small Business Canada – http://sbinfocanada.about.com
Helpful resources for starting a small business.
Small Business Development Center – http://www.bizcoach.org/start.htm
A site to answer questions about a small business.
Workplace Safety and Insurance Board (WSIB) – http://www.wsib.on.ca
Formerly the Workers’ Compensation Board oversees Ontario’s workplace safety education and training systems.
Young Entrepreneurs – http://www.2.ontario-canada.com/English/business/yes/young_entrepreneurs.htm







Topics and Time Allocations:
Unit Title/Description
Assessment & Evaluation Strategies


The Social and Economic Context of Communications Technology
·      quiz, structured response
·      performance assessment
·      personal communication
·      teacher observation
·      reflection



Studio Production; Film, Radio, Pod Cast


·      quiz, structured response
·      performance assessment
·      personal communication
·      teacher observation
·      reflection


Illustrated Print Publication
·      quiz, structured response
·      performance assessment
·      personal communication
·      teacher observation
·      reflection



Multimedia Production; CD, DVD, Web Page

·      quiz, structured response
·      performance assessment
·      personal communication
·      teacher observation
·      reflection

ASSESSMENT TOOLS
·      checklist
·      marking schemes
·      project specification sheets
·      rubrics
·      comments with suggestions for improvement

ASSESSMENT METHODS
·      diagnostic
·      formative
·      summative










Evaluation:
(Include a description of the types of evaluation activities used in the course)

Term Work
(70% of the final grade)
Final Evaluation
(30% of the final grade)
Category
Weight
Task
Weight
Knowledge/Understanding
(Knowledge of content, Understanding of content)
15%

20%
Thinking
(Use of planning skills, processing skills and critical/creative thinking processes)
15%

20%
Communication
(Expression and organization of ideas and information, communication for different audiences, use of conventions, vocabulary and terminology of the discipline in oral, visual and written forms)
15%

30%
Application
(Application of knowledge and skills in familiar contexts, transfer to new contexts, making connections within and between various contexts)
25%

30%
Final Grade = Term Work (70%) + Final Evaluation (30%)

Learning Skills: 
Will be evaluated on weekly basis, using daily journals as an assessing tool.
Learning Skills play a critical role in students’ achievement of the curriculum expectations. The following five Learning Skills will be assessed and reported separately from the student’s final grade:  Independent Work, Teamwork, Organization, Work Habits and Initiative.

Assessment/Evaluation Types and Strategies


Type
Examples
Paper-and-Pencil
Ongoing quizzes
Final evaluation
Performance
Assigned exercises
Skills demonstrations

Checklists
Worksheets

Log/journal
Presentation/exhibitions

Finished product
Portfolios
Personal Communication
Conferencing
Student-teacher

Teacher-group
Instructional questions and answers

Assessment
Daily log/journal

Ongoing verbal feedback
Critique








It is expected that students will also demonstrate the following:
*
Respect own work and work of others




*
Used talent with responsibility and care for others




*
Used time wisely and effectively




*
Accepted suggestions




*
Share ideas and opinion with others




*
Take responsibility and care of the work environment
         *
  Follow Standard Operation Procedure








School, Department and Classroom Policies:
(Include:  late work policy, missed evaluation policy, plagiarism, notebook/materials, attendance & homework expectations, extra help, etc.)

Attending class:
Students are expected to attend class and adhere to the school Code of Conduct.  A student attends class in order to receive instruction, to participate in collaborative activities, and to receive feedback on assessments.  Attendance is essential in order for the student to demonstrate his or her learning.  Frequent absences will prevent a student from participating fully in these learning activities, and likely prevent a student from successfully completing the course.

Completing Assignments:
By completing tasks set by the teacher, students increase their learning and demonstrate it to others. It is therefore important that students work toward completing all tasks, and that the teacher supports them in this process.  If work is not completed and/or submitted, there is little or no evidence of learning.  If the assignment represents key learning as determined by the teacher, overall achievement will be affected.

Meeting Deadlines:
Deadlines (or timelines for submission) are established to encourage students to manage their time effectively and take responsibility for completing work assigned.  Deadlines are also used to allow teachers to effectively deliver curriculum and manage the evaluation of the assignments.  The ability to meet deadlines is highly valued as both an employability skill and a general life skill. 

Homework/Late Assignments: 
Students are expected to hand in assignments by the stated deadlines.  If a student is unable to meet the deadline for a specific unavoidable reason, he or she should contact the teacher ahead of time to arrange either a later deadline, or an alternative assignment.



Please return this signed form to the classroom teacher by the end of the first week of classes.  If you have any questions or concerns regarding these policies please contact the classroom teacher,                                    at                      extension          .

We have read and understand this Course Information Sheet

Student:                                                                     Date:                                     

Parent:                                                                       Date:                                      
 



TGJ3M – Quiz # 1­ Review
Computers, Safety & Ergonomics Comfortable Computing

  • Ergomonics
    • The science that seeks to adapt work or working conditions to suit worker
    • Repetitive movements and sitting at a workstation for extended periods of time can
      result in injuries in the form of :
      • Pain, tingling, numbness of the hands, headaches, neck pain
      • Soreness in legs, arms and back
      • Eyestrain, carpel tunnel syndrome
    • These are all considered to be Repetitive Strain injuries The Chair
  • Backrest of chair should have a snug fit against your back
  • You should be level with the monitor when seated upright in your chair
    The Display
  • The recomended veiwing distance is to have your face about one arm lengths away from the monitor.
  • If glare is a problem, position the screen at right angles to the light source
  • Do not face a window
  • Keep the screen clean
  • Adjust the brightness and contrast controls
  • Reflections can be eliminated by tilting the screen
    The Keyboard
  • With computer keyboards, all you need is a light touch while typing
  • Typing too hard is bad for your joints and is also bad for the keyboard
  • Your wrists should be as straight as possible and your arms should be parallel to the floor
    Breaks
  • Break up your computer tasks by getting up every once in a while to stretch or walk around
  • A good rule of thumb is to only be in front of the computer for 50 minutes of every hour
    Computer Lab Safety
  • Make sure that all wiring and cables do not obstruct areas where people will be walking
  • Be very careful that you don't get an electric shock when plugging and unplugging cables
  • Food and beverages can damage the equipment in the lab therefore no food or beverages
    around the computers
  • No horseplay in the computer lab
  • The “One Finger Rule”: If it takes more than one finger of pressure, it is too much and is
    considered forcing the object
  • Cables are to be taped down to the floor
  • Cables are to be coiled when not in use
  • Lighting – never touch the light bulbs on studio lamps 

 To see this slide show go to this link http://kgkaoticbonez.blogspot.ca/2010/09/unit-1-lesson-2.html


Graphic Design
Graphic Design
Audience Analysis
Who is the audience?
What are their demographics?
Where are they located?
How long do they have to read the message?
What is their anticipated level of interest?
Trends?
Demographics
Age
Sex
Social status
Religion
Education level
Economic level
Interests
Location
Where are they in reference to the Message? – Distance
Where are they? – Describe Location
Time
How long do they have to read the message?
What is in competition with the message for reading time?
Interest
How interested is the audience in the subject of the message?
What do they like or dislike?
What interest can be exploited to get the audience to read the message?
Human factors
Values
Beliefs
Attitudes
Character
Temperament
Outlook
Perspectives
Effective Graphic Design
Incorporates Message Analysis
qMessage Content - concise but complete
qSize and Shape - how the message is to be delivered
qReadability – typography
qNeeds the Audience - understands demographics
qUse of proven Design Principles and Elements
How do you get the target audience, or the prospective consumer’s attention?
How do you encourage the desired response?
Message Content
Supply all of the information expected
Many ads only display the essential information but indicate where the rest of the details can be obtained.  i.e. Dealership location and phone number.
Textbooks have all or most of the information on a subject area depending on what grade level the book is intended. 
Understand the format and know what is expected.
Size and Shape
The size and shape of the design are a function of all the items included in the audience analysis.
 
The design must be the appropriate size to get the job done.
Readability/Typography
Style of type, font
Size of type, point
Font enhancements,
underline, shadow, word art
White space
Line length and justification
Color of the text and
   color of the text background
Page layout
Style of Type
Fonts – There are seven different font groupings, each   with their own intended purpose.
Old Style   used in the body of text where legibility is   important.
Sans Serif   used for display, headlines, and captions.
Modern   much like old style in purpose but has   higher contrast on the lettering strokes.
Square Serif   used for display, headlines, and short   blocks of text.
Occasional   for special effects, and should be used   sparingly.
3
Text   used for special occasions like wedding   invitations.
Cursive    used for special effects.
Type Nomenclature
Old Style Type
Modern Type
Modern Type is very similar to old style. The major difference is there is a much larger contrast between the thick and thin strokes.  Modern is light and airy, it is considered a stylish type, and it is very readable in a block of type.
San Serif Types
San Serif Types San means without.  San serif types have no serifs.  There is little or no difference in the thickness of any of the strokes of the letters.  Their primary use has traditionally been for headlines and captions.  But these typefaces have gained popularity for their use in blocks of type.  The lack of serifs allows the letter to be closer together allowing more words to be on the page.  The readability is decreased but the cost is reduced.
Square Serif Types
Square Serif Types have square serifs and even stroke width.  The common uses for the seldom used square serif types are for display, head lines, and occasionally for a short block of text.
Occasional Types
Occasional types are used for special effect and create high contrast but should be used very sparingly. These types should never be used to set a block of text. 
Text Types
Text Type and Old English are very difficult to read and are reserved for formal events such as weddings.  Due to the ornate nature of the capitol letters, text type should NEVER BE SET IN ALL CAPS.
Cursive Types
Cursive Types are also occasional types and should be used for special effect.  They have the ability to show style and class when used in advertising.  They can be hard to read and should not be set in all capitol letters.
White Space
White space can add or detract from the readability of a design depending on how much is used.  Too little and the design is cramped.
Too much and the design is disjointed and
unorganized which makes finding what
information goes together difficult.
Line Length
A long line length with small font size allows for a lot of words to be placed on a page which saves money but makes the information very hard to read.  It is for that very reason that contracts use this format. It is hard to stay on the correct line because readers have to reposition their eyes several times as they read down the length of the line. 
Audience
Fully understanding the audience allows the designer to select the appropriate design elements and principles to deliver the information.
Color
Additional Design Sources
Templates
Most software for print documents has templates which are designed by professional designers.  They are well done, BUT they do not take the user off the hook. 
Selecting the appropriate format still must be done based on the needs of the audience and the intent of the design.
!!!!!Attention!!!!!
Engineers and Engineering Technologists
Technical reports and presentations are not advertisements.
The audience:
Is looking for information.
Does not want to waste time.
Does not need to be entertained.
The message should be:
Clear
Concise
To the point
Well-organized




In Brief
In brief – it is best to create something unique and original that has been carefully considered, researched and presented as best suitable to the brief.The Design Process
The Design Concept Process can take many forms and have a large number of stages or a few, depending on the complexity of the project. As a design consultant, you should be aware of and use the Design Process: (the following is focussed on a logo, but the process is the same for most projects) ...

Brief and gathering relevant information The client is best to prepare a brief – that includes such things as desired or preferred colour/s; any pre-conceived ideas; any definite “nos” (for example, not cartoonish); delicate or strong; basic market aimed at; example of a competitor etc. The clearer the brief, the more likely the best design solution will be achieved. If you have collected examples you like/dislike, it all helps to achieve the right solution.

Development costs vary depending on content, desired outcome and quantity.

Limitations help focus Limitations are good in that they provide focus and direction in order not to waste time in getting to a solution.

Research is necessary

Brainstorming, Thumbnails This then requires the development of ideas by first researching and creating thumbnails and ideas (small sketches or scribbles and word ideas). We currently allow 2-3 hours for this, but sometimes much more. Gathering information sometimes takes longer than the actual designing. It’s a bit like painting a house – the preparation and setup, and washdown, can take much longer than the actual painting.

Developing ideas and concepts and being objective Together with research is brainstorming and many scribbles for an idea or ideas to come out of. Often these include both extremes of the original ideas. The ideas are left for 24 hours or more and looked at in a fresh light, referring again to the brief which allows objectivity. 2 or maybe 3 will be developed from this point that satisfy the brief for presentation to the client. (If a brochure, 1 concept only is developed.)

Decisions and a solution Graphic design involves making decisions. To make these decisions we draw on all the research and our understanding of the project, the client, the intended audience and our own design skills. The wider the knowledge, the more to draw from. There is never just one solution – but we choose one solution that is more likely to succeed in the present business climate. This is why many businesses revise their logos every few years. Logos and brochures reflect your company image.

Client Choices Out of those presented the client chooses the design they prefer - and any slight modifications are discussed. Any new designs or a complete revision is a new job and is charged accordingly. If a brochure, then client can make one set of changes, but any major design changes or new photos are extras. All work created is subject to payment regardless of whether the final job goes to print or not as much time and costs are invested.

Complex Work occasionally turns out to be more complex than originally foreseen in which case we will advise the client that extra costs will be involved.

Extras including photo editing Photography and illustration are extras and are also subject to the design process. Photo editing is charged by the hour. All photos or any images provided by the client to be used must be free of copyright.

Simplicity is best The best designs are: simple, original, visually exciting and work for the client and consumer. Remember the "Goldilocks" parable: Too hot, too cold, just right ...

The Design Process is necessary in order to achieve "Just Right". Unfortunately many designs fall into the following categories: (it’s almost like the fairytale character Goldilocks tasting various porridges or cereal!)
  • Brilliant but unsuitable (almost got there but unsuitable for this project)
  • Too complex (too many elements where everything is emphasised and it gets muddled or clouded)
  • Too many choices (too many choices indicates that the designer cannot decide either and is passing the problem onto the client. A well-thought out choice, or three at maximum, indicates a sincere effort.)
  • Too fast (too hurriedly put together because of the requirements of speed and too low a budget – solving design problems in the least acceptable time is difficult at best and impossible for most)
  • Eclectic (borrowing from too many design styles creates confusion)
  • Just right (the solution/s presented as best suited to brief )

Art is Finalised for Print, Magazine or the Web Artwork is finalised and sent to print, or direct to client in the format desired - most often print ready PDF to the printer or publication specs. Attention to print specifications is paramount.

PDF settings for PRINT
You should always ask the printer/publication for their PDF specs. See also http://www.3dap.com.au/ for distiller settings PDF for newspapers and magazines in Australia. Fonts should be converted to objects (outlines).PDF settings for WEB downloading PDF settings should be changed for pdfs to be downloaded on the web. Best to keep to 100lpi at the most and to embed fonts so that what you see is what you get (WYSIWYG). If you don't embed the fonts then the viewer may not have the same fonts as you and will see a scrambled document.

Graphic Design and Color

Graphic Design Challenge Graphic Design 11
Offset vs Digital printing
• Offset:
Offset printing uses CMYK (aka Process or Full Colour) and Pantone spot colour (PMS). This process uses ink and plates to transfer an image onto paper. It produces high quality cost effective results for long print runs. A single page A4 brochure would require a minimum quantity of 1000 copies to be cost effective via offset. A colour proof is generated from the approved file to be checked before printing commences, however it is not printed on the chosen stock, so final colour matching is still made ‘on press’ as the job is run.

• Digital:
Digital printing can print both CMYK and RGB, although colour shifts may occur with RGB content. Short runs of any quantity less than 1000 copies are typical for digital printing. As a digital printer requires no printing plates, there is less time and expense involved in setting up a file to print. This means that a finished file can be proofed and final quantity run within a short time period. Proofs are also able to be printed on the final stock choice for accurate colour checking.

• Which process?:
The differences between the two processes can decide how to print certain jobs. Price based on quantity required and available time are obviously key considerations, but as offset offers the ability to specify PMS colour, this may actually be the better choice to achieve the desired result. The final printed effect of solid areas of colour can also be an issue to consider, as digital printing can appear less impressive than offset, especially within certain colour ranges.




OFFSET VS DIGITAL

Quantity
High quantities, 750+
Low quantities (short runs) less than 750

Color
Pantone® (PMS) or CMYK
CMYK

Turnaround
Drying time required
Need it quickly, short turnaround

Price
Prints higher quantities at much less cost
Prints lower quantities at much less cost

Quality
Higher image quality, higher resolution and no streaks/spots.

The ability to produce gradients, vibrant colours, solids and metallics
High image quality not a factor

Sheet Size
Largest sheet size available: 12x18

Most digital presses only print up to a 14x20 sheet although 12x18 is the most common sheet size

Variable Text
No

Can print variable text or images where each sheet off the press is unique in some personalized way (database driven, e.g. mailing lists, marketing materials, direct mail pieces, letters, etc. with a different name/address or number/code on each printed piece)

Finishing
Must dry or be coated before handling

Once a sheet is off a digital press it can be cut, folded or finished immediately

Special Inks
Yes - metallics, fluorescents. PMS colours

No special inks (metallics, fluorescents) since all colors will have to fall within a CMYK gamut

Stock/Printing Surfaces
Works on a wide range of printing surfaces including thick paper, rough paper and specialty papers

Limited choice of stocks available

Proofing
If you need hard copy proofs, very accurate color proofing can become expensive

Offers more accurate proofs, since what you see is an actual sample of the printed piece. Printed using the exact process as the intended run
 
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