1 Mr.AlexanderD.Villwock InstructionalDesignProjectReport forEDTECH503(4172):Summer2009 Submittedto:Dr.RossA.Perkins August2nd,2009 ProjectGoal: LearnerswhohavehadabasicintroductiontoPhotoshopwillbeabletocreate picturesusingphotoeditingtools,selectingtools,andfiltersfromthesoftware Photoshop.

2 TableofContents Synthesis Reflection Paper 1. Instructional Design Project Proposal 2. Front-end Analysis Plan 3. Front-end Analysis Report 4: Goal Analysis Document 5: Subskills Analysis & Entry Behaviors Flowchart 6: Learner and Context Analysis 7: Outline of Instructional Objectives 8: Learner Assessment Document 9. Motivational Strategies (ARCS) 10. Sample Lesson Plans 11. Instructional Materials for Learners 12. Formative Evaluation Results Appendix 3 5 6 7 9 10 11 15 17 17 20 27 27 29

Synthesis Reflection Paper

The instructional design process is an elaborate process for which instruction is created to best target the needs of a learner group. There are many parts to the instructional design process, but each part has a specific purpose. The instructional design process is built on the idea of targeting a learners needs and addressing these needs. The process begins with identifying these needs. This can be done in many different ways, but one of the most popular methods for targeting needs is by having learners participate in a survey. The survey can tell the designer many important details about the learners. Once the designer has information on the learner they can use that information to create the best possible form of instruction for that learner. The instruction is created and given to the learner to combat their needs. Evaluation and assessments are a very big part o the instructional design process. Throughout the process many assessments and evaluations are done. The idea is that nothing is set in stone and that everything is always improving. This ensures that the instruction will be the best possible form of instruction. When the whole process is over, more evaluations happen to improve the instruction for the next time it is used. Instructional design is known as a system. Instructional design is a process; it isnt as simple as a lesson plan. Instructional design takes on many different pieces of information, and uses it to create quality instruction. Lesson plans are disjoint; each day is a different day and a different lesson. Instructional design is continues, and never ending. The most important parts of the process are the front-end analysis, goal/objectives, and the instruction. The front-end analysis is very important, because it gives you a basis on what the needs of the learner are. When I did the front-end analysis, I realized that the needs of the learners were different than what I had thought originally. The front-end analysis tells you exactly where there are weaknesses and what the focus of the project is. The objectives are extremely important because the whole project is based off of what they are. Objectives are what drive the project. Lastly the instruction is important, because its what is used to help fill the needs of the learner. Without the instruction, the whole project is just an evaluation. My view on the background of instruction has changed. Before when I would go to teach I would be letting the objectives of the state, and the book drive my class, where I needed to have the need of the students drive my class. This is very important in schools, make sure to take all information into account before making your decision on instruction.

4 My whole class this next year will be an instructional design process. I will be teaching math, and I am going to start out the year with a front-end analysis. I will be testing each students and diagnosing what needs each students has. Based on their needs each student will be leveled an put into appropriate groups for instruction. This way the needs of each student are being met and targeted. This will improve my teaching, and also the students learning. Educational technology is a tool for instruction, and also a tool for diagnosing. Through the help of technology a designer can target the needs of a learner and create instruction faster. Technology is a tremendous tool for the instructional design process. Since instructional design is a system and is a process it is always changing. When using technology people can make instantaneous change, and improvements. Instructional design can definitely last without technology, but technology provides a convenience that is perfect for the instructional; design process.

ProjectProposal
Topic1:Software Topic2:AdobePhotoshop Topic3:PhotoEditingTools AgeGroupofParticipants:YoungAdults(2030) MeansofDelivery:Webbased DescriptionofPurpose:Studentswillbeinalabofcomputersthathave PhotoshopCS4installed./Theinstructionwillbeoverphotoeditingcomponentsof Photoshop./IntheinstructionstudetnswillbeinteractingwithPhotoshoptoedit pictures./studetnswilllearnthetoolneededtoperformbasicphotoediitng. SMEName:JoniGarcia SMEEmailaddress:Joni@sisterbaycreative.com RelationshiptoSME/Hisorherexperience:JoniismyAuntandworksin graphicsandwebpagedeveloping.

FrontEndAnaylsisPlan
PARTICIPANTS Howmanypeoplewillyousurveyorinterviewtocollectneedsassessment data?(itshouldbeatleastten). Iwillinterviewtenormorepeople,dependingonresponse.(Intheend81people responded) Wherewillyoufindthesepotentialparticipants? Byusingfacebookandemailingcolleagues. Whataresomeofthecharacteristicsoftheparticipants? Mostoftheparticipantsareyoungadultwithsomeinmid30's.Theparticipants havevariousprofessions,butmostareeitherteachersorundergraduate/graduate students.Mosthaveatleastanundergraduatedegreeorareworkingongettingand undergraduatedegree. LOGISTICS Whatkindofinstrument(s)/tools/techniqueswillyouusetocollectdatafor theanalysis?Providedetailsaboutlength,typesofquestions,etc. IwillcreateawebbasedsurveyusingSurveyMonkey.Thereare16different questionsofavaryingformat. Wherewilltheactualcollectionofdatafortheanalysistakeplace?(online? Onthestreet?Inaschool?)Bespecific. Thesurveywillbecompletedbyparticipantsonline.

FrontEndAnaylsisReport
Section1:CharacteristicsofParticipants 81peoplerepliedtothesurvey.Mostoftheparticipantsarebetweentheagesof20 29,with4peoplebeing30+.Theparticipantshavevariousprofessions,butmostare eitherteachersorundergraduate/graduatestudents.Mosthaveatleastan undergraduatedegreeorareworkingongettingandundergraduatedegree.A majorityofparticipantsarefromBethelUniversityandliveinMinnesota.The respondentswere50%maleand50%female.Theaverageparticipateranked themselvesata7or8outof10inreferencetocomputer/technologyskills.54 peoplesaidthattheyhaveusedPhotoshopbeforewhile27saidtheyhadneverused it.Photoshopwasthepreferedphotoeditingsoftwareoftheparticipants. Participantswereaskedtoranktheirskillsindifferentphotoshoptechniquesthe resultscanbeseeninthechartbelow.

Section2:Explanationoflearningneedsdiscovered ThepurposeoftheIDPistoteachtheskillsneededtoeditphotos,andcreate postersusingPhotoshop.Basedonthelearnerassessmenttheaverageparticipant haveneedsinthefollowingcategories;Usingfilters,creatingpostersusingpictures andtools,andusingdifferentlayers.Thoughitwasn'talargeneedthecategoryof,

8 adjustingthepropertiesofpictures(hue,contrast,etc.),couldalsobeadressed. Section3:Explanationoflearnerpreferences Therespondentspreferencewastotakeaclassfacetoface.Myassumptionwould bethatpeoplethinkitwouldbeeasiertodoaclassonphotoshopwhentheyhave someoneshowingstepbystepexamples.Iwillneedtousethatknowledgetomake suretherearestepbystepexamplesintheinstruction,sincetherewouldbeno actualpersonteachingtheclass. Section4:Influenceongeneralgoalsorapproach IthoughtthattherespondentswouldhavealowersetofPhotoshopskillsoverall.I thoughtlesspeoplewouldhavehadexperiencewiththecategoryof,adjustingthe propertiesofpictures(hue,contrast,etc.)Mydirectionwillbeverysimilartothe directionIhadbeforethesurvey.Thesurveydoesagreatjobofdirectingwhatthe instructionshouldbeabout.Thetopicsthattheparticipantsstruggledwithwere significanttopicswhichprovidesplentytopicstocoverwithinstruction.

GoalAnaylsis
1:Goalstatement LearnerswhohavehadabasicintroductiontoPhotoshopwillbeabletocreate picturesusingphotoeditingtools,selectingtools,andfiltersfromthesoftware Photoshop. 2:Outlineofmajorgoaltasks I.Changethehue,saturation,tone,brightness/contrast,andlevelsofaphoto II.Cutandpastepartsofapictureusinglassoandmarquetool III.Usemultipletypesoffilters 3:SMEReview TheSMEtoldmetobemorespecificwithmyGoalstatement.Iaddedwhatlevelof Photoshopskillsthelearnerswillhavealreadyreceivedbeforereceivingthe instruction.TheSMEtoldmetogivealittlemoredetailaboutwhatthetaskshould accomplish.Thiswillgivereferencetotheactionsthatthelearnerisdoing.

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SubskillsAnalysis

Flowchartisuploadadaswellforbetterview.

EntryBehaviors
Learnershaveabasicunderstandingofphotoeditingsoftware.Learnersknowhow tousecomputers,butmaynotbefamiliarwithPhotoshop.Therewillbedifferent levelsoflearnerssotheabilitytoskipaheadifalearneralreadyknowsatopicis important.

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Learner&ContextAnalysis
EntryBehaviors DataSource Survey:Learners Characteristics Implication StudentsneedtobeabletoMakesurestudentshave useacomputerandfollow theseentrybehaviorsbefore directions.Students startingthetrainingorthey shouldhaveabasic wontbeabletodoit. understandingof Photoshoporanother photoeditingsoftware. BasiclevelofPhotoshoporIneedtobeasbasicas otherphotoediting possiblewiththelanguage software. anddirections.Allstepsneed tobegivenandpicturesor videoshouldaccompanythe instruction Positiveattitudetowards Theimplicationisthatthe Photoshop. instructionshouldbeina Positiveattitudeto classroomenviornment. classroomlearningneutralStudentsshouldbeableto attitudetowardslearning askquestions. viaInternet.Eventhough mostknowquiteabit aboutcomputers,theystill preferedaclassroom learningenviornment. Mosthaveabachelors Thecourseshouldcountfor degreesoacademic something.Thereneedstobe motivationshouldbeto apurposefortakingthe learnthematerialandgeta course.Suchasthelearners goodgrade. getcredithoursora certificate.

PriorKnowledgeoftopic area

Survey:Learners

Attitudestowardcontent andpotentialdelivery system

Survey:Learners Interview:Learner

Academicmotivation

Survey:learners

12 Educationabilityandlevels Survey:learners ThemajorityhaveacollegeThelearnersshouldbequick Other:Mostsurveyed degreeorhigher. tolearnandhavesignificant arefriends.Most Computerabilityachieved computerabilities. friendsarefrom abellcurvewiththetopon BethelUniversity. 7(1to10ability) Generallearningpreferences Survey:Learners Inclassroomteaching Thelessonneedstobeina classroomsettingratherthen ontheinternet. Attitudestowardperson(s) Other:AllsubjectsarePositiveattitudetowards Learnerswillbemoreopen ororganizationproviding friendsofmine. me.Allarefriendsor tolearning.Lessmotivation thetrainingoreducation family. wouldbeneededtokeep involved. Groupcharacteristics Survey:Learners Majorityofrespondents Icanusemoresophisticated werebetween2029years languagebecausethe old. majorityhavecollege Educatedatabachelors degrees. degreeorhigher. Sinceitisayounger somecomputer audiencetheyshouldknow experience. manytechnicalterms ContextAnaylsis

PerformanceContext

DataSource

Characteristics

Implications

Support

StateStandards

Followingdirections,usingTheseareallimportant computers,learningtouse standardsthatneedtobe Photoshop. incorporatedwithinmy instruction

13 Physicalaspects Interview:Learners Allstudentswillbeseated Theroomwherethe atadeskwiththeirown instructionisbeingheld personalcomputer.The needstofollowthose lightswillbeartificial,withcharacteristics. aaveragetemperaturein theroom. Interview:Learners Studentsprefertoworkin Studentswillbeworking groups,butgetlessdone. alone,followingthe Studetnswillbemore instructionofthecomputer. efficientifworkingalone. Survey:Learners Studentswanttolearn aboutPhotoshopand photoeditingsoftware. Itwillbeimportantinthe instructiontoshowhowthe informationisaplicableto reallifeandmakeinstruction assimilartowhatlearners willbedoinginrallife. Theroomismovable,all Instructionshouldnot desksandchairsare involvemovingdesksorseats movablethoughsincethey around.Sincethecomputers havecomputersonthe can'tmove,theinstruction deskstheywontbeabletoneedstohavestudentsin movethemveryfar.Also seats. allinstructionandwork willbedoneonthe computersothereisno realneedtomovearound. Therewillberoomonthe desksnexttothemifthey need. Thesimulationismaking Studentscanbringtheirown editingthepicturesusing photographs,butnot Photoshop,sothereisnt necisary. muchadaption.Learners canusetheirown

Socialaspects

Relevance

Compatibility

Interview:Learner

Adaptabilityforsimulation Interview:learners

14 photographsinsteadof givenones.

Deliveryaccommodations Survey:Learners

Learnersprefertohavein Learnerswouldliketohave personlearning.Learners imagestohelpwalkthem liketohaveavisualtogo throughtheprocess.Itwill offof. beimportanttohavescreen shotsandimagesshowingthe processwhilethestudentsdo theirownwork. Sincetheinstructionwill Thereneedstobeawayfor nothaveadirectteacher studentstoaskquestionsor theremaybeproblemsif gethelp.Studentscanask thelearnerhasaquestion.aroundforhelpifothersare Thereisnoonetoasksoif available. theydontgetsomething correcttheywonthave meansofgettinghelp.

Learningsiteconstraints

Survey:Learners

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InstructionalObjectives
GOAL:LearnerswhohavehadabasicintroductiontoPhotoshopwillbeableto createpicturesusingphotoeditingtools,selectingtools,andfiltersfromthe softwarePhotoshop. 1.0LearnerswhoaregivencomputeraccesswiththeprogramPhotoshop,anda photographwillchangethehue,saturation,brightness,andcontrastofaphoto. 1.1LearnerswhoareusingPhotoshopwithagivenphotographwillbeableto changethehueofaphotograph. 1.2LearnerswhoareusingPhotoshopwithagivenphotographwillbeableto changethesaturationofaphotograph. 1.3LearnerswhoareusingPhotoshopwithagivenphotographwillbeableto changethebrightnessofaphotograph. 1.3.1LearnerswhoareusingPhotoshopwithagivenphotographwillbeable tomakeaphotographbrighterthentheoriginal. 1.3.2LearnerswhoareusingPhotoshopwithagivenphotographwillbeable tomakeaphotographdarkerthentheoriginal. 1.4LearnerswhoareusingPhotoshopwithagivenphotographwillbeableto changethecontrastofaphoto. 1.4.1LearnerswhoareusingPhotoshopwithagivenphotographwillbeable tomakeaphotographcrisperthantheoriginal. 1.4.2LearnerswhoareusingPhotoshopwithagivenphotographwillbeable tomakeaphotographdullerthantheoriginal. 2.0LearnerswhoareusingPhotoshopwithagivenphotographwillbeabletocut andpastepartsofapictureusingthepolygonlassotoolandtherectanglemarquee

16 tool. 2.1LearnerswhoareusingPhotoshopwithagivenphotographwillbeableto selectapredeterminedportionofapicture. 2.1.1LearnerswhoareusingPhotoshopwithagivenphotographwillbeable toselectapredeterminedportionofapictureusingthepolygonlassotool. 2.1.2LearnerswhoareusingPhotoshopwithagivenphotographwillbeable toselectapredeterminedportionofapictureusingtherectanglemarqueetool. 2.2LearnerswhoareusingPhotoshopwithagivenphotographwillbeableto cutaselectedportionofapicture. 2.3LearnerswhoareusingPhotoshopwithagivenphotographwillbeableto pasteaselectedportionofapicture. 3.0LearnerswhoareusingPhotoshopwithagivenphotographwillbeabletouse 5differentfilterstochangetheirphotograph. 3.1LearnerswhoareusingPhotoshopwithagivenphotographwillbeableto locatethefiltergallery. 3.2LearnerswhoareusingPhotoshopwithagivenphotographwillbeableto use5differentfilters. 3.3LearnerswhoareusingPhotoshopwithagivenphotographwillbeableto adjustthepresetlevelsofthefilters.

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LearnerAssessment
Attheendoftheinstructionthelearnerswillbeabletoeditphotographs.Learners willbegiven4photographsthatallhaveproblems,andwillbeabletocorrectly identifywhatiswrongwiththephoto(brightness,contrast,etc..)andfixthe probleminthephotograph.Studentswillbeabletocopypartofanimageandpaste itinanotherimage.Studentswillbeabletocorrectlyuse5differenttypesoffilters onthose4photographs.Ifstudentscandeterminetheproblem,fixtheproblem, copyandpasteparts,andapplya5differentfilters,thestudenthaspassedthe assessment.

MotivationPlan(ARCS)
ProjectGoalStatement(TerminalObjective):Learnerswhohavehadabasic introductiontoPhotoshopwillbeabletocreatepicturesusingphotoeditingtools, selectingtools,andfiltersfromthesoftwarePhotoshop. Categories& Strategies Subcategories ATTENTION A.1.Iwillcapturetheinterestsbyusinginteresting A.1.Perceptualarousal photos.Usingcolorfulphotosandgraphicswillmakethe A.2.Inquiryarousal projectmoreinteresting.Studentswillbeinterested A.3.Variability becauseitwillbeapplicabletotheirlives.Iwillshow manydifferentusesofPhotoshopandexplainhowitcan beapplicable. A.2.Theprojectasawholewouldbeaninquirybased andmostofthedirectsareopenendeddirections.Itwill beuptothelearnerstodecidehowtochangethepicture soeachtaskisopenended.

18 A.3.Thephotosandtaskswillhelpmaintaintheir attention.Bycreatingtasksthatareinteresting,and havinginterestingphotoslearnersattentionwillbe easilycaptivated. RELEVANCE R.1.Iknowtheirneedsbythesurvey.Itgavealotof R.1.Goalorientation informationonwhatthelearnersarehavingproblems R.2.Motivematching withandwhattheyneedhelpwith. R.3.Familiarity R.2.Thestudentswillhaveachoiceofhowtowhat theywanttodotothepicture,butitwillbethe instructiontellingthemhowtodoit.Theinstructionwill influencewhattheendshouldproductshouldlooklike (becausethesamestepswillbetaken)butitwillbeupto themhowmuchtheyuseeacheffect. R.3.Ifalearnerismoreexperiencedtheywillbeableto domorewitheachtooloreffect.Instructioncaninclude examplesthatarerelevanttomostpeopleslives. CONFIDENCE C.1.Bysettingupthestudentsforsuccessand C.1.Learning scaffoldingtheinstruction.Studentswillknowthe requirements objectivesaheadoftimeandbeabletoknowwhatthey C.2.Successopportunities areworkingtoward. C.3.Personalcontrol C.2.Aftertheinstructionstudentswillbeabletouse Photoshopinaveryproductiveway.Theywillbeableto domuchmorewithPhotoshopandthelearnerswill believethattheyhaveahighercompetenceafterthe learningexperience.Icancheckwithapostinstruction surveytoseeiftheythinktheyaremorecompetent. C.3.Ifstudentsarentabletocompletethetasksthere

19 isnowaytosucceed.Eachtaskisneededandeverything buildsoffofeachother.Ifastudentmissesonestepthey willknowbecausetheywillnothavecompleteda standard.Ifstudentsfollowtheinstructionstheywillbe abletosucceed. S.1.Bygivingstudentsanotherpictureandhavethem usetheskillstheylearnedtofixit.Usingtheskillsthat theylearnedtheycantrytomakeitthebesttheycanand compareittooneIhavedone. S.2.Firstthepictureitselfwillbeimprovingandthis alonewillbeabigreinforcementformostlearners. Whentheyseetheirpictureimprovingtheywillwantto keepgoingandmakemoreimprovements. S.3.Icouldhavepremademessagesthatsaycomments thatmayencouragetheiraccomplishments.Itishard becauseateacherwontbetheretolookattheirpictures andgivespecificfeedbacksayingwhatexactlylooksnice abouttheirpicture.

SATISFACTION S.1.Natural consequences S.2.Positive consequences S.3.Equity

Keller,J.M.(1987).Thesystematicprocessofmotivationaldesign.Performance& Instruction,26(9/10),18.

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Sequence&Timing&SampleLessonPlans
ProjectGoalStatement(TerminalObjective):Learnerswhohavehadabasic introductiontoPhotoshopwillbeabletocreatepicturesusingphotoeditingtools, selectingtools,andfiltersfromthesoftwarePhotoshop. CLUSTER 1 TIMEFRAME 30minutes OBJECTIVESLISTEDINORDEROFHOWTHEY WILLBETAUGHT 1.0 1.1 1.2 1.3 1.3.1 1.3.2 1.4 1.4.1 1.4.2 2.0 2.1 2.1.1 2.1.2 2.2 2.3 3.0 3.1 3.2 3.3

20minutes

20minutes

21 InstructionalStrategiesPlan1 STATEDOBJECTIVE:LearnerswhoareusingPhotoshopwithagiven photographwillbeabletochangethebrightnessofaphotograph. PREINSTRUCTIONALACTIVITIES Motivationalstrategy:Taskswillbescaffoldedsotheycauselessfrustration. PreAssessment:Therewillbe3picturesallhavingamajorproblem.Twowillbetoodark, andonewillbetoobright.Studentswillwritedownwhattheythinkiswrongwitheach pictureandwritewhattheywoulddotochangeit.Ifstudentsalreadyknowtheprocessfor brighteningordarkeningaphotographtheywillbeallowedtoskiptothenextobjective. CONTENTPRESENATION Content:LearnersarelearninghowtousePhotoshoptochangethebrightnessofapicture, andlearnwhatmakesagoodlevelofbrightnessordarkness. Examples:StudentswillfirstbeshownhowtoaccessthebrightnessfunctionofPhotoshop. Nextstudentswillbeshownalightimageandshowntheprocessfordarkeningit.The instructionwillexplainhowyouknowyourhaveachievedthebestbrightnessordarkness. (brightenoughthatthefocusoftheimagehasnodarkshadowcoveringimportantparts, butdarkenoughthatcolorsshowuprichincolor.Theprocesswillberepeated2more timeswithadarkimageandanalmostperfectimagethatneedssomefinetuning. Groups:Studentswillbeworkingbythemselves Mediaselection:3photos(1dark,1light,1closetoperfectbrightnesswithfinetuning needed). STUDENTPARTICIPATION PracticeItems:Nextstudentswillbegiven3pictures(1beingdark,2ndbeinglight,3rdwill beclosetoperfect,butalittledark)andeachstudentwillusethebrightnessfunctiontotry andfixit.Afterfixingthepicture,thestudentwillgotothenextslideandthenextslidewill showtheperfectimageandstudentswillcomparetheirwork. Feedback:Afterteachershowstheperfectpicturestudentswilllookattheirwork.Ifitis thesameitisperfect,ifitisntthesamestudentswillgobacktothebrightnessfunctionand adjustbrighterordarkeruntiltheyseethattheirpicturematchestheperfectpicture.This willgivefeedbacktothestudentsiftheyaredoingtheactivitycorrectlyoriftheyare makingimagestoodarkortoolight. Assessment:Whenstudentsaredonewiththeirthreepicturestheywillcopyandpaste themintotheirpacket.Iftheyhavethepicturesdoneandaccurateinthepacketthenthey willgetfullcredit. Objective# 1.3

22 FOLLOWTHROUGHACTIVITIES Memoryaids:Studentswillbewritingdowntheproccessintheirpacket. Transfer:Whenstudentsareworkingwiththeexamplestheyareusingarealpicture.The processwillbeidenticalforthemwhentheyaredoingthisontheirownwiththeirown photograph. InstructionalStrategiesPlan2 STATEDOBJECTIVE:LearnerswhoareusingPhotoshopwithagiven photographwillbeabletochangethecontrastofaphoto. PREINSTRUCTIONALACTIVITIES Motivationalstrategy:Haveinterestingphotographsthatwillincreaseinterestand increasemotivation. PreAssessment:Therewillbetwophotoswithdifferentcontrastandstudentswillwrite intheirpacketwhattheythinkiswrongwithbothpictures. CONTENTPRESENATION Content:LearnerswillusePhotoshoptoincreaseanddecreasethecontrastofanimage. Examples:Studentswillbeshowntwodifferentpictures(1dulland1tosharp).The instructionwillshowstudentshowtoaccessthecontrastbar,whichisunderimage/adjust/ brightness/contrast.Thentheinstructionwillshowonthefirstpictureifweincreasethe contrastitgoesfrombeingdulltobeingperfect,andifitistoosharpwecandecreasethe contrastbartosoftenthepicture.Theperfectlevelishavingthecolorthemostvibrant withoutallowingtoomuchtodarkeninthephoto. Groups:Studentswillbeworkingbythemselves. Mediaselection:2pictures1dull1sharp. STUDENTPARTICIPATION PracticeItems:Studentswillbegiventheopportunitytopracticethisskill.Thestudents willbegivenasharpandadullphototofix.Studentswillaccessthecontrastbarandadjust thecontrastuntiltheyreachaperfectlevel.Aftertheyfinishtheywillcomparetheirimage totheperfectimage. Feedback:Theprocessofcomparingtheirfinishedimagetotheperfectimage.Thisprocess willhelpdetermineiftheyareusingthetoolcorrectlyorno. Assessment:Whenstudentsaredonewiththeirfinalpicture,studentswillopenupanew Objective# 1.4

23 picturethatistoodullandwillhavetofixit.Oncetheyhavefixeditstudentswillcompareit withanotherstudents.Ifbothagreetheyhavereachedtheperfectimagetheyhave completedtheobjectiveandcanmoveon. FOLLOWTHROUGHACTIVITIES Memoryaids:Studentswillbewritingtheprocessintheirpackets. Transfer:Whenstudentsareworkingwiththeexamplestheyareusingarealpicture.The processwillbeidenticalforthemwhentheyaredoingthisontheirownwiththeirown photograph. InstructionalStrategiesPlan3 STATEDOBJECTIVE:LearnerswhoareusingPhotoshopwithagiven photographwillbeabletoselectapredeterminedportionofapictureusing thepolygonlassotool. PREINSTRUCTIONALACTIVITIES Motivationalstrategy:Haveaninterestingphotographforstudetnstoworkwith.This increasesinterest,whichalsoincreasesmotivation. PreAssessment:selectthetriangle.Ifstudentsalreadyknowhowtouselassothestudent canskipthislesson CONTENTPRESENATION Content:LearnerswillusePhotoshopslassotooltoselectpartsofapicture. Examples:Theinstructionwillshowhowtofirstselectasquareandthentriangle.The examplewilldemonstratehowyoustartinonecornerandclickanddragyourmouseuntil youhavereachedanothercornerandclickagainandcontinuetheprocess.Nextthe instructionwilldemonstratetheprocessonthetriangle. Groups:studentswillbeworkingbythemselves Mediaselection:2photos STUDENTPARTICIPATION PracticeItems:Thestudentswillbegivenapictureofbuildingandwillhavetoselectthe building.Afterthestudentsselectthebuildingtheywillchecktheirwork(seefeedback). Studentswillthengetamorecompleximageandselectapredeterminedportionofthe image.Againafterimagehasbeenselectedstudentswillcheckwork. Feedback:Eachtimetheyhavefullyselectedthebuildingtheywillgouptoeditandclick Objective# 2.1.1

24 oncut.Thestudentwilllookathisorherpictureanddetermineifthewholebuildinghad beenselected. Assessment:Ifstudentwillbegivenanimageandselectapredeterminedportionofit. Studentswillcheckworkbyusingcuttool.Ifthewholeimagewascutoutwithnopart remainingtheydiditcorrectlyandcanmoveon. FOLLOWTHROUGHACTIVITIES Memoryaids:Studentswillbewritingdowntheprocessintheirpackets. Transfer:Studentswillbewatchingtheprocessandthendoingthesamestepsontheir ownimage.Thiswilltransferwhentheytryselectingontheirown. InstructionalStrategiesPlan4 STATEDOBJECTIVE:LearnerswhoareusingPhotoshopwithagiven photographwillbeabletoselectapredeterminedportionofapictureusing themarqueetool. PREINSTRUCTIONALACTIVITIES Motivationalstrategy:Showanimagethathasbeenmadebymultiplecutandpastes.This willincreaseintrestwhichalsoincreasesmotivation. PreAssessment:Askstudentstoselectacirclefromapictureusingtheelipticalmarquee tool.Iftheyalreadyknowhowtheycanskipthisobjective. CONTENTPRESENATION Content:Studentswilllearntoselectaportionofanimagebyusingthedifferentmarquee tools. Examples:Learnerswillbeshownanimagewithasquareandacircleonit.Theinstruction willshowthatwhenwehavearectangularimageweusetherectangularmarqueetooland whenwehaveanellipticalshapeweusetheellipticalmarqueetool.Bothofthesetoolscan befoundinthetopleftofthetoolbox.Toswitchbetweenthetwodifferentmarquees,click andholdonthebuttonandamenubarwillpopout.Movethemouseoverthedesiredtool andreleasethemousebutton.Thenclickonpartoftheoutsideoftheimagethatneedstobe selectedandclickanddraguntilthedesiredareaisselected.Youcancheckyourworkagain bycuttingouttheselectedpartandseeingifthereisanypartoftheimageleft. Groups:studentswillbeworkingbythemselves. Objective# 2.1.2

25 Mediaselection:1picture STUDENTPARTICIPATION PracticeItems:Thestudentswillbegivenapictureofbuildingandwillhavetoselectthe building.Afterthestudentsselectthebuildingtheywillchecktheirwork(seefeedback). Studentswillthengetamorecompleximageandselectapredeterminedportionofthe image.Againafterimagehasbeenselectedstudentswillcheckwork. Feedback:Eachtimetheyhavefullyselectedthebuildingtheywillgouptoeditandclick oncut.Thestudentwilllookathisorherpictureanddetermineifthewholebuildinghad beenselected. Assessment:Ifstudentwillbegivenanimageandselectapredeterminedportionofit. Studentswillcheckworkbyusingcuttool.Ifthewholeimagewascutoutwithnopart remainingtheydiditcorrectlyandcanmoveon. FOLLOWTHROUGHACTIVITIES Memoryaids:Studetnswillbewritingdowntheirprocessinapacket. Transfer:Studentswillbewatchingtheprocessandthendoingthesamestepsontheir ownimage.Thiswilltransferwhentheytryselectingontheirown. InstructionalStrategiesPlan5 STATEDOBJECTIVE:LearnerswhoareusingPhotoshopwithagiven photographwillbeabletouse5differentfilterstochangetheirphotograph. PREINSTRUCTIONALACTIVITIES Motivationalstrategy:Showthestudentsexamplesofpicturesafterdifferentfiltershave beenapplied.Thisshouldbuildinterestbecauseyoucandoalotwithfiltersandthe interestwillbetransferredtomotivation. PreAssessment:Answerthequestioninyourpacket,whatisafilterandwhatcanyoudo withafilter? CONTENTPRESENATION Content:StudentswillusePhotoshopfilterstocreateuniquenessintheirwork. Examples:Aphotowillbeshownandtheprocessoffilterswillbeshown.Theinstruction willshowtogotoFilter/FilterGallery.OnceinFilterGallerymovecursortobottomrightof windowwhereapercentageisvisible.Clickonthepercentageandmovecursortowhereit Objective# 3.0

26 saysfitinview.Thengotothemenuontherightoftheimageandclickonafewdifferent filters.Instructionwillshowthesamepictureafterthefilters(Craquelure,StainedGlass, cutout,andSmudgestick) Groups:Studentswillbeworkingontheirown. Mediaselection:1Pictureshowninmultipleviews STUDENTPARTICIPATION PracticeItems:Studentswillbegivenapictureandalistof4filters(Craquelure,Stained Glass,cutout,andSmudgestick)theymustperformontheimage.Thestudentswillusethe filtergalleryandsaveeachimageaftereachfilter.Oncethestudenthascompletedthe4 filterimagestheywilltryoutafewdifferentfiltersandchoseonedifferentfiltertodo themselves. Feedback:Studentswillbeabletocomparetheirimagestothesameimagethathas alreadygonethroughthesamefilterchange.Ifitlooksthesamethentheydiditcorrectlyif itlooksdifferentthentheydiditdifferently. Assessment:Ifthestudentscanusethe5filtersthentheyhavecompletedtheobjective. FOLLOWTHROUGHACTIVITIES Memoryaids:Studentswillbewritingdowntheirprocessinapacket. Transfer::Studentswillbewatchingtheprocessandthendoingthesamestepsontheir ownimage.Thiswilltransferwhentheytryselectingontheirown.

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InstructionalMaterials
AllmaterialswerecreatedbyAlexVillwock PowerPointSee(villwockIDPPowerpoint,and(CopyingandPasting)) Packet(seePhotoshoppacket)

Formativeevaluationplan
OnetoOneEvaluation AttheendoftheinstructionIwouldhaveasurveythatallparticipantshadtotake. ThesurveywouldbeonthecomputerthroughtheInternet.Theparticipantswould gothrougha15questionssurvey.Thesurveywouldincludequestionsaboutthe instructionalmethod,theaccuracyofthetraining,theaccuracyoftargetingcorrect needs,theexperienceasawhole,andhowitcanbechanged.Thissurveywouldbe helpfultofindoutiftheparticipantsstillthinkinclassinstructionisthebest instructionalmethodorwouldtheyhavepreferredtodotheinstructionoverthe internet.Thesurveywouldhelpfindoutifthetrainingwasaccurateorwasit confusingandhardtofollow.Oneresultthatwouldbeveryimportantinreceiving isfindingoutiftheneedsthatweretargetedweretrulytheneedsofthelearners.If theneedsweredifferentthenthatwouldbethefirstplacetostartandchangenext timearound.Basedupontheresultsinformationaboutthelearnersexperiencewill befoundout.Allofthisinformationisveryimportantbecauseitgiveinsightfor nexttimethisinstructionisrepeated. SmallGroupEvaluation. Thesmallgroupevaluationcanbeoneofthemostimportantparts.Thesmallgroup evaluationallowsthedesignertogetfeedbackontheinstructionandgetcomments ratherthenanswerstoyesornoquestions.Thesmallgroupevaluationwouldbe done2daysaftertheinstruction.Thisallowstimefortheprocesstosinkinand allowforlearnerstothinkabouthowtheprocesswent.Thesmallgroupwould consistofrandomlyselectedparticipatesfromtheinstruction,andwouldtakeplace inthesameroomastheinstruction.Theparticipantswouldhavetheinstructionin

28 frontofthemagainsotheycanshowwhatpartstheylikedanddislikedaboutthe instruction.Thesmallgroupwouldbeformattedasmoreofadiscussiontimerather thenatimewherequickanswersaregiven.Thisisthetimetogetthefeedback abouteachstepoftheprocessandherewhatpeoplelikedanddislikedaboutthe processandinstruction.Participantswouldbeabletoexpressanyproblemsthey hadwiththeinstructionaswellaspartstheylikeabouttheinstruction.Theresults fromthesurveyandthesmallgroupevaluationwillbeusedtoimprovethe instructionfornexttimeandanyotherinstructiondesignprojects.

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Appendix
Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.

Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics X X X X X X X X

Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies X X X

Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations X X

Standard 4: MANAGEMENT

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4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management

Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X X X

1.0 Design
1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).

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1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development

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2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.
3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

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3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management
(none specifically addressed in 503)

5.0 Evaluation
5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies