Archive for November, 2012

NEW: Adobe Transalation Centre

Adobe has officially launched the Adobe Translation Center (ATC) at: http://translate.adobe.com.

More than 30 Adobe products are now available for community translation and feedback, providing customers and fans all over the world the opportunity to contribute translations and translation-related input for our products and services.

ATC’s Key objectives:

  1. We want to provide our user community with a feedback mechanism for “Adobe languages”. These are languages currently shipping with our products. For those languages, we want the community to provide input and suggest better translations, so the quality of our product translations improves over time.
  1. We want to empower our users to contribute to new “community languages”. Community languages are languages not shipping with individual products. For those languages, community contributions may give us an indication (how many contributions? how fast?) which languages Adobe could consider for future product inclusion.

On ATC’s potential product and business impact, please read more at: http://blogs.adobe.com/globalization/adobe-translation-center on the Adobe Globalization blog.

Creative Talent in the UK

4 UK Design Award Winners

The recently announced Adobe Design Achievement Awards are further evidence that the UK really does have creative talent and is a worldwide centre of excellence. In the 13 categories the UK can boast 4 winners.

Full details of the awards can be found at: http://www.adobeawards.com/uk/

Winning projects were selected from 41 finalists out of nearly 5,000 total entries from 70 countries. Student graphic designers, photographers, illustrators, animators, digital filmmakers, developers and computer artists were invited to submit individual or group projects created with Adobe software. Winning students were recognized in 13 categories encompassing interactive media, video and motion, and traditional media; educators were recognized in three categories celebrating innovative teaching methods.

“In a globally competitive world, students who can express their ideas and solve problems in creative ways will be the most successful,” said Jon Perera, vice president of education at Adobe. “Recognizing top talent among next-generation designers is part of a broader commitment at Adobe to fostering creative thinking and expression in education.”

Judging panel member Fernanda Saboia, creative director at Tatil Design, said, “Students’ accessibility to technology gives them so much freedom to test, experiment and really take risks in their efforts to create something very original. It is so beneficial for students to get recognition like this at the beginning of their career as it gives them the confidence to continue to innovate and push the boundaries of self-expression.”

UK Student Awards

 

  • Animation: Ainslie Henderson, Edinburgh College of Art, Great Britain
  • Illustration: Yeni Kim, Royal College of Art, Great Britain
  • Installation Design: James Coltman (group leader), University of the Arts London, Great Britain
  • Live Action: Christopher Lavelle, Sunderland University, Great Britain

Worldwide Student Awards

Faculty Awards

The awards were also highlighted in Design Week which showcases student work in animation, illustration, interactive design and motion.

http://www.digitalartsonline.co.uk/news/graphic-design/adobe-2012-design-achievement-awards-celebrates-student-work-across-animation-illustration-interactive-design-motion/

Adobe Education Exchange – Awards

Announcing: The winners and their innovative teaching materials

Congratulations to the winners of The 2012 Educators’ Choice Awards, and thanks to all the Adobe Education Exchange members who voted, as well as the distinguished judges who selected the finalists. Check out the winning work from this year’s contest, and gain inspiration for using Adobe software in your teaching.

The Adobe® Educators’ Choice Awards celebrate teaching and learning resources that unleash students’ creativity. View the best projects, lesson plans, curricula, and tutorials from the 2012 Awards:

 

Primary and Secondary Education

Grand Prize Winner

Tagature, or Literary Graffiti, Randy Scherer

Runners-up

Powerhouse Poster Project, DAAD/Adam Schlosser

Digital Voices, Jamie Leduc

Higher Education

Grand Prize Winner

TYPE FACES: Beginning Graphic Design/Typography Project, Michael Cole

Runners-up

Crossover Project. William Morris Publication, Mark Deyoung

History and Philosophy of American Mass Communications: History Jeopardy, Kara Andrew

 

Creative Suite 6

Grand Prize Winner

Photoshop for Kids: Vignette My Video, Nicole Dalesio

Runners-up

Digital Publishing to the iPad using InDesign CS6, Jeff Larson

Create a Tilt and Roll Game using the Accelerometer Template in Flash CS6, Kristine Kopelke

 

Check out all the winning work, including Honorable Mention and Activity Challenge winners – View now

 

Creativity and Education: Why it Matters

A couple of years ago we did a similar study in the UK called ‘Creativity in the Classroom’. Now there is a comprehensive study from the US that reinforces the Uk findings; namely that creativity is a core skill that differentiates individuals and is highly valued by both employers and educational institutions.

Follow the links to get the full report and an infographic

Eighty-eight Percent of U.S. Professionals Surveyed Believe Creativity Should be Built into Standard Curricula

SAN JOSE, Calif. — Nov. 7, 2012 Creative thinking deserves a much higher priority in education curricula, according to college-educated professionals surveyed in new research released today by Adobe. The U.S. study, Creativity and Education: Why it Matters, sheds new light on the role of creativity in career success and the growing belief that creativity is not just a personality trait, but a learned skill. Based on the study, 85% percent of respondents agree creative thinking is critical for problem solving in their career, and 68% of respondents believe creativity is a skill that can be learned. Nearly three-quarters (71%) say creative thinking should be “taught as a class – like math or science.”

The research is based on interviews with a nationally representative sample of 1,000 full-time salaried workers ages 25 and older with at least a four-year college degree.

“Around the world, educators are already fostering creative thinking with their students,” said Jon Perera, vice president of education, Adobe. “What this study is telling us is that we need to empower and accelerate this shift. Creativity is a critical competency that should be taught within all disciplines. This will drive the global economy and the career success of the next generation.”

Creativity is Key to Career Success
Almost nine out of 10 professionals overwhelmingly agree that creativity is required for economic growth, and is valuable to society (96%). Additionally, 78% say it is important in their career. Yet, 32% don’t feel comfortable thinking creatively in their career, and a large majority (78%) wishes they had more creative ability. When asked to define creativity, the majority of respondents (66%) say they associate creative thinking with “thinking out of the box,” or “the ability to come up with innovative ideas.”

Education Concerns
The study points to a growing awareness – especially among professionals – that creativity and creative thinking deserve a bigger role in education. Ninety-one percent agree there is more to preparing for success in school than learning subjects, and 82% wish they had more exposure to creative thinking as students. Fifty-seven percent of professionals believed creativity would be important to their career while they were in college, compared to the 78% who believe it is important to their career now. Seventy-two percent say they were more focused on course subject material when they were in school than on creative thinking. Among education majors, 75% viewed creative thinking as important to their career while they were in college and 48% say it currently has a place in their career.

Interestingly, science (69%) and math (59%) ranked nearly as high as traditional creative subjects like art (79%), music (76%), and drama (65%) in contributing to creative thinking.

About the “Creativity and Education: Why it Matters” Study
The data points referenced above come from a study commissioned by Adobe, produced by research firm Edelman Berland and conducted as an online survey among a nationally representative sample of 1,000 Americans, ages 25+ who are college-educated and full-time salaried employees. Interviewing took place from October 17 – 19, 2012. The margin of error is +/-3.1%.

For more information on the research results visit Adobe Creativity and Education: Why it Matters study and Adobe Creativity and Adobe Creativity and Education: Why it Matters infographic.

About Adobe Education
Adobe’s education vision is to unleash the creativity of students and educators around the world. In addition to product innovations, Adobe’s education offering includes standards-aligned curriculums, certification, professional development, and flexible purchasing options for students, faculty and schools to ensure students are ready for the opportunities in an ever-evolving digital world. More information on Adobe education solutions can be found at http://www.adobe.com/education/.

Adobe for Academics

We often get asked about the availability of resources to support Educators in the classroom. To support the practical use of Adobe technologies we’ve launched a new microsite called Adobe for Academics. This collection of practical task-based tutorials is designed primarily for Higher Education and has two main goals:

  • Provide inspiration for practical ways faculty can use Adobe software on campus
  • Provide instruction to help faculty quickly accomplish key tasks with Adobe software
Here are some of the common questions we’ve been getting:
Q.  Who is the target audience for this site?

A.  The primary target audience is Higher Education faculty at non-core institutions. In some cases these tutorials will be useful to Higher Education students and Primary/Secondary school teachers.

Q.  What is included in each tutorial?

A.  Each tutorial has with a video or a PDF document that outlines the steps required to complete the tasks as well as sample assets that faculty can work with on their own.

Q.  How are the tutorials categorized?

A.  Each tutorial has an activity, discipline, and product associated with it. Activities are categories of tasks that faculty often need to do. Disciplines help faculty decide which tutorials are applicable to their field of study. Products help faculty identify what they can do with a particular piece of software.

Q.  Will the Adobe for Academics site be updated with new tutorials?

A.  Yes, we are rolling out new tutorials on a weekly basis in November and December and will continue to develop new tutorials in 2013.

Q.  If customers have ideas for tutorials that would be useful, who should I send them to?

A.  Please direct them to Matt Niemitz, mniemitz@adobe.com. Note that ideally, tutorials will be simple tasks that can be demonstrated in 10 minutes or less or 3-4 pages or less.

Q.  Why didn’t you weave this site into the Adobe Education Exchange?

A.  The Adobe Education Exchange (AEE) is currently being redesigned and rebuilt from the ground up. When that project is finished, we will work to integrate this new site into the AEE. In the meantime, all tutorials will be posted to the AEE as resources.

Check out #Adobe for Academics from @AdobeEdu – inspiration and instruction for using Adobe software on campus http://bit.ly/Ttnzu3

Check out #Adobe for Academics from @AdobeEdu – ideas and instruction to help you stand out on campus http://bit.ly/Ttnzu3

Education Concurrent Licensing Policy

Concurrent licences are widely used across the Education sector, but the use policy has not always been clear raising a number of questions from Education customers.

The policy was revised on November 15th 2011 following requests from a number of customers for clarification on different use scenarios. However, the policy only takes effect when a customers’ CLP agreement is renewed. The main changes are designed to clarify the policy, and in particular highlight prohibited scenarios, for example:

  • Access or use of the Software on a Computer not physically located at a campus facility
  • Installation or use of the Software on a Computer not owned and controlled by you (including but not limited to Computers owned by students or otherwise in students’ possession)
  • Access or use of the Software for administrative use
  • Access or use of the Software in a virtual lab through remote access

To view the policy in full please visit - http://www.adobe.com/go/concurrency

What is the impact of this on the community?

The revised concurrency policy is only in effect for those members of the community who have an Adobe CLP agreement which started or was renewed after November 15th, 2011. For customers with a current CLP agreement at the time of the change (Nov 15th 2011), the policy only comes into effect when this agreement expires, and is renewed. A good example is the Eduserv Framework Agreement due to be renewed on March 1st 2013, at which point the new policy will take effect

What recommendations would Adobe like to make to the community?
Firstly, we strongly encourage all members of the community to understand the revised policy and determine the impact on their individual institution.

Secondly, concurrent licenses are only one of several licensing programs available to Adobe customers. As an alternative there is the Enterprise License Agreement (ELA) which has been introduced as a direct result of customers requesting an easier way to license their Adobe software. As a result many institutions who have signed up to an ELA agreement have been able to:

  • increase student access to Adobe creative software
  • simplify the deployment process
  • simplify software asset management
  • support on-campus virtualization.

Who should the community contact if they want to discuss their particular licensing needs?

We would strongly recommend that if any institution is concerned about this policy or the Eduserv Adobe ELA they should contact their Adobe account manager:

  • For Institutions in the East of England and Ireland, contact: Pennie O’Sullivan Email: posulliv@adobe.com Tel: +44 (0)7720 639509
  • For the West of England, Scotland and Wales, contact: Bengta Jordan Email: bjordan@adobe.com Tel: +44 (0)7734 158891