Podcast: Creativity in Education

Published: Friday, July 8, 2022

Digital Learning Team explores the idea of creativity in education.

On today's University of Arizona Futures in Digital Learning podcast, we bring you a conversation with members of the Digital Learning Team as they explore the idea of creativity in education.

Speaker 1 (00:03): On today's university of Arizona Futures in Digital Learning Podcast. We bring you a conversation with members from the Digital Learning team, as they explore the idea of creativity and education.

Speaker 2 (00:15): What's a good way to, when you are confronted with that brick wall of decision paralysis, just like punch through it and get to the next level of your creativity.

Speaker 1 (00:27): Join Adam Davi, Brian Hale and Alex Gonzalez as they discuss what it means to be creative, how to foster creativity in students and how the Adobe Creative Cloud suite of tools can help you explore your own creativity.Adam, hello, and welcome everybody to the Futures in Digital Learning Podcast for the month of June. I am Adam Davi an Instructional Design Manager here at, I guess now UCATT, is what we're called now, formerly Digital Learning. and I'm here with my co-host.

Brian (01:03): Brian Hale, an Instructional Designer here also at UCATT, formerly Digital Learning.

Adam (01:08): And this month we are talking about creativity and who better to talk, talk creativity than our lead Adobe evangelist, Alex Gonzalez. So Alex, welcome. Alex (01:19): Thank you. It's great to be here.

Brian (01:21): Hey, wait a second. I have a question. We have Adobe. What, how do we get Adobe? That is my first question. How do we get our license to use and what Adobe products can we use?

Alex (01:32): That's a great question. I love that question. So, everybody that is part of the university as a student faculty, staff or DCC, can go to adobe.arizona.edu and request a CC license, which will give you almost everything Adobe has available under Creative Cloud. So that's Photoshop Illustrator, Premier Pro After Effects, XD, Substance 3d, InDesign, and so forth. It gives you premium access to Creative Cloud express, and it also gives you access to Adobe stock, unlimited downloads to the 2d assets, which are vectors, illustrations, and photographs other than premium ones. so, access can take about 24 hours, but anybody can request it and get it.

Brian (02:24): And this just for university of Arizona, employee staff, faculty, for those folks who are listening to our podcast, who aren't affiliated with the University of Arizona, think about applying to the university of Arizona three place work, and then you can get access to Adobe products. If your university doesn't already have those products or, at great Adobe Evangelist, like we have with Alex.

Alex (02:49): Definitely. And there are free, versions of a lot of things that you can get a lot done, like, Photoshop Express, Creative Cloud express, Lightroom mobile is a really powerful photo editing tool that you can do almost everything for free. So, if you can't pay to play yet, yeah. there's mobile device. there's still a lot you can do. And then if you want to take it further, then there are, education plans and, you know, kind of single self-serve plans too. If you don't need everything, you can still get them for an okay price. it’s every month for the rest of your life, which is not as fun as just buying a cereal back in the past. But I guess that's everybody does a subscription model now.

Adam (03:32): Well, that's good to know that there are some free options available for people out there to use some of these Adobe tools. You know, one of the other things that we have access to, and maybe you can help, clarify, the access to is the education exchange through Adobe. is that something that is just available to people who have creative cloud licenses, or is that available to anybody who wants to go on and learn about Adobe?

Alex (03:59): So the Adobe, we call it edX it's. I think it's edX, adobe.com. it's a really terrific resource for anybody, to, to go learn and to also use in their own curricula. and for professional development too, they, they have pretty robust badging through, through Credly. I know we're at Badger campus, but it's free for everyone. You can just make a regular Adobe ID and you can go, and there's like a whole contributor and completer aspect where you can have it, it keeps it's got a little gamification to it, but there's some really great resources there. If you're curious how somebody might have transformed a science project using creative cloud express, there's, there's likely several things you can dig through. and I do know that Adobe's also working on some student development, resources as well, which is similar to like, you know, teachers instructors can go get an Adobe Creative Educator, badge level one and two mm-hmm affirmative.

Adam (04:57):

Alex (04:59): Nice. they're piloting some stuff for students to, to get these, these soft skills that are so much in demand, you know, apply to almost every career. so Adobe puts on, puts out tons of free resources of course, to their benefit, cuz they point back to all of their tools, but you can use what you learn outside of Adobe products too. That's so I just, I love those resources. Great.

Adam (05:24): Yeah, it is, it is a great resource and it's a great, it's a great way to, to learn something at, you know, at your own pace too, and kind of, you know, pick what you, what you want to, you know, learn and how you want to use it and apply it. and it's a great way to, to build on your own, you know, creativity. And so that's what, you know, I said, this what we're talking about this month is creativity. Yeah. And so, you know, what does it mean to you to be creative? Like what, when you hear that word, what does it mean?

Alex (05:54): I love that question. That's a really kind of hard one. I'm just to one little throwback to edX. You can also be a contributor too, so you don't have to just consume, you can create which, which is, I think what creativity is, right. I think about it as like an act of dreaming something and making it and dreaming makes it sound kind of grand, but it could be, you want to solve a small problem, or you want to share something you're passionate about. it could be for entertainment, communication, problem solving, or personal enrichment. Some people make art for themselves. So, it's really just bringing a new or novel approach to maybe a traditional concept, but really creativity is making something. It doesn't have to be high level. It doesn't have to be highly conceptual. It means you're, you're kind of putting yourself out there in a way that is not the usual. And has your personality, your interests, your passions in it? I think, I think that's how I would approach the idea of creativity. What about you guys?

Adam (06:56): I like that. I, the, the one thing that you said that really stood out to me is taking something, you know, traditional and kind of reimagining it in a newer novel way. and I think that to me is how it kind of applies in education specifically. Yeah. As far as being creative, because we have, you know, these very traditional approaches in education and how can we look at that differently? How can we open our eyes to a new perspective, to that? And that's kind of being creative.

Brian (07:29): I think for me, I take the star Trek, Mr. Scott approach, the, the, the Klingons are attacking, and I have to come up with a solution to save the ship right now immediately. So usually when I'm in Photoshop or premier or audition, I have to come up with a way to get animated smoke, moving across the screen or lightning or lens for, or something like that. And so, I've got to go find creative ways to either go draw some smoke in Photoshop or go find an asset. And rather than being able to sometimes take the time to plan out what this end product is going to look like. really with the way I use premier in Photoshop, it's kind of a very last minute we need this element. So find a way to make it happen. That sparks a lot of creativity. because it's amazing what you can use to, to make the, the items come to life.

Alex (08:33): I totally agree. I think that, that ability to respond in a new and interesting way or in a problem-solving way that this that's the absolute creativity too. And I always, as a former high school teacher who, who taught photography and it was super fun, there was always this pressure of creativity on students too. I would, I would have students tell me I'm not creative. And I'd say, that's, that's the strangest thing I've ever heard in, in what world, in what way have you learned that you're not creative? And it just means they don't think their creativity is as good as someone else's right. There's this, this insecurity that builds, whatever our society is done to create that. But there's like a quote that says, you know, everyone's an artist everyone's creative. And as they progress, they stop being that way. so, I love hearing these different ways that we are creative too. And I, you know, Stu students would see it, you know, you couldn't always overcome it, but I always try, and I don't want to say I tiptoe, but I want to make sure there's no pressure around being creative. Right. It's, it's supposed to be not always fun, but it, it should be fun too.

Adam (09:45): Yeah. I think that's important to recognize that creativity comes in different ways to, and you know, it's not always, you know, can you, can you draw something, can you write something? Can you make a movie or, you know, play, you know, a piece of music? it, it's not always those kinds of fine arts, that maybe we typically, you know, stereotypically associate with creativity, but creativity comes in in a lot of different ways. you know, one of my favorite interview questions, and I don't usually use this often in, in professional interviews, but I would love to, if I could is, you know, give me three alternate uses for, you know, insert whatever object you want here, you know, three alternate uses for a spoon or for a, a, you know, a bucket, things like that. And I think because it, it really gets people to kind of get out of their typical, you know, train of thought and think creatively on the spot, about something that is simple and innocuous and, yeah. You know, and it shows them that, you know, it goes to your point that when people say I'm not creative, well, you give them that simple question. And it's like, no, you can be creative right there. Like that's easy, you know? Yeah. and so, I, it's hard to get people to, to kind of flip, but once you do, I think it can be very powerful.

Brian (11:10): I think one of the, the problems is along with creativity comes the fear of failure. Mm-hmm, affirmative, you know, if, if If I'm editing something in premier and I want to mask out something and I don't do it right, I'm, I've kind of failed and I'm going to have to spend a lot more time going to YouTube, finding a tutorial on how to do it a different way, or, you know, I don't hit the project deadline at the right time because I couldn't do it. So I think folks really are kind of afraid of that failure. What I've noticed at the U of a, we have a bunch of Adobe program tutorials that students and faculty can go through and they're set up for success, take any image you want recolor it, here's how to do it. take any image, duplicate things in it. Here's how to do that. so, I think the setup we have here at the U of a is very empowering to kind of get that fear of failure out of people's heads. And, you know, also I think Adobe sets up a lot of their applications for success, no matter what that success looks like and helps take away that fear.

Alex (12:26): I really, I love that point. There is, there is fear, there is, this idea of needing to be an expert or really among the best at something before you share there's that fear of, of criticism too. And I do, I think you point to something really important is that with technology, it's still not magic, right? It's still work. It still takes practice. It takes just as long to make a beautiful digital painting as it does to make one with, paper and analog tools. People come in with these expectations, partly because of marketing and partly just because of how we see things. And when it doesn't come out exactly as what they had in their head, they, they feel like failures. and they they're scared to share. Maybe scared is not the best word hesitant. and I think that empowering is a big word, where I think we also try really to create these spaces where we're excited to share with one another, where we want feedback, we crave feedback and we like giving feedback too.

Alex (13:32): The Adobe tools, in addition to the resources we're providing, they, they tend to have really great built-in tutorials. Adobe's always got some sort of conference going on that is almost always free and virtual, where you can watch, I always learn something new or a different way of doing something that I might share or use myself. and as far as campus resources to help empower people, we just hired two more people to my Adobe team. so, we're going to be offering a lot more availability for, for consultations. You can ask for 30 minutes of our time, even an hour to say, I need help with this in Photoshop. I want feedback on this infographic, I'm making an illustrator. I don't know what XD is. we're, we're trying to demystify and eliminate barriers because once you start using the tools, it's, it's really fun. and once you start getting the results you want, so I really like what you said, Brian,

Brian (14:30): I haven't used after effects for fear of failure because after effects is a little intimidating to me, just because I've looked at it and I've never looked at a tutorial about how to use it. I know what it does, but I've never really had time to go in there and make some motion graphics and whatnot. So I go in there, I look at the control panel and I'm like, I don't have time for this right now.

Alex (14:51): Yeah. Go, go in there with like one thing you want to learn, I want to learn motion graphics on text. I want it to roll in and bounce. and then that kind of simplifies, or you were talking about masking in premier pro. Maybe you want to learn the rotoscope tool that has some of that kind of Photoshop auto selection feel to it. But yeah, I personally, I still need to look up how to do most of the things that I'm doing in After Effects.

Brian (15:18): Well, and that is also kind of a problem with Adobe is that there is so much, it is the buffet of buffets, and you don't know what you don't know that Adobe can do. Mm-hmm and there's five different ways to do the same thing with varying results. I mean, it can be, you get to that point of decision paralysis of like, how do I want to do this? Ha and then your creativity hits a wall because you're like, oh, if I do it this way, then I've going to go make a graphic in aftereffects and then pull that in or export the video from premier and then pull it in aftereffects. And, but I just want to do it all in premier pro if I do it that way, it's going to take longer because I have to do stuff manually that aftereffects does automatically, what's a good way to, when you are confronted with that brick wall of decision paralysis, just like punch through it and get to the next level of your creativity.

Alex (16:14): So I will say like, like you said, there's a lot of creep between apps where you can achieve the same results, but there's also a lot of integration where you can, if you're doing everything in premier pro you can shoot it in after effects as a composition, do what you need to do and drop it back into premier pro. so maybe chunking out what you know is going to be best for, for me, I always try and just do things in phases that doesn't always work sometimes. Like you said, like sometimes you problem solve in the moment. Sometimes I just sit down and make something for seven hours. Cause I couldn't, I was, I had a roadblock and I haven't made the right time. so, I really, I wish I had a, a really good answer for that. because that's something that I'm challenged with too, but I always just go back to, what, if I can make something in Photoshop, I'm going to do it there first because I have 15 years of Photoshop experience.

Alex (17:15): And so, I tend to go with my comfort first. and if I have time to learn something new and I think it will be fun, then I will try the other ways. And I've, I've learned a lot that way. For example, I use XD for a lot of things that maybe I did in the past. And like, I build, I build, we have our Institute coming up, which I'll, I guess I'll have to talk about a little bit, I'm excited about it. Oh yeah. but I'll build a schedule in there and I'll make simple graphics and it's, it's supposed to be a wire framing tool. Right. but now it's something that you can do really quick and nice graphic design too. So, I think flexibility and not feeling bad for staying in your comfort zone is what I would say.

Adam (17:56): Cause I, so I like that, you talk about comfort zone because I think when I talk to instructors, that's their hesitancy is that they're, they're hesitant to have to learn something that they don't know and then also have to teach their students as well. Mm-hmm , you know, for them to use it. And so then, so then nothing ends up happening. Right. because of that. Yeah. That fear of failure that ancy to learn and it's like, well, what do you know, how do I do this? What do I do, you know, with this? And, you know, even if you point them to the tools and you can take them to the, to edX and it's right, they make it look so easy on edX sometimes with, you know, how things, are created. you know, so for you as you, and it's good to know that you're, you're bringing more people on the team for you as you work with instructors, like what, what do you see as some challenges to get them to kind of incorporate some of these creative tools into the classroom or into their courses?

Adam (18:56): and how do you, how do you talk them through some of those challenges?

Alex (18:59): So, oftentimes as of now, the conversation starts through our instructional designers who are encouraging the instructors to, to try something new, more engaging. Right. but there is that idea that, well, I don't want to teach the software. I have so much to teach in my class. How much time am I going to dedicate to teaching students to software? and there's a few solutions there. The, the first is that we make workshops about almost everything that give you anything you need to know to, to get started to complete a project, not to be a pro, right? But these workshops are an asynchronous resource where we build complete, using creative cloud express pages. We com we build complete webpages that have everything that we cover in the workshop and more kind of written out as a, as a resource, right? Like a technical text almost.

Alex (20:00): And then we have the workshop recording there as well. So it's, if an instructor wants to give that to them as homework, watch the workshop, make what they made. and then we're going to do this in our class. They don't need to teach the tool. and I think to, to speak to that, you know, our Dr. Buckner, she taught a class called, intro to creative cloud SPS three 50. And we used all of those resources for students to take the course asynchronously. And I got very few questions about how to use the software. So, I, I was, I was surprised I was worried cause I was like, why am I not hearing from anyone? but then I was like, they're using the resources, they're getting the answers they need on their own, which my, my biggest charge as a, as a former teacher was teaching my students to be resourceful.

Alex (20:53): Mm-hmm , you know, I said, be resourceful. Google is your friend and giving you the tools. You're not always going to have somebody to give you the correct answer right away. So, it's kind of an extension of that kind of ideology. So first we, we just give them robust resources. the second thing is we; we offer classroom visits; I'll come to your classroom and teach creative cloud express for 30 minutes. If you like. of course, your classroom time is valuable. So if, if you'd rather make it homework, that's great too. we create workshops. I did an InDesign workshop for a fashion class that was catered for them to learn how to use InDesign templates, to make their final portfolios. And, you know, we did, how do you feel about InDesign one to five at the beginning, we got all ones and at the end we got fours and fives 40 minute session, right?

Alex (21:44): Yeah. and them knowing that everything I showed them was available to review later. and then we also just suggest the right tool. Right. we don't need to use premier pro if you just want students to make a one-minute bio video that that can be premier rush, that could even be creative cloud express. Yeah. So, we want to find their comfort zones. We want to empower them and give them resources, but we also want them to know that the technical part shouldn't be their problem. They're, they're the content experts we want to help bring more project based, learning into their spaces, I guess, is how I would answer that.

Adam (22:25): That's great. And I think that resourcefulness you talk about is creativity as well, right? Yes. You're, you're being creative to, you know, kind of be resourceful and find absolutely what you need. Yeah. So, yeah...

Brian (22:38): As, as instructional designers, we often start with our faculty with a course map, you know, lay out what your course level objectives are. Your module level objectives start filling out your week. One week, two week three information is in the motion picture industry. They use storyboards when they're putting together a movie. sometimes visual book publishers will also storyboard how the book is going to be laid out and come together. Magazine editors do the same kind of thing. Is there, a similar kind of, way of thinking when using Adobe products, depending on what the product is to help you be successful in the project, so that you're not just thinking of it as you're moving along, and maybe you miss some things that in the background that may have helped you get to the end point sooner or easier.

Alex (23:29): Yeah. I think that's a great, idea and, you know, we all have our ways, our industry, ways of planning, right? The thumbnailing story, boarding curriculum mapping, and to, to aid with that, actually Adobe has, I guess we'll call it a menu of project types and the apps that are suited for that at a beginner level and at an intermediate advanced level. That's something I could send you guys a link for later. I don't know if that's something you can link to the podcast, but that's something that Adobe really tries to say, well, you're trying to do this. These are the tools you have to do that the best. And I guess where we come in is these are the ways we can help you learn and use those tools. and that's kind of what creative of cloud express, came from, it's free, right?

Alex (24:22): Which is, which is awesome. And it's this tool to, to dip your toes without installing anything with having really a lot of starting points there's templates that you can, I don't think they're calling it remix anymore. I don't, they're calling through like branding things cuz it used to be called spark. and that was a fun change. But this, this just try to enable that creativity without technology getting in the way. and in fact, you know, empowering you, so creative cloud express has that they have, they have a designing aspect, they have a simple video aspect and they have webpages, that are all free, easy to use, and web based, which, which is really important because you don't have, you can open your phone, you can open any computer, sign in, get some work done, it saves the cloud. You can look at it later. So, anything to make it easier is what we're trying to point people to. And then that's where they get curious. They say, Hey, I made this in express. Is there a way to do X, Y, Z? And we'll say, well, yeah, with X you would want to actually use Photoshop with Y and Z. Those illustrators might be the best tool if you want to learn some time, let us know. Right. So, like I call it a gateway drug.

Adam (25:41): And so creative cloud express is my favorite tool, to use. And I suggested a lot with instructors because I feel like, like you said, it's, it's easy for students to just jump in and learn because there's not much to it right. To like it's very simple and it's function and what it can do, but it also is very flexible in what it can do. and students can add images and video and text, and they can personalize and do all kinds of fun things. And it, it can be used in a variety of different ways in the classroom. and then, like you said, for those students who maybe want to do a little bit more, they can pull things in from illustrator or premier or, you know, in designer any of these other tools. And if they don't, they don't have to like, you know, they, yeah.

Adam (26:30): They, so, you know, to me, that is why I love it so much is because it is so flexible. And because it, it gives students that kind of, power over their own, you know, learning, if they're, if they're using it, they can, they can do as much or as little as they want with it. And they're still going to come out with like a beautiful, personalized, and engaging products that will hopefully help, you know, reach the outcomes that the instructor, you know, wants. And that's where the instructional designer comes in and, you know, to help make sure that the assignment meets, you know, aligns with those outcomes. But it's a, it's a great tool and I still call it spark from time to time. I going to that habit. yeah, but it is a great way to, to get people involved with Adobe.

Alex (27:19): I really loved what you said, where everyone is going to make something that they're probably going to be happy to share. And those that are ready to try more will have the ability to, and that's, that's kind of our whole concept here, right? Everybody's going to be creative and make something. And those who want to take it further can, and if, expresses what you use the rest of your creative life. That's great. yeah, I still, I use it all the time too. Yeah. So, I it's perfect. Yeah.

Adam (27:49): Yeah. It, it is. And I guess you can do, I mean, just so much, like, even if it's just, you know, there's the, the webpage aspect of it, you can make, you know, kind of graphics and images to, you know, for social media and flyers and things like that. that's, you know, a simpler way to do it than maybe, in design or publisher. and, you know, and then even just like quick, simple videos, premier, I'll be honest, like you open premier, premier is intimidating with all the toolbar and everything. and even premier rush can be a little bit, intimidating as well, for videos, but spark is, or creative cloud express is really simple. See, there I go again. Well...

Alex (28:36): That's the problem. They took it from this one syllable thing to like, ECX sure it typed out. It's great, but it's, it doesn't roll out as easily.

Adam (28:46): No, but we can gush about, you know, Adobe and all these, these tools, you know, all day long. But I think the, you know, the main heart of, you know, why we do this because we want students to be creative and we want them to, you know, have, you know, voice, in their learning. Right. and that's what, what creativity and what some of these Adobe tools, promote. And so like why, why is that important to kind of inject into your classroom and to foster in students?

Alex (29:21): Yeah, that's a great question. And I think, coming from my teaching background, you know, we were career and technical education, which kind of had a strange place. it was often seen as vocational, but we had a huge number. We had a, one of the highest percentage of students that were college bound, and completers too. And there was always this, this, push for what we call project based, learning that, you know, if students are taking what they've learned, practicing, and then creating something, that's, that's the best thing we can do, right. Other than teaching it to someone else. so, these are really invaluable skills. in any, almost any career field, we, I guess somebody could probably convince me there's some that they aren't, but as a former photography teacher, I didn't care if students wanted to be photographers or not.

Alex (30:13): What I cared was that they were learning these, these creative ways to use technology. They were creating project based learning. They were problem solving concepts that were shared with them, or, you know, prompts. and there are things that translate into career skills that are in demand, right? It's, it's hard to think of a situation where understanding multimedia is no longer relevant. Right. And, so in a career field, that's important as I think, members of society, the, the greater, our digital literacy, I think the, the better for everybody, we're, we're all exceptional consuming multimedia. We we've take in, I don't know, thousands of multimedia images, videos, and sounds a day. many of us are critical of them and the number of us making them is even less than that. Right. But there's, there's a lot of stuff to parse.

Alex (31:11): There's a lot of, realizing how much, how easily you can manipulate video sound and photo, I think is an important thing to, to come to terms with in practice. But and I think the shortest most important part is that I think students connect better with the learning when you're making it a creative process. I think, I think that's the biggest thing. We're asking them to take it synthesize and make something. And then we're also adding kind of accountability, a different kind of accountability, right? You're not making this, this three-sentence post in a forum at 1159. on D two L, which has this place. Yeah. But you're making a thing that you are being asked to show to other people who have also made things. and I just think that that's a very different process. and I think people will spend more time with what you made than what you typed, I guess.

Brian (32:08): I think it's important too, to give good guidelines when you're, instead of just saying, you go be creative.

Alex (32:16): oh my gosh.

Brian (32:17): That was, you know, here's, here's the, the, you know, like when you're a kid and you have a coloring book and there's the black and white image, a line image, you get to pick the colors of the crayons that you use and whether or not you stay in the lines or not is entirely up to you, giving people guidelines, instead of go make a PowerPoint to do your thing, go Adobe express to come up with five slides, make mm-hmm background, different, use three different fonts, three different weights, put some images on there, use that kind of creativity. And as long as we can help guide the creativity, then we also eliminate, some frustration, you know, with mm-hmm one of the things I get frustrated is the other day I was looking through Adobe stock and I could not find the image I wanted because it was such a very specific image. Like if I just lessened my standards a little bit, all, all of the images, any of them would've worked, but I needed this one specific thing for this and I couldn't find it. And I was like, ah, can I, can I go take a photograph of what I want? Yeah. Why not? Let me bring it that way and then I'll get it into the computer and then maybe I'll send it to one of my friends who can edit it and white balance it or whatever, enabling someone's creativity, hamster, you know, to get that real

Alex (33:39): Yeah. That little hamster.

Adam (33:41): Yeah. You know, I read, I read something years ago, by a, a creativity expert, Keith Sawyer, he's, he's written a lot of books about creativity, which I highly recommend. And he said, you know, sometimes telling people to think outside the box is too big. Sometimes you need a box and you need to think inside the box to be creative and that's okay. and I'm paraphrasing there and that's not, you know, you know, his word for word what, what he said, but that that's always stuck with me because it's like, yeah, you know, sometimes you do need a box and, you know, Brian, what you said about guidelines. And so, I think sometimes with students, they, they're not reigned in, they can't do it themselves. So, they need that kind of, you know, idea of the box to be like, okay, I can think within these parameters, now I can put something together.

Alex (34:36): I think, I think that's huge. I, and I think everybody needs some sometimes, you know, if somebody tells you to just do something, you say, well, what, what are the expectations where what's the context, what's it being used for? and that's something that I I've always really valued too, from my teaching background too. I didn't say take five good photographs. Actually. I did do that sometimes to my advanced students that drive them crazy. I'd say, I want five good pictures.

Alex (35:05): Go for it, have fun. This your fourth year with me. That's what you get. but giving really clear expectations of kind of what will be considered a successful completion and then the opportunity like you gave them the box. And then maybe, you know, sure, there's also bigger boxes. You can move to if you want, or you can open the lid. But if, if this intimidating and you want to just be able to complete it this time, this what we want. and I think that, I'm really glad you brought that up because I think we need to always provide that.

Adam (35:38): You know, I, the other thing I kind of want touch on too, cuz I think it’s; I think it's great that you came from a, a photography teaching background. because I listened to a talk years ago, from a photographer. he photographed, things for national geographic. His name is Dewitt Jones, and he gave this talk and a couple things kind of stood out and the talk wasn't just about photography, but he incorporated photography into like, you know, this perspective of, of life and creativity and all kinds of things. And he's, you know, one of the things he said is sometimes you need to change your perspective. you know, so whether that means taking your computer and going from your desk to your couch, right. Maybe that is enough to kind of change your perspective and you know, stir some things up.

Adam (36:31): And then the other thing he said was put yourself in the place of most potential. and I think that's key too. you know, and that's for teachers as well and instructors, like how do we put our students in the place of most potential? How do we set them up for success? and Alex, you talked about a lot of different resources that we have to help, you know, set our students up for success and put them in the place of most potential. and I think that goes for the instructors as well, right? Like as instructional designers, we want to put instructors in, in that place as well and help them be successful. And you mentioned briefly, the Institute and I want to make sure we get to it. and so, I think this a good time to, you know, kind of say like how can we put instructors or, or people in the place of most potential and get them into this Institute. So, I want to hear more about the Institute now. yeah. So go for it.

Alex (37:26): I to share? So, so this, something we're piloting and it's, it's kind of inspired by, if you've ever heard of, or attended the Adobe creative campus events and the Adobe faculty development Institute, where you get this kind of two-to-four-day, whirlwind experiences where you have to choose what you want to do. And you learn a lot, you forget a lot, when that's, I mean, the personal experience, If, if somebody comes to my workshop and they learn two cool new things and remember them, I'm like, heck yeah, maybe I showed you 50.

Alex (38:00): So, we've been talking about, how can we motivate instructors who, are not all in or interested, but intimidated. so, you know, kind of in this case, we're not thinking about the ones that are already championing it, which we do have some things in that, in, in the works for them too. But so, this called the Adobe Digital Learning Institute, kind of to, to keep digital learning in the world. with the idea of the name there, and it's going to be a two week, this our pilot. And for the past few months, it's, I've just been developing it in a vacuum that's not true. I've been, I've been getting help from plenty of people around from, from Adobe, from, people in our departments and from anyone else. But it's going to be two weeks and maybe about 40 hours of your life between the two weeks.

Alex (38:56): And we're, we're really excited. We want to make it fun. We want to make it worth your time, which, if you are one of the 15 people we select, it's going to be worth your time, no matter what, cause you're getting paid to attend, you're getting a thousand dollars stipend per week. which in, in my opinion, we're going to hopefully develop something people that people would want to pay for someday. so I think it's super cool that you can get us stipend. so, we're going to have an opening kind of social event the, the night before, and then each week we'll have three workshops that are about two hours. We we'll learn a tool, creative cloud express Photoshop illustrator the first week premier rush premier pro and XD the second week, this seems video was a highly requested topic. So we figured we, we hit it there during that time in the workshops, you'll create something with us.

Alex (39:46): And then at the end of each week, you will submit an artifact which will be an activity project, or assignment that you have transformed or created with what you have learned. and then you're also expected to get your Adobe educator level one and two badges. And upon doing each of those each week, you'll earn your stipend. we'll also have, in enrichment sessions with catalyst studios where you can learn about the laser cutter, the green screen room, the podcasting station, the one button studio, any other tools that we might have, where we can get together and use them even make something. And then it's just expected to be time for asynchronous time to develop your projects and get the help you want. So, me and the two people that are joining my team, Kyle and his name's Gerald, but he goes by civic, cuz Gerald sounds like someone's grandpa.

Alex (40:47): So, he said he has never been called Gerald's life. I love people grandpas. No, no, yeah, no hate there. and then at the end we'll do a showcase. And if, you put together a portfolio that you would like to share with colleagues, we're going to invite people to become what we call Adobe fellows, where you can receive an additional, semester stipend for just agreeing to be an Adobe resource within your college. and maybe I think I'm going to attach gathering examples of assignments that are happening around you as part of it. because I never have enough examples so trying to fill that out, but so this will be this July 18th to 29th, the application's open, you know what, it's not on our website, I'm going to put it on there right now an email did go out, but we're only doing 15 people this year. but we envision it as something that we offer more than just in the summer that maybe it's chunked out more during the fall and spring semester. maybe it's sped up for a winter session. I don't know. We'll see where it goes, but we're really, really excited to offer it.

Adam (41:59): Yeah. Well, I want to sign up for this. Yeah.

Alex (42:02): Me, me too.

Adam (42:04): Yeah, that's a, that's really great. And I think that's, that will go a long way. I feel like too, to, to help kind of show people what they can do. you know, because they, I think it's, if other instructors other faculty can see their peers and colleagues, you know, doing some of these things, I think it, it makes it a little less intimidating. I know. That's how I feel personally. Like if If I see a colleague doing something I'm like, oh, oh yeah, okay. I can, I can do that. And I can learn from him. Like I can like ask questions, you know, with someone that I'm comfortable with. And I know. And so that sounds awesome. And I can't wait to hear like how it goes.

Alex (42:48): Yeah. We all, we all learn and practice different ways. Right? So not every, like I learned Photoshop by myself. I went to U of a, during the digital transition. So I was still doing wet photography while they were thinking about what they were trying to do for digital photography. So, it was a weird, paired nicely with being an immigrant and not having one true culture. I was like, I don't have one kind of photography either. But, so, I think identifying people who can explain it to you, even though you may have been able to read it and see the same thing, I think that's, it's priceless cuz yeah. Sometimes I can read 10 times and with somebody that I know, if they tell it to me, I'm like, oh yeah, that makes sense now. Yeah. That you showed them. Yeah. That's what we're trying to do. Just, give as much as we can to help people out.

Adam (43:37): And that's great. And I hope that that, you know, continues to spread. because creativity is a passion of mine, I think. it's, you know, it's something that we, as students get older, we kind of devalue, in our education system. And I think we need to bring that back because that's going to translate, you know, beyond the time when they're students and into, into the, the workforce and society and whatnot. So, any way that we can inject more creativity, into, into the classroom, I think is the way to go.

Alex (44:14): I completely agree. Yeah. We, creativity is not for your, just for your hobbies we can, we should try and make it a part of everything that we can.

Adam (44:23): Exactly. Yeah. That's a great way to put it. It's not just for your hobbies. That should be a tagline for something. I don’t know we'll figure it; we'll find a product. We'll create one. Right. And then make that the tagline. Yeah.

Alex (44:35): Perfect.

Adam (44:37): Awesome. Well, I want to thank you Alex, for, for joining us this month. this was a fun conversation and, an enjoyable one to, to learn a little bit and hopefully it inspires some people to go on and, you know, get their creative juices flowing and get that hamster wheel spinning like Brian mentioned. so thank you again and, you know, thank you to everybody who's listening, tune in next month. We're going to have some guests on, from our D two L team here at, at you Arizona. So, we're going to talk, learning management systems. I know, I know it doesn't sound exciting. I promise.

Brian (45:19): We're bidding.

Adam (45:25): You.

Alex (45:27): Yeah.

Adam (45:28): Awesome. Well, thanks again. And yeah, we appreciate it.

Alex (45:33): Thank You for having me. It was an absolute pleasure. I always enjoyed talking to you too. So I'm happy to be here.

Speaker 4 (45:42): The Futures in Digital Learning Podcast is a production of the University of Arizona Digital learning. If you have any questions, comments, or ideas you'd like to share with our office, go to the contact us link on our website.

Authored By:

Adam Davi

Adam Davi
Senior Instructional Designer

Brian Hale

Brian Hale
Instructional Designer