GED 539 Syllabus

Instructors

Dr. Peter Desberg

Office: SC SOE Bldg. Room 1060

Office Telephone: (310) 243&endash;3908

Message: (310) 243&endash;3524

Office Hours: M 2:00-4:00, W 2:00-4:00

 

E-mail Address:

Dr. Joel A. Colbert

Office: SC Bldg. 12 Room 1056

Office Telephone: 243&endash;3924

Messages: 243&endash;3522

Office Hours: T 4:00&endash;6:30, W 2:00-3:30

E-mail Address:

University: Campus Account

 

 

Textbook (Optional )

Webster, T. and Webster, C. PageMaker 6: Visual Quickstart Guide. Berkeley: Peachpit Press, 1996.

Grading Policy

Grades will be based on performance of a series of individual and cooperative group projects.

Course Description

This course will introduce students to computer graphics, word processing, and desktop publishing. The emphasis will be on using the Macintosh computer to design projects involving the manipulation of text (word processing), graphics, layout and design. Students will acquire the skills below, then apply them in an instructional setting, and learn how to teach them to their students:

 

1. The Macintosh operating system (includes the system, finder, desktopstructure, Inits, Cdevs, font/DA manipulation, file management, hardware/software configurations)

2. Graphics fundamentals (includes file structure, (e.g., PICT, TIFF, Paint, EPSF),editing, sizing, scanning, image processing, clip art, and importing/exporting)

3. Word processing (includes software configurations, creating, editing, saving,printing, and importing/exporting)

4. Desktop publishing (includes graphics design and layout of projects using theskills developed in graphics and word processing activities utilizing standard desktop publishing software, e.g., PageMaker).

Schedule of Classes

Week 1   2   3   4   5    6    7    8    9    10     11    12    13    14    15

 

Class I: Introduction and Orientation

Rationale: Students need to be able to configure, modify, and troubleshoot the operating system. This will ease the tremendous amount of late night telephone calls to the instructors of this class.

A. Macintosh Architecture

1. QuickDraw (object oriented vs. bit mapped)

B. The Desktop

1. Structure and File hierarchy (orientation and navigation)
2. Navigation

C. Hardware

1. Storage

a. Floppy
b. Hard Drive
c. Removable Cartridges
d. Optical Disk Drives
e. CD-ROM and LaserDisks

2. Monitors

a. Size
b. Color
c. LCD technology

D. System software

1. INITs
2. System and Finder
3. CDEVs and Control Panel
4. Chooser
5. DAs

E. Utilities

1. File compression
2. Virus software
3. File Recovery and maintenance
4. Font/DA Mover
5. Macros (QuicKeys)

F. Entering CSUDH Network

Activities

1. Format a disk
2. Create (or manipulate) 2 folders (WP and Graphics)
3. Complete MacTour Tutorial
4. Form Cooperative Groups

Class 2 - Graphics (Paint)

Rationale: Students will create pixel&endash;based graphics for their own class materials.

A. Key concepts:

1. bitmapping
2. pixel

B. Use paint features found in:

1. Tool palette
2. Menu bar

Paint Activities

1. Copy paint graphics files from floppy disks and the file server.
2. Generate graphics files (from a sample provided) using different tools.
3. Ss create graphics for their own subjects.
4. Create a map to your house using the appropriate tools in the tool palette.

Class 3 - Graphics - Draw

Rationale: Students will create PICT&endash;based graphics for their own class materials.

A. Key concepts:

1. object orientation
2. PICT and paint format

B. Use draw features found in:

1. Tool palette
2. Menu bar

Draw Activities

1. Copy draw graphics files from floppy disks and the file server.
2. Generate graphics files (from a sample provided) using different tools.
3. Ss create graphics for their own subjects.
4. Create a map to your school using the appropriate tools in the tool palette.
5. Create a timeline for your grant proposal (due with the grant proposal).
6. Create a flowchart.

Class 4 - Graphics - Graphics - Scanning and Advanced Techniques

Rationale: There are many advanced features and shortcuts in paint and draw programs that will save you a great deal of time and lead to the creation of more professional looking graphics. Digitizing line art and photographs is an easy (though not inexpensive) way to incorporate artwork and photos into your creations.

A. Key concepts:

1. Scaling
2. Shortcuts

a. keyboard equivalents
b. double clicking menu items
c. option and command key commands
d. drop shadows

B. Demos and Ss tryouts

1. Kid Pix
2. Studio 1
3. Color monitor demo
4. HyperCard

C. Additional concepts

1. File formats
2. Identifying scannable art
3. Copyright issues
4. Scanner controls
5. Sizing
6. Resolution
7. Gray scale vs. B & W
8. OCR Software

Advanced Graphic Activities

1. Create overhead transparencies
2. Create a logo for your personal stationary
3. Develop a graphic for your own teaching area.

Scanning Activities

1. Scan in line art
2. Scan in a high contrast B & W photo
3. Create stationary or a memo pad using a scanned picture

Class 5 and 6- Photoshop (Image Processing)

Rationale: A great deal of computer-based graphics is processing already created graphics and digital photographs. Photoshop is the standard application used by computer graphic artists.

A. Alter graphics and photos.

Class 7 - Word Processing - Grant Writing

A. Grant Writing Workshop
B. Present Grant Writing Assignment

Grant Writing Activities

1.Create a needs assessment form and gather data.
2. Draft grant proposal.

Class 8 and 9 - Word Processing

Rationale: The Mac is not a typewriter!!! As a word processor, the Mac and accompanying word processing software will help you create offset quality textual documents.

A. Formatting features (e.g, tabs, etc.)
B. Headers and footers
C. Columns
D.Print and save options (e.g., ASCII text)
E. Font selection (Type 1 and 3)
F. Indexing and glossaries
G. Auxiliary features

1. Spell checkers
2. Thesaurus
3. Grammar and style checkers

H. Merging
I. Telecommunicating
J. Integrated (e.g., Works) vs. dedicated (e.g., MacWrite) software.

Word Processing Activities

1. Create an exam
2. Create a resume
3. Write a form letter and merge with a database address file.
4. Group evaluation of grant proposals.

Class 10 - Desk Top Publishing (I)

Rationale: Combine graphics and word processing to create high quality, professional looking instructional materials.

Using the Toolbox and Menu Bar (Basic/Overview).

Activity

Create a sign for use in your classroom.

Class 11 - Desk Top Publishing (II)

A. Using text features in DTP (Remember, the Mac is definitely not a typewriter)

1. Leading and kerning
2. Headlining
3. Font Selection (Font type 1 and 3)
4. Story editor and text importing
5. Special effects 6. Text wrap (around graphics)

Activity

Import a word processing document and reformat it into columns with headlines.

Class 12- Desk Top Publishing (III)

A. . Graphics (Remember, the Mac is more than a word processor too!!)

1. Importing different graphic formats
2. Linking graphics with DTP documents
3. Special Fx.

Activities

1. Import a graphic files in each of the following formats:

a. Paint
b. PICT
c. TIFF
d. EPSF

2. Manipulate graphics

a. Re-size and crop graphics
b. Alter shading and contrast
c. Change Image control of TIFF files

Class 13 - Desk Top Publishing (IV)

Page Layout and Design (The total package)

Activities

1. Design a class syllabus

2. Critique layouts

Class 14 - Desk Top Publishing (V)

A. Integrating DTP (the business)

1. Book publishing
2. Printing and preprinting options

a. Service bureaus
b. Laser printing
c. Inkjet printers
d. Color vs. B & W
e. Printers

1. Inkjet
2. Laser (postscript vs. regular)
3. Dot matrix
4. Linotronic, Compugraphic, etc.

3. Desktop Presentation

a. Slides
b. Overheads
c. Presentation software

1. Persuasion
2. Power Point
3. HyperCard

Class 15 - Desk Top Publishing (VI)

A. Advanced features, future trends
B. System 6 vs. System 7 (Adding to the confusion)
C. MultiMedia

1. Desktop video and Quicktime
2. CD-ROM
3. LaserDisk

D. Digitizing

1. Image grabbing
2. OCR software
3. Sound
4. Scanners

Sample Desktop Publishing Summative Projects

Department Mission Statement

The Graduate Education Department at California State University Dominguez Hills prepares educators for culturally and linguistically diverse students in urban school settings As part of this mission the Department has adopted the statement below.

With the guidance and support of their instructors and supervisors all Master of Arts in Education and credential candidates will work toward achieving these goals:

€ Skill in providing equal opportunities for all students.

€ Sensitivity toward and effectiveness with learners from diverse cultural and linguistic backgrounds.

€ Appropriate and creative use of collaboration among learners.

€ Emphasis on an integrated curriculum that taps higher order cognitive skills.

€ Meaningful authentic curriculum and assessment for all students.

€ Engagement in reflective practices.

€ Knowledge of theory and research that informs good teaching.

 

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