Digital Communications 11

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Digital Communications Grade 11
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

The design cycle
design cycle
includes updating content, tools, and delivery. The design process can be non-linear. 
is an ongoing reflective process.
Personal design choices require self-exploration, collaboration, and evaluation and refinement of skills.
Design and content can influence the lives of others.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context
  • Conduct user-centred research
    user-centred research
    research done directly with potential users to understand how they do things and why, their physical and emotional needs, how they think about the world, and what is meaningful to them 
    to understand design opportunities and barriers              
Defining
  • Establish a point of view for a chosen design opportunity
  • Identify potential users, intended impact, and possible unintended negative consequences
  • Make inferences about premises and constraints
    constraints
    limiting factors, such as available technology, expense, environmental impact, copyright 
    that define the design space
Ideating
  • Identify gaps to explore a design space
  • Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping
  • Critically analyze how competing social, ethical, and community considerations may impact design
  • Work with users throughout the design process
Prototyping          
  • Identify and apply sources of inspiration
    sources of inspiration
    may include aesthetic experiences; exploration of First Peoples perspectives and knowledge; the natural environment and places, including the land, its natural resources, and analogous settings; people, including users, experts, and thought leaders 
    and information
    information
    may include digital communications professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres both online and offline 
  • Choose an appropriate form, scale, and level of detail for prototyping, and plan procedures for prototyping multiple ideas
  • Analyze the design for the life cycle and evaluate its impacts
    impacts
    including the social and environmental impacts of extraction and transportation of raw materials, manufacturing, packaging, transportation to markets, servicing or providing replacement parts, expected usable lifetime, and reuse or recycling of component materials 
  • Construct prototypes, making changes to tools, materials, and procedures as needed
  • Record iterations
    iterations
    repetitions of a process with the aim of approaching a desired result 
    of prototyping
Testing
  • Identify feedback most needed and possible sources of feedback
    sources of feedback
    may include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline 
  • Develop an appropriate test
    appropriate test
    includes evaluating the degree of authenticity required for the setting of the test, deciding on an appropriate type and number of trials, and collecting and compiling data 
    of the prototype
  • Collect feedback to critically evaluate design and make changes to product design or processes
  • Iterate the prototype or abandon the design idea      
Making
  • Identify appropriate tools, technologies, materials, processes, and time needed for production
  • Use project management processes
    project management processes
    setting goals, planning, organizing, constructing, monitoring, and leading during execution 
    when working individually or collaboratively to coordinate production
Sharing
  • Share
    Share
    may include showing to others, use by others, giving away, or marketing and selling 
    progress while creating  to increase opportunities for feedback
  • Decide on how and with whom to share or promote their product, creativity, and, if applicable, intellectual property
    intellectual property
    creations of the intellect such as works of art, invention, discoveries, design ideas to which one has the legal rights of ownership 
  • Consider how others might build upon the design concept
  • Critically reflect on their design thinking and processes, and identify new design goals
  • Assess ability to work effectively both as individuals and collaboratively while implementing project management processes

Applied Skills

Apply safety procedures for themselves, co-workers, and users in both physical and digital environments
Identify and assess skills needed for design interests, and develop specific plans to learn or refine them over time

Applied Technologies

Explore existing, new, and emerging tools, technologies
technologies
tools that extend human capabilities 
, and systems and evaluate their suitability for their design interests
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Analyze the role technologies play in societal change
Examine how cultural beliefs, values, and ethical positions affect the development and use of technologies

Content

Students are expected to know the following:
design opportunities
design cycle
digital tools
digital tools
for example, spreadsheet, databases, word processors, social media, blogs, infographics, polls and surveys, as well as graphic design and photo tools, such as Photoshop and InDesign 
to communicate and solicit
solicit
for example, polls, surveys, crowdsourcing ideas 
information
impacts of social media
impacts of social media
creating, sharing, or exchanging of information; sharing, co-creating, discussing, and modifying user-generated content; quality of information, content  reach, frequency of access, usability, immediacy, and permanence; virality of content 
in global communications
impacts on language use
impacts on language use
for example, text-based and instant messaging, emojis, short-form communication, memes, gifs, evolution of grammar, spelling, evolution of Internet slang (e.g., LOL) 
of online technology
issues
issues
for example, netiquette, online courtesies, moderation, free speech, differences between digital, analog, and face-to-face communication; impacts of technology on interpersonal communication, relationships, and organizations 
in digital communication
digital communication risks
risks
for example, over-sharing, impulsive reactions, copy (Cc) versus blind copy (Bcc), personal and private information, immediacy of the message 
ethics and legalities
ethics and legalities
for example, fair use rights, image use, copyrights, trademarks, Creative Commons licensing, anonymous authorship 
in digital communication, including ethics of cultural appropriation
cultural appropriation
using or sharing a cultural motif, theme, “voice,” image, knowledge, story, song, or drama without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn 
influences of digital marketing
digital marketing
for example, email, newsletters, mobile media marketing, social media marketing, videos, graphics, digital ad campaign strategies, measurement in clicks, analytics and metrics, audience reach, virality, generational targeting 
in online content creation and curation
changes
changes
changing dynamic of journalism, reporting, and content curation 
in journalism and reporting
persuasive writing
persuasive writing
for example, using the inverted pyramid method, avoiding jargon and repetition, using bold text, hyperlinking, underlining, writing with a digital audience in mind, summarizing, writing with search engine optimization in mind; ensuring contrast, clarity, and direction 
for the web
critical evaluation
critical evaluation
relevance, accuracy, bias/perspective, reliability, safety 
of online resources
sociological impacts
sociological impacts
for example, self-image, social connections (real versus imagined), mental health, self-esteem 
of digital communication tools
technology to support collaboration
technology to support collaboration
online multi-user tools and services to facilitate collaboration and communication on common projects, regardless of their physical location; for example, online chat/video communication services, document sharing services or sophisticated project management software 
and interaction with others
strategies for developing a digital dossier
digital dossier
maintaining a positive public profile that highlights career objectives and showcases work and experience 
career opportunities
career opportunities
for example, copywriting, Internet marketing, UX, SEO, communications officers, social media managers 
in digital communications
appropriate use of technology, including digital citizenship, etiquette, and literacy
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.