Over the years I have spent an inordinate amount of time teaching creative software techniques and discussing design theory. My instruction essentially comes in two forms: hands-on or lecture style. Regardless of the format, one thing remains constant when I'm instructing: It's all about the student. I'm not a big fan of the "sage on the stage" teaching style in which the presenter dispenses wisdom to receptive students. In the classroom, my ego is in check.
The CDIA Classroom | My Presentations
Teaching at CDIA, 2005
At the Center for Digital Imaging Arts in Waltham, I was not only the program director of the Graphic and Web Design program but also taught many of the courses.
The structure of the CDIA full-time program was (and is) unique in that students learn subjects in modules. Unlike the traditional academic model where classes are split up into short 45-60 minute blocks, students study a single subject over a week or two and then move on.
What made the CDIA classroom great for the educator was the ability to "simulate" the real world of design. The 8-hour class day mirrored a typical workweek and as a teacher I could role play as a creative director or nightmare client. Depending on the situation I might choose to stir things up by shortening deadlines or increasing the scope of a project, just like real life! Occasionally I would add a layer of competition to keep things interesting, a popular project was to design posters for a student film, the winner of which would actually be printed and used for marketing purposes.
Although I wanted to fold in real-life lessons, I never lost sight that students were using unfamiliar tools and techniques. Class critique needed to be respectful yet honest. The question is: at what point in a 9 month long program do you help someone grow the thick skin needed to survive the design industry?
Presenting for Adobe, 2004
Over the years I've presented in a number of different settings: in corporate environments, in classrooms and conferences. I define the term "presentation" loosely here, my presentations are sometimes closer to "demos", where I am demonstrating software but the audience is not following along on computer.
I've come to realize that presentations are simply stories and good stories often have an element of suspense. I began incorporating suspense into my demonstrations by framing situations as problems that would be solved through a series of unique steps. Again, this is not a particularly original solution, the trick is making sure that you frame the problem accurately so the audience understands why they should care about the solution.