Critically Acclaimed After Effects 1
作品集 1
Artifacts for
SMART GOAL 1
智慧目標 1 的工件
To enhance visual storytelling proficiency and advance graphic design skills, SMART Goal 1 incorporates the utilization of the critically acclaimed After Effects.
為了提高視覺敘事能力和提高平面設計技能，智能目標 1 結合了對廣受好評的人工製品的利用。
How do Artifacts 1-3 match SMART GOAL 1?
以下工件如何與智慧目標 1 匹配？
Artifact 1:
Concept of Usability可用性的概念
This course delves into diverse themes such as usability, artificial intelligence, algorithms, media convergence, global health, sustainability, digital labor, and attention. Exploring these topics equips students with a comprehensive understanding of the intricate interplay between technology, society, and the global landscape in the digital era.
本課程深入探討了各種主題，如可用性、人工智慧、演算法、媒體融合、全球健康、可持續性、數字勞動和注意力。探索這些主題使學生能夠全面瞭解數位時代技術、社會和全球格局之間錯綜複雜的相互作用。
Artifact one thoroughly looks into the basic idea of usability, focusing on pioneers who came up with the term and thought about its big effects on users. It gives me a detailed look at the main principles that shape how users experience and use things in different situations. The artifact, guided by these innovators, helps me see how usability has evolved and reveals important insights about how design decisions impact how users interact. I appreciate this exploration because it goes deeper than just the basics and gives me a lot of information about how usability theories actually affect users in various situations
這個工件徹底研究了可用性的基本思想，重點關注提出這個術語並思考其對使用者的巨大影響的先驅。它讓我詳細瞭解了塑造使用者在不同情況下如何體驗和使用事物的主要原則。在這些創新者的指導下，工件説明我瞭解可用性是如何演變的，並揭示了關於設計決策如何影響使用者交互方式的重要見解。我很欣賞這種探索，因為它比基礎知識更深入，它為我提供了大量關於可用性理論在各種情況下如何影響用戶的資訊。
From what I've seen, teachers often use usability terms in their work. The key is making things usable, and that starts with knowing what users need. But today, students and teachers deal with messages mixed up with media. I see this mix is crucial—it affects how people understand information. I deem that it's important not only to focus on making educational stuff usable but also to realize how much media shapes the experience for both students and teachers.
據我所知，教師在工作中經常使用可用性術語。關鍵是讓東西變得可用，而這首先要知道使用者需要什麼。但今天，學生和教師處理的信息與媒體混為一談。我認為這種組合至關重要——它會影響人們理解資訊的方式。我真的認為重要的是，不僅要專注於使教育內容可用，還要意識到媒體在多大程度上塑造了學生和教師的體驗。
Artifact 2:
Academic English on Moodle
Moodle上的學術英語
本課程展示了理論課程材料的實用性。正如課程標題「學習技術：選擇、設計和應用」所反映的那樣，這門課程原型使我能夠積極主動地採取行動，並在這三個角度與閱讀內容進行連貫的互動。
User name: isawing
使用者名: isawing
Password: isawing@2023PW
密碼: isawing@2023PW
Artifact two utterly and successfully demonstrates the practicality of theoretical course materials. As reflected in the course title, Learning Technologies: Selection, Design, and Application, this course prototype allowed me to proactively and coherently interact with the reading content from these three perspectives.
該專案完全成功地展示了理論課程材料的實用性。正如課程標題「學習技術：選擇、設計和應用」所反映的那樣，這門課程原型使我能夠積極主動地採取行動，並在這三個角度與閱讀內容進行連貫的互動。
Selecting Moodle from the list of learning management systems is the right choice. By studying the SECTION model (Bates, 2014) and seven principles of learning (Dumont et al., 2004), I took a moderate and sequential pace of assessing design elements on different learning management systems (LMS). The comparison among multiple LMS design elements, including interaction, collaboration, security, and privacy, surprised me as Moodle features more security compliance, such as EU's General Data Protection Regulation 2016/679 (GDPR) and UK General Data Protection Regulation (UK GDPR) than other LMSs. Therefore, I determined to design my course prototype on Moodle to alleviate users' concerns about security and privacy issues.
從學習管理系統清單中選擇 Moodle 是正確的選擇。通過研究 SECTION 模型（Bates，2014 年）和七項學習原則（Dumont 等人，2004 年），我採取了適度和連續的步伐來評估不同學習管理系統 （LMS） 上的設計元素。多個 LMS 設計元素（包括交互、協作、安全和隱私）之間的比較讓我感到驚訝，因為 Moodle 比其他 LMS 具有更高的安全合規性，例如歐盟的通用數據保護條例 2016/679 （GDPR） 和英國通用數據保護條例 （UK GDPR）。因此，我決定在 Moodle 上設計我的課程原型，以減輕使用者對安全和隱私問題的擔憂。
I enjoyed the process of designing the course prototype. The learning experience of plugging in the interactive tools from H5P to Moodle was particularly paramount to me. Although Moodle is a default LMS at the workplace, I never realized that such gamified tools could be plugged into Moodle. This debut experience tremendously differs from the habitual experience I used to introduce students to open another browser for gamified tools. Students were often discouraged by the buffering time due to a network issue. However, I have learned that redirection to external websites is no longer required, and the levels of feasibility and usability are much higher. The connectedness to the course materials on the same parent page is robust. Distractions or demotivation can be far lessened.
Artifact 3:
Explore Vancouver
探索溫哥華
This artifact is a final intellectual project in ETEC 511.
該工件是 ETEC 511 中的最後一個智力專案。
RATIONALE
Artifact three proved the concept of usability by examining the configuration of users and addressing users’ needs with an efficient tool. The project was ideated on a tourist guide to provide linguistic and cultural resources in the context of traveling for Chinese tourists to visit Vancouver.
理由
這個工件證明瞭可用性的概念，從檢查使用者的配置到使用高度實用的工具滿足使用者的需求。該專案以導遊為設計理念，為中國遊客訪問溫哥華提供語言和文化資源。
EXPERIENCE
The experience was an authentic reflection from truth and conciliation to user-oriented visual representations. I learned to empathize users who failed to access accurate and useful information when they needed. The failure of accessibility could trigger a stigma and detrimental effects on mental health. Usability of application again played a vital role in the context not only being limited to education, but also tourism.
經驗
這種體驗是從真相和和解到面向用戶的視覺表現的真實反映。我學會了同情那些在需要時未能訪問準確和有用信息的使用者。無障礙的失敗可能會引發恥辱感和對心理健康的不利影響。應用程式的可用性再次發揮了至關重要的作用，不僅局限於教育，而且也適用於旅遊業。
