Design of Visual Images

Laser engraver, Adobe Illustrator

Picture of all students in the class holding the VR headset

Multimedia Journalism

Laser Cutter


Design of Visual Images | CDE 358

Instructor: Ben Hannam

Assignment Objective

Learn about how collecting precedence and gathering research can help guide their decision-making process. It also gives students an opportunity to make models, test their ideas, and think about the viability of their concept. Students are given an Illustrator file of a flattened cube. The assignment is to alter the file so the assembled cube is a specific size. Students are also welcome to use the laser engraver later in the course when they are working on a package design.

Deliverable

A paper cube laser cut to a specific size.

Tools

Laser engraver, Adobe Illustrator

Materials

The cubes are cut on bristol paper.

Why the Hub?

The course is about design problems, and the Maker Hub allows objects to be designed and created.

Success? Encore?

I’ve done this project multiple times, and I’m likely to repeat this project again in future semesters because of the high level of student engagement.


Multimedia Journalism | JOU450

Instructor: Kelly Furnas

Assignment Objective

Students built a cardboard virtual reality headset for a unit about storytelling in VR. The idea was to get students to understand that the medium is just as important as the message. Creating a virtual environment that users can explore is pretty easy technologically, but it’s important that students understand the limitations (or opportunities) that come with the tools users will have when consuming that media, the VR headset. For example, some students chose to create a strap that would allow users to enter the virtual environment hands-free. Others chose to paint the inside of their viewing device black to help with contrast.

Deliverable

Students were tasked with creating and decorating a Google Cardboard virtual reality device.

Tools

We used the laser cutter to create the initial cardboard cutouts, then students used any supplies found in the Maker Hub to decorate or enhance them.

Materials

Students used a myriad of materials, such as rubber bands, paints, markers, construction paper, glue, stickers, and more.

Why the Hub?

Sort of a three-fold answer:

  1. It was the absolute best venue to complete the objective listed above
  2. I wanted students to be exposed to the Maker Hub and to realize resources are there to help them think critically about how they can present content not just in my class but others.
  3. It gets them outside the classroom. It’s a great way to pivot away from lecture- or computer lab-style instruction when possible, and the Maker Hub is an easy, accessible, relevant opportunity to do that.

Success? Encore?

Definitely a success. I’d definitely employ it again when I teach the course again.