Design For The Non-Designer
Now that I’ve decided my topic, my audience and my intended course length it’s time to dig into the real work of designing the course. Writing a rough outline and jotting down loose ideas was the first step. With everything in my head put down on paper, I can go back to the text and read the chapters with better context of what I might be needing help. Chapter 1 in Tools for Teaching gets right down to business. I plan on commentating on my process and my progress for the course creation as I reference the text and bounce around from chapter to chapter as will be noted.
In the first chapter under the heading “General Strategies” There are several notes about what is most important to consider when starting a course design. A key point that I take away is letting the students needs, and my intentions—as instructor—for the student, guide the course curriculum. It’s easy to think of fun projects and interesting areas to study, but a focused layout with set goals will ensure that it is a success. In addition to having a thought-out plan there are principles that enhance learning as explained in chapter 29. There is a comprehensive list of principles that is validated by research showing how students will better learn, and retain knowledge. There is a subsequent list of practices that if followed will improve the students experience. This chapter goes on to talk about models of intellectual development, structure for students and real-world experiences in courses. Another aspect that could prove helpful to the course I’m working on is titled, “Helping Students Contextualize New Information.” As specialists in their respective areas the concept of “deep learning” engages the students in the significance and meaning of the new material and demonstrates how it can be integrated into what they already know. This will be key to earning the respect and making the principles applicable directly to them as it encourages students to apply the concepts to real-life problems and experiences. Giving the students a framework to fit the new information will make it more memorable. In the course that I’m working on this might mean using handouts that focus on the key concepts using visual aids for clarity. Another category in Chapter 29: Helping Students Learn discusses how to help students retain, retrieve and apply information. Review of the information can be key to retaining. Because my course is a compact session the “review” will have to be done throughout the session rather than from class to class. This will require the instructor to schedule in pauses to review the information just covered.
In chapter 30 learning styles are discussed. It is evident that individuals learn in a variety of styles. My goal for the Design Sessions would be to stimulate each style of learning in a way where everyone is engaged in the process. The syllabus and presentation accommodates for audible, visual and tactile learners. The presentation provides examples illustrating the concepts discussed. For tactile learners there is an opportunity for each participant to put their new understanding into practice. The final section of class pairs up individuals and tasks them to create an engaging layout. In my ideal world the exercise sheets would be printed and cutout from felt—allowing them to be arranged and rearranged even more easily than magnetic paper. Magnetic paper and boards would be an acceptable alternative but would not allow for the same amount of reckless creativity. The DesignFelt™ activity allows participants create a physical connection with the design process—allowing them to explore and arrange type, shape and imagery in unique ways they may never have thought. The exercise helps to reinforce the design principles and techniques that they were just taught.
I met with the individual who would most likely be guiding the course at FHCHS. After reviewing the content he was excited about the prospects of having more buy in from faculty about the importance of design—even in their work. He made recommendations regarding simplifying some of the content. Additionally he recommended some prominent healthcare information designers including Richard Wurman to include in the examples.
Presentation length is always a concern as attention spans begin to drift—especially with so technical information. The design presentation timed out to be 30 minutes or so for the lecture. I would imagine 7-10 minutes for the design exercise and 15-20 for the critique. Participants will leave the class with notes provided them, a better understanding of what graphic design is and how it can improve their communication.
My three goals when setting out on this project have helped me keep focus. They are to: make the information relevant to faculty members, keep the design concepts simple and to have a clear and memorable take away. The true test will come when this course is offered in the next couple of months.