Improving Beginner Level

Adobe Illustration Skills for

Handbag Construction

Action Research Proposal

Lorraine Blalock Chavies
EDD / 581
November 24, 2014
Dawn Winsor

Action Research Proposal

PROBLEM STATEMENT

Adult handbag design

students lack the Adobe
Illustrator computer
software skills to
successfully complete
six week courses.

Action Research Proposal

PROBLEM DESCRIPTION

Course material does not include

component for in-depth software
training
Adult learners become frustrated
because more time is needed to
complete design process
Adult learner feel rushed to
complete handbag construction
because of limited available time.
Action Research Proposal

Created with Adobe Illustrator

PURPOSE OF THE PROJECT

The purpose of this project is to:
Find out why adult learners have
difficulty learning how to use Adobe
Illustrator software
Offer adult learners tools and short
cuts for software applications
Adult learners can produce digital
flat sketches
Action Research Proposal

WRITERS ROLE

I struggled with using Adobe Illustrator when first

introduced to the software.

Learning the basic skills for software will increase the

capacity for intermediate and advanced mastery levels
that are required for the workplace.
As a facilitator for the adult learning
group, I observed that change was
necessary for successful outcomes
in this course.
Action Research Proposal

SURVEY QUESTION

1. How would you rate your experience with

using Adobe Illustrator prior to this course?
6%
9%

Very satisfied
Somewhat satisfied
Neutral

48%

24%

Somewhat dissatisfied
Very dissatisfied

13%

Action Research Proposal

SURVEY QUESTION

2. How would you rate your skill level as an Adobe

Illustrator user?
7%

Advanced
11%

Intermediate
Basic

40%
13%

Beginner
Never Used

29%

Action Research Proposal

SURVEY QUESTION

3. Do you believe becoming more knowledgeable

about Adobe Illustrator will help you manage and
present your designs in a professional manner?
4%

Very likely

2%
9%

Somewhat likely
Neutral

22%

63%

Somewhat unlikely
Very unlikely

Action Research Proposal

INTERVIEW QUESTION

4. How would you use AI to

develop or improve your
skills as an accessories
designer?
CODING
A - Produce digital designs
B - Use paint bucket feature
C - Build designs in layers
D - Create more sample palettes

PARTICPANTS ID
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Action Research Proposal

Q4.
C
C
A
D
B
B
C
C
A
B
A
B
B
C
C
C
D
B
A
A
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INTERVIEW QUESTION

5. List 2-3 challenges that you

currently have or anticipate when
converting sketched designs to
digital format using Adobe
Illustrator.
CODING
A - Learning short cut and tool bar functions
B - Images are flat instead of 2/3 dimensional
C -Time used to learn AI takes away from
construction time
D - 30 day trial expiration of downloaded
software

Action Research Proposal

PARTICPANTS ID
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Q5.
D
B
A
D
A
A
A
A
D
D
B
C
C
B
D
A
C
A
C
A
10

SURVEY QUESTION

6. How likely are you to continue using Adobe

Illustrator software after this course?
4%
5%

Very likely
Somewhat likely

21%

44%

Neutral
Somewhat unlikely
26%

Very unlikely

Action Research Proposal

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SURVEY QUESTION

7. How would you rate your experience with

teaching students how to use Adobe Illustrator
accessory design?
1%

Very satisfied
Somewhat satisfied

15%
35%

Neutral
Somewhat dissatisfied

23%

Very dissatisfied
26%

Action Research Proposal

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SURVEY QUESTION

8. How would you rate your skill level as an Adobe

Illustrator instructor?
2%

14%
39%
22%

Advanced
Intermediate
Basic
Beginner
Rely on support staff

23%

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SURVEY QUESTION

9. What percentage of students do you anticipate will

successfully complete the course using the Adobe
Illustrator software?
7%
11%

48%

8%

26%

Action Research Proposal

Very likely
Somewhat likely
Neutral
Somewhat unlikely
Very unlikely

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INTERVIEW QUESTION

10. Do you have any suggestions for

improving the curriculum and/or
instructional delivery? (for
instructor and student)
CODING
A - Add weeks to include more AI training
B - Have a separate course for AI training
C - Show videos of applications in use
D - Provide students with cheat sheets
E - Provide students with a workbook or
written/audio lessons for self-directed
learning

Action Research Proposal

PARTICPANTS ID
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Q10.
D
A
A
D
B
C
E
E
C
D
A
B
A
B
A
E
E
B
E
D
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LITERATURE REVIEW
Authors of the Study

Janet Watson

Title of the Study

A New Approach to Software Training

Purpose of the Study

Adobe Illustrator would be the most appropriate vectorbased software to use in fashion design course.
Two factors that make students want to learn something:

Pertinent findings
that support our
project

It has to be important; it must have some value to the

learner.
It must be possible to do the learning task; the learner
has to expect success. All students were of the opinion that
Illustrator had improved their approach to design. 66% of
students thought that using Illustrator had made them think
more about the pattern cutting aspect of their designs.
Action Research Proposal

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LITERATURE REVIEW

Authors of the Study

Deborah Winn and Frank Banks

Title of the Study

CAD and Creativity A New Pedagogy

Purpose of the Study

Teaching CAD is only one small part of the range of

lessons needing to be taught, and teachers often do not
have the time to become experts in using the program
especially, when the software used changes rapidly.

Pertinent findings
that support our
project

The results of this study again highlighted that student

attitude to using the program made a difference
to how the students approached the tasks.

Action Research Proposal

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LITERATURE REVIEW

Authors of the Study

Joyce S R Yee

Title of the Study

Design Education I the Age of Media Convergence

Purpose of the Study

Students in the action research projects were observed to

be heavily dependent on sketching. The tutors placed
more emphasis on transferable skills in the area of
conceptual design.

Pertinent findings
that support our
project

Students who were made aware of their cognitive

shortcomings were more likely to make an effort to
improve on them.

Action Research Proposal

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LITERATURE REVIEW

Authors of the Study

Emmanuel Amos Yaw

Title of the Study

Developing Digital Techniques for Fashion Illustration

Purpose of the Study

Many students often have little

or no background in the visual arts and for this reason,
their output in fashion
illustration and creative design tend to be low.

Pertinent findings
that support our
project

Although, fashion illustrators are mainly tasked to make

sketches, layouts, or images, they are still expected to fulfil
other duties which may include creation of designs for
garments, shoes, fashion accessories, and other apparels
with the use of imaging software programs like Photoshop,
Illustrator and others (International Academy of Design
and Technology, 2011).
Action Research Proposal

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LITERATURE REVIEW

Authors of the Study

Jennifer Jacobs, Mitchel Resnick, and Leah Buechley

Title of the Study

Dresscode: Supporting Youth In Computational Design

and Marketing

Purpose of the Study

Develop a youth-oriented computational design tool called

DressCode, developed to produce designs that are
compatible with craft.

Pertinent findings
that support our
project

Youth engagement in computational design is limited by

practical and perceptual barriers. The programming
languages used for computational design require many
years to learn and apply.

Action Research Proposal

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LITERATURE REVIEW

Authors of the Study

Jay Bee Davis

Title of the Study

Improving Transfer of Learning in a Computer Based

Classroom

Purpose of the Study

To improve the transfer of the learning of different

techniques used in computer applications.

Pertinent findings
that support our
project

The students bridged their learning from creating a

personal web site to completing a web site for the resident
community. Through this process, the students became
aware of how learning in the classroom can be applied to a
real world problem.

Action Research Proposal

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LITERATURE REVIEW

Authors of the Study

PBS

Title of the Study

Computer: Get Plugged In!

Purpose of the Study

Students explain the advantages of designing on the

computer, and how it will prepare them for
a career in fashion.

Pertinent findings
that support our
project

Its faster; more fun; you can change fabric, color, shape,
etc. without having to re-draw; get
instant results; visualize new designs more easily; combine
real pictures; save all your work on
disk; develop necessary skills for any fashion job.

Action Research Proposal

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ACTION GOAL

The goal of the intervention

is to equip facilitator with
the techniques to assist
adult learners in developing
and using basic Adobe
Illustrator application skills
in an fashion accessories
class.
Interventions used to
accomplish the goal will
involve facilitator training
on incorporating Adobe
Illustrator skills during the
first two sessions.
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SELECTED SOLUTIONS
Facilitators will review basic Adobe
Illustrator functions
Facilitators will create a tool bar with
4-6 frequently used shortcut icons
Facilitators will explain the functions
of the shortcut icon in one to two
sentences
Facilitator will design a basic Tbottom tote bag in Adobe Illustrator
and demonstrate knowledge in
applying the 4-6 frequently used
shortcut icons.
Facilitator will explain each step in
the process using industry
terminology and clarity.
Facilitator will provide feedback
about the experience and levels of
difficulty, if any.
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CALENDAR PLAN
Week One

Week Two

- Explain to students to the course

format. Ask to acknowledge any
prior experience using Adobe
Illustrator (AI) by show of hands.

- Solicit feedback from students

about their experience using AI
via survey questions and
interviews.

- This is the beginning of data

collection from the control sample.
Explain the comparisons between
hand sketching and digital design of
fashion accessories.

- Instructor reviews initial digital

drawing and provides student
with feedback.

- Discuss the toolbar functions.

- Expanded AI and industry

terminology used to during
instruction time to measure and
confirm content mastery.

- Collect Data from students designing

T-Bottom tote bag using AI.

Week Three

Action Research Proposal

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CALENDAR PLAN

Week Four

Week Five

- One-to-one interview
between instructor and
student to get real time data
about learning experience.
This information is used to
modify remaining three
classes.

- Students focus on T-Bottom tote bag

construction.

- Instructor uses the data to

personalize strategies for
mastering beginner level
knowledge and application of
AI.

- Periodic referral back to the AI digital

design may be necessary due to
inconsistency between design
specifications and end user
expectations.

Week Six
- Instructor and peer critiques as final
source of feedback for students.
- Data analysis of control group.
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EXPECTED OUTCOMES

At least 75% of student have a basic

understanding of the 10 things that
beginners should know how to do in
Adobe Illustrator.
Modification of curriculum to meet
specific learning needs of students
reinforced learning goals.
Student understands the benefits of
using AI in the design phase of handbag
construction.
Students self-confidence in learning
computer technology skills in academic
and industry settings increases.
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MEASUREMENT OF OUTCOMES

Compare the group of intermediate/advanced level

students with the sample group in four courses during
the next six months.
Achievement rate determined by the ease and length
of time to complete design phase of project.
Spreadsheet used to record and analyze data

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ANALYSIS OF RESULTS

The qualitative method will be used to analyze

research results.
Effectiveness of solution strategy are evidenced by
75% of non or low AI skill students increased to
beginner or basic.
Findings will be presented via print format and the
internet.
Finding will be presented to program administrator,
students, instructors, private, and governmental
funding sources.
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REFERENCES
A new approach to software training. (n.d.). Art Design Media Subject Centre.
Retrieved from https://www.heacademy.ac.uk/sites/default/files/Janet-Watson.pdf
Davis, J. B. (1999, May). Improving transfer of learning in a computer based classroom. Saint Xavier University and IRI/Skylight, (), .
Retrieved from http://files.eric.ed.gov/fulltext/ED437905.pdf
Illustrator cheat sheet. (2014). Retrieved from https://helpx.adobe.com/illustrator/how-to/illustrator-cheat-sheet.html
Jacobs, J., Resnick, M., and Buechley, L. (n.d.). Dresscode: Supporting youth in computational design and making. Retrieved from
http://constructionism2014.ifs.tuwien.ac.at/papers/3.2_1-8520.pdf
PBS. (n.d.). Computers: Get plugged in!. Retrieved from http://www.pbs.org/inthemix/educators/pluggedin.html
University of the Arts London. (2012). Accessory designer wins Design A Bag competition. Retrieved from http://Accessory designer
wins Design A Bag competition
White, T. (2013, February 3). How to get started with Adobe Illustrator CS6 - 10 things beginners want to know how to do [Video file].
Retrieved from YouTube website: https://www.youtube.com/watch?v=Kgmu8RwLi28
Winn, D., & Banks, F. (n.d). CAD and creativity - A new pedagogy. The Open University Neale-Wade Community Academy, (), .
Retrieved from http://www.ep.liu.se/ecp/073/057/ecp12073057.pdf
Yaw, E. A. (2013). Developing digital techniques for fashion illustration. Retrieved from
http://ir.knust.edu.gh/bitstream/123456789/6325/1/Emmanuel%20Amos%20Yaw.pdf
Yee, J. S. R. (2007, September). Design education in the age of media convergence. International Conference on Engineering and
Product Design Education,.
https://www.designsociety.org/publication/28394/design_education_in_the_age_of_media_convrrgence
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Feedback and
Suggestions Welcome

Action Research Proposal

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