Adobe Education Leaders documented how their students utilized Adobe Spark during their coursework. Their suggestions and observations can be used across all subject matter and disciplines to improve students' learning.
Education Leaders discussed how Spark has been a valuable tool for the learning process, presenting, and reflecting on outcomes.
Assignment Workflow: Students can use Spark apps through their project workflow. Jeremiah Baumann's Digital Media for Business students created logos and ads for their podcast social media accounts as part of project-based learning for business and branding. Students also created Spark Pages and Spark Video to present their final presentations in still or dynamic format.
"My goal in Digital Media for Business is to introduce students to tasks that have become common in business/marketing roles. Adobe Spark provides a great set of tools for students to take their creativity to a new place, even if they don't have access to Adobe Creative Cloud." -Jeremiah Baumann
Jeremiah Baumann, Associate Director of Marketing and Communications, University of Michigan
Presenting Ideas: John Delacruz's students presented their project pitches, ideas, and research. Students became more comfortable with creative technology while sharing their critical thinking, projects, or creative expression.
"My Capstone students coached their client organizations in using Spark to create effective campaign visuals. In so doing, they empowered small, local businesses and grass-roots non-profits to communicate on-brand and effectively." - John Delacruz
John Delacruz, Professor, School of Journalism and Mass Communications, San Jose State University
Distance Collaborating: Students used Spark as a way to collaborate and build new designs -- even when they're not in the lab. John Delacruz encourages his advanced UX/UI students to collaborate and present their prototypes with Spark.
"My UX/UI design students use Spark to present their design process. The students document the UX Phase of their team project as well as the final, UI Phase where they build up to their prototypes created via a combination of XD and Aero." - John Delacruz
John Delacruz, Professor, School of Journalism and Mass Communications, San Jose State University
Research and Reports: Dr. Kinsky uses Spark with media communication students across several courses.
Students in an online New Media class develop a social media audit of their own accounts and share highlights via Spark Video. At the end of the semester, students created an additional Spark Video to present their client research reports to their classmates.
This semester, as all classes shifted online, students in Media Design were still able to present to their peers using Adobe Spark Video to share highlights from their web projects.
"In their client project, students perform research, organize the information, add images to help explain, AND learn how to use a new tool to make a professional-looking video of their results to share with their peers." - Dr. Emily Kinsky
Dr Emily Kinsky, Associate Professor, West Texas A&M University
Brand and Promotion: Dr. Kinsky serves as the lead adviser for a student-run PR firm, 1910 PR. Student staff members used Spark Video to create 1-minute intro videos about themselves at the beginning of the semester to get to know one another and quickly build classroom cohesion.
Students in the PR firm used Adobe Spark Post to create social media graphics to promote their on-campus PR firm.
Journals and Self-Reflection of Learning: Dr. Walker uses Adobe Spark with advanced design students. Students use Spark as a reflection tool to identify and critique their creative successes, brave choices, and design challenges.
"My design students identify at least one thing they've learnt through the assignment. They're encouraged to use reflection to critique their creative solution and optimize their learning outcomes. " - Dr. Erica Walker
Dr Erica Walker, Assistant Professor, Clemson University, South Carolina
The Intersection of Public Relations & Visual Communication: Dr. Pressgrove’s independent study students, with no design training, were able to provide digital campaign support to local and statewide initiatives (legislative, fundraising, social justice). Capstone students were also able to express their creativity and showcase their work as they enter the job market.
"These tools provided students the resources they needed to support causes they care about and feel more prepared as they enter the job market." - Dr. Geah Pressgrove
Dr. Geah Presgrove, Reed College of Media, West Virginia University, United States
Credits:
Created with images by Alexis Brown - "Students learning together" • John Schnobrich - "together now" • Ameen Fahmy - "Sunlight " • Amélie Mourichon - "untitled image" • William Iven - "scrabble tiles and smartphone" • Dylan Gillis - "Teamwork makes the dream work." • Dragos Gontariu - "I would be grateful if you could credit me - www.instagram.com/dragosgontariu/" • Tim Mossholder - "Get in the Flow"