Barry Janzen Ed Tech 503 Instructional Design Final Project Submitted To: Dr. Yu-Hui Ching July 29, 2011

Barry Janzen Ed Tech 503 Instructional Design Final Project Submitted to: Dr.
Yu-Hui Ching July 29, 2011
B. Janzen - Ed tech 503 - Instructional Design Project
Table of Contents Reflection Paper 3 Part 1: Topic 5 Part 1a: Goal 5 Part 1b: Audience 5 Part 1c: Rationale 5 Part 2: Analysis Report 5 Part 2a.1: Needs Assessment Survey 5 Part 2a.2: Needs Assessment Data 5 Part 2b.1: Learning Context Description 6 Part 2b.2: Transfer Context Description 6 Part 2c: Description of Learners 6 Part 2d: Task Analysis Flow Chart 7 Part 3: Planning 20 Part 3a: List of Instructional Objectives 20 Part 3b: Objectives Matrix Table 25 Part 3c: ARCS Table 29 Part 4: Instructor Guide 31 Part 5: Learning Materials 36 Part 5a: Learning Materials 36 Part 5b: Formative and/or Summative assessment materials 36 Part 5c: Technology Tool Rationale 36 Part 6: Formative Evaluation Plan 36 Part 6a: Expert Review 36 Part 6b: One-to-One Evaluation 36 Part 6c: Small Group Evaluation 37 Part 6d: Field Trial 38 Part 7: Formative Evaluation Report 39 Part 7a: Evaluation Rubric or Survey 39 Part 7b: Report of Expert Review 39 Part 7c: Comments on suggested change 39 Part 8: AECT Standards 41 Appendices Appendix A: 47 Appendix B: 63 Appendix C: 69 Appendix D: 70
Reflection Paper
According to Smith and Regan (2005) the term design suggests a system or intensive planning and ideation process prior to the development of something or the execution of some plan in order to solve a problem. Instructional design is the development of a highly detailed plan, which considers all aspects of education from the leaners themselves, to the systematic application of processes with the intent of achieving a specified learning outcome. The job of the instructional designer is in many ways quite similar to that of a parent planning a vacation for the family. The parent trying to plan the perfect vacation must first consider the ultimate objective; is it to primarily relax, seek adventure, gain historical or geographical knowledge, or just a chance to get away? With the objective in mind, the parent must then establish a series of goals within that objective that are accessible and stimulating to all parties involved. This is where the designer or parent would conduct a mental needs assessment. Knowing what I know about my children, where are their possible deficiencies in their knowledge base that will need to be addressed in order for the ultimate objective to be achieved? The parent/designer must then go about meticulously planning the trip from creating a detailed packing list, to obtaining insurance, making reservations, to making provisions to ensure the survival of the house plants. During the delivery of the unit/vacation the parent/designer will have continuous formative assessment in the form of utterances from the children/learners, such as, Im bored or That was awesome! After the vacation an assessment of the success of the unit can be measured through the sharing of photos and video as well as through the analysis of the overall objective in the context of conversation at the dinner table. As a parent or an instructional designer establishing a clear objective and developing measurable goals to meet this objective is critical for success. Working through the development of the following unit I found myself reconnecting with basic educational practices such as defining explicit goals and criteria for measurement. Breaking down what may seem like a simple series of instructions, into its required elements exposes any weakness in the material and forces the designer to consider alternatives. For example in my unit I discovered that what I thought was a simple process, opening an image file and making a copy for editing, required twenty two deliberate actions by the learner. The process of writing instruction forces the designer, or in my case the instructor too, to strip each action down to its basic elements. The rediscovery of the importance of measurable objectives in quality instruction through the process of instructional design will be the inspiration for me as I continue my career as a teacher. Too often lack of time forces educators to jump right into the strategies for achieving an objective without considering the learning goals necessary within the objective in order to be successful. I have rediscovered the importance of establishing what I want my students to learn first, and then planning the strategies for success. The development of this unit has also reemphasized the importance of establishing clear, objective, measurable criteria in evaluation. As Arts teachers we often struggle with guidelines for objective assessment but the struggle is worth the effort when student are able to prejudge their work based on the available criteria. This process challenges students to get it right. As an educator and instructional designer in the twenty first century it is imperative that one considers the impact of technology on learners and learning. Designers have traditionally based their designs on what has worked in the pas7t. In instructional design traditional learning theory becomes the basis for strategy development. With emerging theories such as connectivism
becoming more and more acknowledged, designers and educators must now consider strategies never before thought of. Creating strategies for learners in an environment where vast amounts of information is accessible and is changing everyday provides a challenge. Considering the global connection created by the Internet and access to other students, mentor and experts must now be incorporated into the development of learning strategies. Formal instructional design may not be a practical approach for an educator in the trenches, however having created this one unit has reaffirmed the importance of a goal based approach when trying to plan the perfect vacation. Reference: Smith, P. L. & Ragan, T.J..(2005) Instructional Design: Third Edition. Wiley Jossey-Bass Education.
Part 1: Topic
Part 1a: Goal Photography 11/12 students will learn the basic tools of Photoshop Elements through manipulation of PSE tools within the context of creating a fictitious magazine cover. Part 1b. Description of the audience The targeted learning group for this instructional design project are Photography 11/12 students at Mount Douglas Secondary School in Victoria, British Columbia, Canada. Part 1c. Rationale The word photoshop has evolved into a universally recognized term for photo manipulation. For students of photography and graphic design skills in manipulating the application Photoshop is essential. The intent behind this instructional design project is to allow students to explore the tools within the application, at an introductory level, using the creation of a magazine cover to give context to the assignment. This project will challenge learners to interact with many of the tools required to create advanced graphic images, but within a context that allows leaners without any experience in the application to explore and understand how to achieve a desired result using a variety of methods. Part 2. Analysis Report Part 2a1: Needs Assessment Survey The data for the needs assessment was collected from students in three Photography classes through access to the following survey made available to students via our class home page: http://tinyurl.com/3mnwntd Forty-four students responded to the survey made available to them in the first fifteen minutes of class. The link to the survey was removed after the completion of all three classes to try and avoid repeated responses or responses that might invalidate the results. The document is a Google form consisting of sixteen rating response questions that were designed to assess leaners entry-level skills with regards to digital photography and the application Photoshop Elements. The seventeenth response was a written response questions to assess students current knowledge of magazine cover design. 2a.2 Needs Assessment Data Statistically, the average response to all rated questions was 3.04017857142857. The general conclusion is that many of the potential learners have a working knowledge of the required elements of the content in the unit of instruction. A closer look at the results reveal that many students feel comfortable with completing the tasks required early in the unit which
revolve around capturing and uploading digital images. When learners where asked about their perceived level of competency with Photoshop related skills the results decreased. An increase is observed in responses related to the final few elements of the unit that involve saving and uploading pictures and images to their e-portfolio. These results can be attributed to previous instruction in these areas in the current course. Results from questions seventeen indicate that many students are able to readily identify the obvious commonalities across different magazine covers; however they also indicate a lack of understanding of the common design elements that publishers and designers use to attract consumers. A detailed breakdown of each question can be found in Appendix A. 2b1: Learning Context Description The resulting instruction of this ID project will be carried out by a photography teacher in a Mac Lab of twenty four computers with iPhoto and Photoshop Elements installed, and a Smartboard controlled by a MacBook Pro. Students will have individual access to Internet connected iMac computers and digital cameras. Instruction in this unit will be lecture and demonstration based in the beginning followed by independent student work at individual computer stations. All instruction for each step of the process will be found on the class website on a separate page called Magazine Cover Assignment. Students will be encouraged to progress through the content independently; however, some partner work is required when capturing portraits to be included on the cover. Students will also have access to instructor feedback and assistance through out the unit. 2b2: Transfer Context Description Students involved in this unit will, in the end, be able to transfer skills and knowledge in digital image design and manipulation to other projects in Photography 11/12 or to any other situation that requires digital images. Students will be applying previous knowledge of design principles taught in Photography 11/12, their familiarity with online instruction, and their use of an e-portfolio. 2c: Description of Learners The target audience for instruction will be grade eleven and twelve students from Mount Douglas Secondary School enrolled in Photography 11 and 12. The school has an academic focus, with a large majority of students preparing for post secondary training. Most students come to the class with good to excellent computer skills and have had experience with digital photography. Target learners are young adults (16-18 years old) who have had experience in computer-based instruction in many classes and are competent media consumers. Based on the results of the needs analysis, the majority of targeted learners are comfortable with the process of capturing and importing digital photos, however less than 50% are confident in their use of many of the Photoshop tools required in this unit.
2d. Task Analysis - Flow Chart Overview Photography 11/12 students will learn the basic tools of Photoshop Elements through manipulation of PSE tools within the context of creating a fictitious magazine cover.
Introduction
Learning Objective 1.0
When the file is uploaded to the Wikispace server 5.4 Students will add all required Wikispace server click on its icon to place the to place the image on the wiki
Learning Objective 2.0 Click Delete
lick Delete ick Delete ck Delete Learning Objective 3.0 k Delete Delete Delete elete lete ete te e
.4 Students will add all required 4 Students will add all required t Students will Learning Objective 5.0 add all required te Students will add all required tex tudents will add all required text udents will add all required text dents will add all required text la ents will add all required text lay nts will add all required text laye ts will add all required text layer s will add Learning Objective 6.0all required text layers will add all required text layers, will add enter a width text layers, Change pixels to inches and all required of 8 and a he ill add all required text layers, in ll add all required text layers, inc l add all required text layers, inc add all required text layers, incl add all required8text layers, inclu pixels to inches and enter a width of and a height of 1 dd all required text layers, inches and enter a width of 8 and a height of 10 includ d a required text enter a width of 8 andallheight of 10 layers, includi all of 10 width of 8 and a height required text layers, includin all required text layers, including and a height of 10 ll required text layers, including height of 10 l required text layers, including t 10 required text layers, including ti required text layers, including tit equired text layers, including titl quired text layers, including title uired text layers, 7 including titles, ired text layers, including titles, c red text layers, including titles, c ed text layers, including titles, co
Learning Objective 1.0 Given a computer with Internet access, students will select two magazine covers that contain obvious application of design principles and unity of design and text. Select full quality and click save. Log into appropriate class profile Open Safari Navigate to class website full quality and click save. quality and click save. y and click save. click save. save.
Navigate to magazine cover assignment page Copy magazine cover questions Paste magazine cover questions Select eraser size and style ct eraser size and style eraser size and style 1.1 After conducting a Google Image search for Life Magazine Covers and Vogue er size and style Magazine Covers, learners will compare the design elements and textual unity of the size and style two covers. and style style
Open a new tab in Safari Navigate to: www.google.com Google search Life Magazine Covers Choose a cover for analysis Drag full size image to desktop Upload cover image to your wiki Repeat 1j to 1m using a search for Vogue Magazine Covers Using the two covers as source material answer the following questions on their wiki: 1. What design principles are evident in each cover? Explain 2. What do both of the covers have in common? 3. What is the main story in each issue and how does it relate to the image on the cover?
1.2 After conducting a Google search for History of Magazine Covers" students will describe elements of early magazine cover design, poster covers and cover lines, through written responses.
Log into appropriate class profile
Open Safari
Google search History of Magazine Covers
Provide a written response on their wiki to the following questions: 4. What were some characteristics of early magazine covers?
5. What are some characteristics of the poster cover?
Learning Objective 2.0 Given a computer with Internet access students will explain the purpose and placement of Cover Lines on magazine covers in the form of written expression. New ew w
Log into appropriate class profile Open Safari Google search Magazine Cover Lines Provide a written response on their wiki to the following questions: 6. What is the purpose of cover lines? 7. What is an "integrated" cover? 8. How can the placement of cover lines effect the overall design of a cover?
2.1 Students will accurately describe six styles of cover lines after accessing this web site. Click Here
2e. Log into appropriate class profile 2f. Open Safari 2g. Navigate to the following web site: http://aejmcmagazine.bsu.edu/Testfolder/wherelines.html 2h. Provide a written description on their wiki of the following style of cover lines: Outside the box Inside the box Columns Zones Banners and Corners Unplanned and Planned Spaces
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Learning Objective 3.0 Using blank paper and a pencil, students will demonstrate understanding of magazine cover layout principles by sketching a rough draft of fictitious magazine cover using all the required elements.
New
ew Decide on magazine genre such as fashion, w science, sports, design, military, etc.
Choose title and design graphic
Design and sketch cover graphic featuring a digital photo of you.
Place the following required elements on your rough design: Month and Year Price Issue/Volume Number Fictitious web site address UPC Code
3.1 Using blank paper and a pencil students will demonstrate understanding of cover line application by writing 5 lines to be included on the rough draft of magazine cover.
Write a series of cover lines for stories that might appear in the magazine and place them on your sketch.
Consult with instructor for feedback and approval
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Using a digital camera, students will demonstrate the ability to capture a digital image. Magic Wand tool Find a partner c Wand tool Wand tool tool Obtain a digital camera from the instructor
Determine the location for the photo based on requirements of the cover design Brush away area to delete rush away area to delete Determine the optimal area to delete camera based on lighting ush away setting for the Repeat 4c to 4f for partner conditions and designarea to delete for the cover. sh away requirements h away area to delete away area to delete away area to delete way area to delete Capture the image ay area to delete Rectangular Marquee tool y area to delete Review image for acceptability area to delete area to delete rea to delete ea to delete a 4.1delete to Students will demonstrate the ability to upload a digital photo of themselves to the hard drive of a computer with the application iPhoto to delete toand Photoshop Elements already loaded into the applications folder. delete o delete delete delete Connect camera to a computer via USB cable elete lete Turn cameraete power on and set on picture setting te e When iPhoto automatically opens click on the import photos tab
Select the thumbnail of the desired image and click on import
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Learning Objective 5.0 Using a computer with Photoshop Elements loaded into the applications folder of the hard drive, students will demonstrate an understanding of the use of several tools within the application to create a digital image of a fictitious magazine cover using all the required elements. 5.1 Students will make copies of all image files and edit their photo.
Open Photoshop Elements Open Safari File
Open
Pictures Open the digital portrait iPhoto Library
Originals
Most recent roll
Locate the portrait in this folder
Select open
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Edit
Select area to eliminate
5c
Create a new copy of the portrait with a transparent background
Select All
Edit Copy File New
elect area to eliminate lect area to eliminate ect area to eliminate ct area to eliminate Change to Transparent Background t area to eliminate area to eliminate title with student name area to eliminate rea to eliminate ea to eliminate a to eliminate Select OK to eliminate to eliminate o eliminate Select Edit eliminate eliminate liminate iminate Paste minate inate nate ate te Save the new image file e
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5d Eliminate the background from the digital portrait image using a combination of the following methods:
Rectangular Marquee tool
Click Delete
Elliptical Marquee tool
Click Delete
Lasso tool
Surround area to be eliminated
Click Delete
Magic Wand tool
Adjust Tolerance
Hold shift>Click area to eliminate
Click Delete
Eraser Tool
Select eraser size and style
Brush away area to delete
Magnifying Glass Tool
Command + to zoom in
Command - to zoom out
5e
Save Edited image
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5.2 Students will create a blank magazine sized document to act as the background.
Repeat steps 5c, d and e epeat steps 5c, d and e peat steps 5c, d and e to Open Photoshop Elements New eat steps 5c, d and e to at steps 5c, d and e to t steps 5c, d and e to Blank File steps 5c, d and e to steps 5c, d and e to teps 5c, d and e to make eps 5c, d and e to make ps 5c, d and e to make s 5c, d and e to make Change pixels to inches and enter a width of 8 and a height of 10 5c, d and e to make 5c, d and e to make c, d and e to make Select a background colour based on your design or select Transparent , d and e to make copies background d and e to make copies d and e to make copies and e and save. Title the file with the students name followed by "magazine cover"to make copies and e to make copies 5.2 Students will create a blank m nd e to make copies and d e to make copies and .2 Students will create a blank ma e to make copies and 5.3 Students will place and adjust their portrait imageeon the background. 2 Students will create a blank mag to make copies and Students will create a blank maga to make copies and edit Students will create a blank maga to make copies and edit tudents will create a blank magazi o Using copies and edit make the move tool click on the portrait layercopies and edit udents willof the a blank magazin and drag the image on top create make Eraser To background layer dents will create a blank magazine make copies and edit ents will create a blank magazine s ake copies and edit nts will create a blank magazine si ke copies and edittool click on the Using the move ts will create a blank magazine siz e bounding box, resize and move the copies and edit s will create a blank magazine size copies andthe desired location based image to edit selected will create a blank magazine sized copies and editdraft and click apply. on the rough selected create a blank magazine sized will opies and edit selected ill create a blank magazine sized d pies and edit selected ll create a blank magazine sized do ies and edit selected tab and Click on the Image l create a blank magazine sized do esselectedit selected and Adjustments. Adjust create a blank magazine sized doc s and edit selected and colour lighting, contrast, create a blank magazine sized doc and edit selected balance as required. reate a blank magazine sized docu and edit selected eate a blank magazine sized docum nd edit selected images. raser Too ate a blank magazine sized docum d edit selected images. te a blank magazine sizedaser Tool docume B. Janzen - Ed tech 503 - Instructional Design Project 16 edit selected images. ser Tool e a blank magazine sized documen edit selected images. er Tool a blank magazine sized document dit selected images. r Tool a blank magazine sized document it selected images.
Select File
5.4 Students will add all required text layers, including titles, cover lines, price, date, website. Repeat steps 5k, l, and m to and m to move and adjust Paste adjust new graphic layers Click on the Horizontal Type tool layers onto magazine magazine background. Click on the background background. layer and type desired text for the title Readjust the size and placement of the text layer using the move tool and the bounding box and click apply.
Adjust the font, style, and colour of the text according to the design aste ste te e Add desired effects to the text such as drop shadow, beveling, and glow
5.5 Students will edit add any further graphics as required by their original design. Open Safari
Use Google Images to locate and copy any other graphic images as outlined on the rough draft.
Repeat steps 5c, d and e to make copies and edit selected images.
Repeat steps 5k, l, and m to move and adjust new graphic layers onto magazine background.
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5.6 Students will add a bar code. Navigate to the following web tutorial and follow the instructions to create a barcode: http://www.depiction.net/tutorials/photoshop/barcode.php
Using the Move tool and the bounding box drag the barcode layer onto the magazine background and adjust its size and location and click apply
Save magazine cover PSD file.
Learning Objective 6.0 Using a computer with an Internet connection and the saved Photoshop file of Create magazine cover, students will demonstrate knowledge of file formats within the a new copy of the reate a new copy of the by converting the image to a JPEG. Photoshop Elements eate a new copy of the ate a new copy of the te a new copy of the e a new copy of the Select File>Save As... a new copy of the a new copy of the new copy of the portrait new copy of the portrait ew copy of the portrait Using the drop down box select JPEG w copy of the portrait copy of the portrait with copy of the portrait with opy of the portrait with a py of the portrait with a Select full quality and click save. y of the portrait with a of the portrait with a of the portrait with a f the portrait with a the portrait with a the portrait with a he portrait with a e portrait with a portrait with a B. Janzen - Ed tech 503 - Instructional Design Project 18 portrait with a ortrait with a transparent rtrait with a transparent
Students will display their final product for the class by uploading it to their personal Photography Class wiki. Click on the Horizontal Type tool Open Safari k on the Horizontal Type tool the Horizontal Type tool Horizontal Type tool zontal Type tool Click sign in andtool student user name and password al Type enter Type tool tool Navigate to the Magazine Cover Assignment page and click on Edit.
Click on the green File icon. Using the move tool click on the portrait move tool click on the portrait layer and click on the portrait layer and drag the the JPEG file browse to the magazine cover portrait layer and drag the image on top portrait layer and drag the image on top of layer and drag the image on top of the drag the image on top of the background click open image on top of the background layer top of the background layer File When thebackground layer the Wikispace server file is uploaded to click on its layer to place the image on the wiki d icon Click on Upload Files
Use the image options to position the image and resize it on the page
Select a background colour based on your design or select Transparen elect a background colour based on your design or select Transparent Click savea background colour based on your design or select Transparent lect ect a background colour based on your design or select Transparent ct a background colour based on your design or select Transparent t a background colour based on your design or select Transparent a background colour based on your design or select Transparent a background colour based on your design or select Transparent B. Janzen - Ed tech 503 - Instructional Design Project 19 background colour based on your design or select Transparent background colour based on your design or select Transparent ackground colour based on your design or select Transparent
Part 3: Planning 3a: List of Instructional Objectives

1.0 Given a computer with Internet access, students will select two magazine covers that contain obvious application of design principles and unity of design and text. The student will: 1a. Log into appropriate class profile 1b. Open Safari 1c. Navigate to class website 1d. Navigate to magazine cover assignment page 1e. Copy magazine cover questions 1f. Create new page titled Magazine Cover Assignment 1g. Paste magazine cover questions 1.1 After conducting a Google Image search for Life Magazine Covers and Vogue Magazine Covers, learners will compare the design elements and textual unity of the two covers. The student will: 1h. Open a new tab in Safari 1i. Navigate to: www.google.com 1j. Google search Life Magazine Covers 1k. Choose a cover for analysis 1l. Drag full size image to desktop 1m. Upload cover image to your wiki 1n. Repeat 1j to 1m using a search for Vogue Magazine Covers 1o. Using the two covers as source material answer the following questions on their wiki: 1. What design principles are evident in each cover? Explain 2. What do both of the covers have in common? 3. What is the main story in each issue and how does it relate to the image on the cover? 1.2 After conducting a Google search for History of Magazine Covers" students will explain elements of early magazine cover design, poster covers and cover lines, through written responses. The student will: 1p. Log into appropriate class profile 1q. Open Safari 1r. Google search History of Magazine Covers 1s. Provide a written response on their wiki to the following questions:
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4. What were some characteristics of early magazine covers?
5. What are some characteristics of the poster cover?

2.0 Given a computer with Internet access students will articulate the purpose and placement of Cover Lines on magazine covers in the form of written expression. The student will: 2a. Log into appropriate class profile 2b. Open Safari 2c. Google search Magazine Cover Lines 2d. Provide a written response on their wiki to the following questions: 6. What is the purpose of cover lines? 7. What is an "integrated" cover? 8. How can the placement of cover lines effect the overall design of a cover? 2.1 Students will accurately describe six styles of cover lines after accessing this web site. Click Here The student will: 2e. Log into appropriate class profile 2f. Open Safari 2g. Navigate to the following web site: http://aejmcmagazine.bsu.edu/Testfolder/wherelines.html 2h. Provide a written description on their wiki of the following style of cover lines: Outside the box Inside the box Columns Zones Banners and Corners Unplanned and Planned Spaces 3.0 Using blank paper and a pencil students will articulate their understanding of magazine cover layout principles by sketching a rough draft of their fictitious magazine cover using all the required elements. The student will: 3a. Decide on magazine genre such as fashion, science, sports, design, military, etc. 3b. Choose title and design graphic 3c. Design and sketch cover graphic featuring a digital photo of you. 3d. Place the following required elements on your rough design: Month and Year Price Issue/Volume Number Fictitious web site address UPC Code
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3.1 Using blank paper and a pencil, students will articulate understanding of cover line application by writing 5 lines to be included on the rough draft of their magazine cover. Students will: 3e. Write a series of cover lines for stories that might appear in the magazine and place them on your sketch. 3f. Consult with instructor for feedback and approval 4.0 Using a digital camera, students will capture a digital image. Students will: 4a. Find a partner 4b. Obtain a digital camera from the instructor 4c. Determine the location for the photo based on requirements of the cover design 4d. Determine the optimal setting for the camera based on lighting conditions and design requirements for the cover. 4e. Capture the image 4f. Review image for acceptability 4g. Repeat 4c to 4f for partner 4.1 Students will upload a digital photo of themselves to the hard drive of a computer with the application iPhoto and Photoshop Elements already loaded into the applications folder. Students will: 4h. Connect camera to a computer via USB cable 4i. Turn camera power on and set on picture setting 4j. When iPhoto automatically opens click on the import photos tab 4k Select the thumbnail of the desired image and click on import 5.0 Using a computer with Photoshop Elements loaded into the applications folder of the hard drive, students use several tools within the application to create a digital image of their fictitious magazine cover using all the required elements. 5.1 Students will make copies of all image files and edit their photo. Students will: 5a. Open Photoshop Elements 5b. Open the digital portraits: File>Open>Pictures>iPhoto Library>Originals> most recent roll, locate the portrait in this folder and select open. 5c. Create a new copy of the portrait with a transparent background: Select: Edit>Select All>Edit>Copy>File>New. Change to Transparent Background, title with student name. Select OK. Select Edit>Paste. Save the new image file.
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5d. Eliminate the background from the digital portrait image using the following tools: Rectangular Marquee tool Elliptical Marquee tool Lasso tool Magic Wand tool Eraser Tool Magnifying Glass Tool 5e. Save edited image. 5.2 Students will create a blank magazine sized document to act as the background. Students will: 5f. Open Photoshop Elements 5g. Select File>New>Blank File 5h. Change pixels to inches and enter a width of 8 and a height of 10 5i. Select a background colour based on your design or select Transparent background 5j. Title the file with the students name followed by "magazine cover" and save. 5.3 Students will place and adjust their portrait image on the background. Students will: 5k. Using the move tool click on the portrait layer and drag the image on top of the background layer 5l Using the move tool click on the bounding box, resize and move the image to the desired location based on the rough draft and click apply. 5m. Click on the Image tab and select Adjustments. Adjust lighting, contrast, and colour balance as required. 5.4 Students will add all required text layers, including titles, cover lines, price, date, website. Students will: 5n. Click on the Horizontal Type tool 5o. Click on the background layer and type desired text for the title 5p. Readjust the size and placement of the text layer using the move tool and the bounding box and click apply 5q. Adjust the font, style, and colour of the text according to the design 5r Add desired effects to the text such as drop shadow, beveling, and glow 5s. Repeat 5m to 5q for all required text layers. 5.5 Students will edit add any further graphics as required by their original design. Students will: 5t. Open Safari
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5u. Use Google Images to locate and copy any other graphic images as outlined on the rough draft. 5v. Repeat steps 5c, d and e to make copies and edit selected images. 5w. Repeat steps 5k, l, and m to move and adjust new graphic layers onto magazine background. 5.6 Students will add a bar code. Students will: 5x. Navigate to the following web tutorial and follow the instructions to create a barcode: http://www.depiction.net/tutorials/photoshop/barcode.php 5y. Using the Move tool and the bounding box drag the barcode layer onto the magazine background and adjust its size and location and click apply. 5z. Save magazine cover PSD file. 6.0 Using a computer with an Internet connection and the saved Photoshop file of their magazine cover, students will convert their image to a JPEG. Students will: 6a. Select File>Save As... 6b. Using the drop down box select JPEG 6c. Select full quality and click save. 7.0 Students will display their final product for the class by uploading it to their personal Photography Class wiki. Students will: 7a. Open Safari 7b. Navigate to student e-portfolio wikispace 7c. Click sign in and enter student user name and password 7d. Navigate to the Magazine Cover Assignment page and click on Edit. 7e. Click on the green File icon. 7f. Click on Upload Files, browse to the magazine cover JPEG file and click open. 7g. When the file is uploaded to the Wikispace server click on its icon to place the image on the wiki. 7h. Use the image options to position the image and resize it on the page. 7i. Click save.
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3b: Objectives Matrix Table

Learning Objective 1.0 Bloom's Taxonomy Classification Analysis Format of Assessment Performance Description of test form Completion of Task Sample Items
1. Choose two magazine covers and embed those image files on student wiki
1.1
Comprehension
Pencil and Paper
Written response 1. What design to questions principles are evident in each cover? Explain 2. What do both of the covers have in common? 3. What is the main story in each issue and how does it relate to the image on the cover? Written response 4. What were to questions some characteristics of early magazine covers?
1.2
Comprehension
Pencil and Paper
5. What are
some characteristics of the poster cover?
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Bloom's Taxonomy Classification Comprehension
Format of Assessment Pencil and Paper
Description of test form
Sample Items
Written response 6. What is the to questions purpose of cover lines? 7. What is an "integrated" cover? 8. How can the placement of cover lines effect the overall design of a cover? Written response Provide a written to questions description on their wiki of the following style of cover lines: - Outside the box - Inside the box - Columns - Zones - Banners and Corners - Unplanned and Planned Spaces
2.1
Comprehension
Pencil and Paper
3.0
Synthesis
Performance
Rubric including standards for each of the required elements
Sketch of design with all required elements
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Bloom's Taxonomy Classification Synthesis
Format of Assessment Performance
Description of test form Rubric including standards for each of the required elements Completion of task
Sample Items
Sketch of design with all required elements
4.0
Application
Performance
Using a digital camera students will capture an image of a partner. Students will upload a digital photo of themselves to the hard drive of a computer Create a digital image of fictitious magazine cover using all the required elements make copies of all image files and edit photo create a blank magazine sized document to act as the background place image on the background
4.1
Application
Performance
Completion of task
5.0
Application
Performance
Rubric including standards for each of the required elements
5.1
Application
Performance
Completion of task Completion of task
5.2
Application
Performance
5.3
Application
Performance
Completion of task
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Bloom's Taxonomy Classification Application
Format of Assessment Performance
Description of test form Rubric including standards for each of the required elements
Sample Items
add all required text layers, including titles, cover lines, price, date, website. edit and add any further graphics as required by their original design add a bar code convert image to a JPEG upload image to personal Photography Class wiki.
5.5
Application
Performance
Rubric including standards for each of the required elements Completion of task Completion of task Completion of task
5.6 6.0 7.0
Application Application Application
Performance Performance Performance
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3c. ARCS Motivational Strategies Plan Project Goal Statement: Photography 11/12 students will learn the basic tools of Photoshop Elements through manipulation of PSE tools within the context of creating a fictitious magazine cover.
ATTENTION A.1 Perceptual Arousal >Show examples of photo shopped images A2. Inquiry Arousal > ask students to try and identify in their mind where the changes to the image have been made. A3. Variability > show examples of iconic magazine covers throughout history and tie in the use of Photoshop with graphic design and the production of magazines RELEVANCE R1. Goal orientation > The use of Photoshop in graphic design and photography is an industry necessity. Through this introductory unit students will work toward gaining the knowledge and skill necessary to manipulate images within the application R2. Motive matching >The impetus of this unit is to tie in principles of design previously studies with image editing skills in order to enable students to dig deep into photographic enhancement and image manipulation. Students will apply the knowledge and skills in this unit to future projects in this course. R3. Familiarity >The vast majority of target students for this unit will have at least a familiarity with the potential capabilities of the application. All students will have had exposure to magazines. CONFIDENCE C1. Learning requirements >Students will utilize an online environment to explore magazine cover history and design. This knowledge will then be applied in the design of magazine cover. Students will learn the application of several Photoshop tools in the digital creation of a magazine cover. C2. Success opportunities
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> Waypoint for students success are built into the unit as they progress from Internet investigation to design and creation. The instructor has the opportunity to provide feedback after the Internet inquiry and as students create the rough design. Students are required to consult the instructor on the rough copy of the magazine cover design before proceeding to the digital creation. C3. Personal control > Once students begin the digital design of the cover students may follow the online instructions sequentially or choose to reorder the sequence of steps. The entire digital process must be followed, however students may customize the order. SATISFACTION S1. Natural consequences > Students will apply their new skill and knowledge in the development of images in further photography assignments and transfer that knowledge to uses in other classes. S2. Positive consequences > Students will find, through the creation of the cover, that they will be able to produce surprisingly professional results. Students will gain confidence in image manipulation that will enable them to experiment with the technology in future projects. Students may also have an improved ability to identify images that have been touched up and perhaps recognize the techniques used. S3. Equity > Students will begin to see themselves as graphic designers in training. They will develop a sense of pride in their ability to produce professional looking images on their own. Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.
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Instructor Guide for an Introductory Unit on Photoshop Elements

Preparation of the learning environment: The learning environment will consist of an Internet connected computer lab with iPhoto, Photoshop Elements, and Safari installed. The instructor will connect a computer and projector to a Smart board for demonstration and the display of images. Introduction A. Focus the attention of the class to the Smart board with the use of striking photo shopped images and ask them to describe what is real. B. After a series of images and discussion introduce iconic magazine cover images and discuss why they are recognizable and what design principles are employed. C. Direct student attention to the class website that has a break down of the entire unit. D. Review each element of the unit including: Part 1: Research and Response Part 2: Magazine Cover Design Part 3: Digital Cover Creation E. Discuss the procedure for completion of the unit and the expectations for evaluation. F. Show students some examples of covers created by students in previous classes. Body 1. Research the history and design of magazine covers. 2. Design and create a magazine cover for a fictitious magazine featuring a digital photos of yourself, Elements of Magazine Covers Banner (sometimes called "nameplate") Tagline Image Cover blurbs UPC code Price Date/Volume number website
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Step 1. Research and Questions Students should procede to assigned computers and navigate to the assignment website found at: http://mdphoto-magazine.wikispaces.com/ Students will follow the instructions found on the website. Vogue/Life Magazine Cover Analysis Choose a cover from Vogue and Life magazines and copy the images onto your wiki. Students will answer the following questions on a new page on their personal wiki titled Magazine Cover Assignment: 1. What do both of the covers have in common? 2. What is the main story in that issue and how does it relate to the image on the cover? 3. What design principles are evident in the cover image? Explain The Evolution of the Magazine Cover 4. What were some characteristics of early magazine covers? 5. What are some characteristics of the poster cover? 6. What is the purpose of cover lines? 7. What is an "integrated" cover? 8. How can the placement of cover lines effect the overall design of a cover? Cover Lines 9. Describe the following styles of cover lines: Outside the box Inside the box Columns Zones Banners and Corners Unplanned and Planned Spaces Step 2. Rough Design of Cover Based on your understanding of cover design and of design principles in general, design a rough draft on paper of a fictitious magazine cover. Students must sketch the cover and include all the required elements as listed on the class website.
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Students will bring their design to the instructor for consultation and approval before beginning the digital design. The Instructor will demonstrate the following tools and techniques using the Smart board: 1. Create a new copy of the portrait with a transparent background 2. Change to Transparent Background 3. Eliminate the background from the digital portrait image using a combination of the following methods: Rectangular Marquee tool Elliptical Marquee tool Lasso tool Magic Wand tool Eraser Tool Magnifying Glass Tool 4. Students will place and adjust their portrait image on the background. Using the move tool click on the portrait layer and drag the image on top of the background layer Using the move tool click on the bounding box, resize and move the image to the desired location based on the rough draft and click apply. 5. Click on the Image tab and select Adjustments. Adjust lighting, contrast, and colour balance as required. 6. Students will add all required text layers titles cover lines price date website Saving the Photoshop file as a JPEG and uploading the image to the students wikispace.
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Step 3. Digital Cover Creation Students are then free to begin the digital creation of the cover. I encourage the instructor to circulate and suggest to the students that they explore the application as they follow the detailed instructions on the class web site.
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Conclusion 1. The instructor will provide feedback to the research and response questions directly on the student websites. 2. The Instructor will display students work and the class will engage in constructive discussion and critique of student work. 3. The instructor will provide feedback to the students in the form of a rubric that is highlighted and commented on that will be uploaded to the students website. The rubric can be found in Appendix C. 4. The instructor may incorporate skills and knowledge from this unit as a spring-board into further exploration of graphic design and digital image editing in subsequent lessons.
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Part 5. Learner Content

Part 5a. Learning materials All resources for this project may be found at the following website: http://mdphoto-magazine.wikispaces.com/ This website is in text form in Appendix D. Part 5b. Formative and/or Summative Assessment Assessment of students will be based on two major elements: 1. Assessment of learners will be based on a numerical assessment of accuracy of responses to the questions in the development portion of the unit. 2. Assessment of the final magazine cover product based on the rubric found in Appendix C.
Part 5c. Technology Tool Justification The use of technology in this unit is the central focus of the unit itself. Students will be learning the use of a piece of industry standard imaging software as part of a Photography course. Through the use of the Internet, students will research the history and design of magazine covers, respond in an online e-portfolio or wiki and house there final product as a digital file in this portfolio. The e-portfolio format is relevant to the course in that it is now the standard for any graphic designer or photographer to house a portfolio of their work online in order to solicit employment and to gain recognition. For students an e-portfolio can be use as part of an application to study at a post- secondary institution for Graphic Arts, Design, or Photography. The use of the wiki for providing step by step instructions allows students to work independently, at their own pace with guidance by the instructor.
Part 6. Formative Evaluation Plan

Part 6a. Expert Review The SME for my project is Mr. Peter Steed. He is a colleague who teaches Photography and Graphic Design at another school in the Greater Victoria School District. He will review the design plan and complete a Google form, which can be found in Appendix B. Part 6b. One-to-One Evaluation: With the intent of the one-to-one formative evaluation process being to provide feedback on the design, not the learner, a student would be selected to follow the instructions found in the unit.
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The selected student should be representative of the targeted learner group and should be advised to follow the detailed instructions as written in the Magazine Article Assignment web site. Prior to working in Photoshop Elements, the trial learner should be given a demonstration of all the applicable tools as outlined in the instructors guide. The intent of the one-to-one assessment will be to identify areas of instructional weakness; areas that may need re-writing or clarification for the learner. The intent is also to see if the desired learning outcomes of the unit are appropriate and achievable. Some questions that should be asked of the trial learner are: To what degree do the introductory activities excite and motivate you to engage in the process of this unit? What did you discover about magazine cover design that you did not know before the research portion of the unit? To what degree is the research portion of the unit necessary or helpful in the creation portion of the unit? When creating the digital magazine cover, what steps did you find the most challenging? Did you have any difficulty following the online instructions when creating the cover? If so, which section(s) of the instructions were confusing or vague? To what degree is your final product reflective of a professional looking magazine cover? Using the rubric provided, what mark would you assign for you final product? Feedback from the one-to-one evaluation would provide data for the revision of the unit by the designer. Part 6c. Small Group Evaluation The intent of the small-group formative assessment would be to evaluate the degree to which the changes made, based on the one-to-one evaluation, were successful. This process would also further explore the clarity and overall effectiveness of the design. A select group of 5 to 10 students within the target audience for this unit would be given the instructions for the unit and the demonstration of the Photoshop tools and techniques and asked to complete the research, design, and creation of the magazine cover without significant intervention by the designer. In order to evaluate the effectiveness of the unit the following questions will be put to this group: What areas of the unit do you feel needs better clarity?
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To what degree is the research portion of the unit necessary or helpful in the creation portion of the unit? Are there any areas of instruction that you found confusing or difficult to follow? Please specify. To what degree do you feel confident that you could now use Photoshop Elements for the creation of digital graphics in your personal or educational pursuits? To what degree is your final product reflective of a professional looking magazine cover? Using the rubric provided, provide feedback on the final product of another trial learner in the group? To what degree do you think the evaluation rubric correctly assesses the content and skills needed to create the final product?
The designer will use data collected and personal observations from the group evaluation process to further revise and strengthen the objectives, instruction and evaluation processes in the unit. Part 6d. Field Trial A field trial is clearly not realistic in the context of a classroom teacher developing a unit of instruction for her students; however within the context of instructional designer a field trial would provide essential data for further revision of the instruction or perhaps even a complete redesign of selected strategies. The main objective of the formative assessment strategies is to gather evidence that the selected goals, strategies and evaluative techniques are consistent with the learning outcomes of the unit. A field trial would take place in a similar learning environment as outlined in the design, and instruction should be delivered to a select group of learners within the target audience, by a qualified Photography, or Graphic Design teacher. During instruction the learners should take note of any ambiguity in the instruction while the instructor should also take note of any difficulties in the delivery of the content. The field trial should provide clear and unambiguous feedback about all stages of instruction and evaluation within the design. Potential questions for the field trial instructor are: Based on your introduction, to what degree do you feel your students were motivated to engage in the activities?
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During the demonstration phase of the unit did you feel as though there were any other areas of the application that should be explored? During student creation, to what degree did you feel as though students were engaged in the task? During student creation, how often where you called on to clarify a piece of written instruction? To what degree do you feel the given evaluative strategies are appropriate for the unit? Based on your experiences in graphic design and your experience delivering this unit what suggestions might you have for improvement? Questions for the field trial students would be the same as for the small group evaluation.
Part 7. Formative Evaluation Report

Part 7a. Evaluation Survey or Rubric The following survey was submitted to the SME: http://tinyurl.com/3kvcvny Part 7b. Report the results of the expert review. The complete survey and full results can be found in Appendix B. Twenty seven questions required the respondent to choose a rating based on their level of satisfaction with the material in the project such as: Very Somewhat Neutral Not Applicable Out of these twenty-seven questions twenty three where given the highest level of satisfaction with four questions receiving a somewhat level response. This indicates to me that the project goals, strategies, implementation, and evaluation are very likely to achieve the desired learning outcome in most students. The SME made suggestions regarding the techniques used for initial arousal of learners recommending that the instructor make connections between the classic magazine covers and more modern youth targeted magazines. Another suggestion was the inclusion of Photoshop instruction spread out over the course of the lesson as needed. His final suggestion was an increased level of detail in the evaluation rubric. Part 7c. Comments on Change Based on the feedback from the SME and further contemplation of the project I would make a few changes. The introduction of the unit to learners might include more teen centered images; however, I would encourage the instructor to explain connections between them and iconic covers from the past emphasizing the consistency of design principles. I would also add screen
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shots of some of the tools in question to the student instructions in the web site and allow for more instructor demonstrations throughout the delivery of the unit. I also believe further clarity can be added to the rubric by placing categories specific to the photoshop skills being developed.
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Part 8. AECT Standards Grid

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. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) X ID Project 1.1.1 Analyzing X ID Project 1.1.2 Designing X ID Project 1.1.3 Developing X ID Project 1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design 1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project 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 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 Standard 4: MANAGEMENT 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 X 5.2 Criterion-Referenced Measurement X ID Project 5.3 Formative and Summative ID Project Evaluation X
X ID Project X Reading Quiz; ID Projects X (all assignments)
X (all assignments) ID Project X
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5.4 Long-Range Planning
COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use Describe at least two reasons why instructional design models are useful Identify at least six instructional design models and classify them according to their use Compare and contrast the major elements of three theories of learning as they relate to instructional design Define instructional design. Define the word systematic as it relates to instructional design Define learning and synthesize its definition with the practice of instructional design Relate the design of instruction to the term educational (or instructional) technology Describe the major components of the instructional design process and the functions of models in the design process Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) Build an instructional design product that integrates major aspects of the systematic process and make this available on the web.
a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses
Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant
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b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.)
Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives
c.
Select and implement instructional strategies for selected learning tasks
Select appropriate media tools that support instructional design decisions

d.
Describe the rationale and processes associated with the formative evaluation of instructional products Create a plan for formative evaluation Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. Apply state and national content standards to the development of instructional products Meet selected professional standards developed by the Association for Educational Communications and Technology Use various technological tools for instructional and professional communication
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AECT STANDARDS (Applicable to EDTECH 503) 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). 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.
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1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 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. 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
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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
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Appendix A Needs Assessment Data Overall Statistical Average Result:3.04017857142857

Rate the following by choosing a number from 1 to 5 based on your perceived ability to complete each task. a. Sketching objects to scale - Average Response: 3.16666666666667
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2. Taking portraits using a digital camera - Average Response: 3.95238095238095
3. Importing digital photos from the camera to iPhoto - Average Response: 4.14285714285714
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4. Manipulating images in the digital dark room using iPhoto. - Average Response: 3.07142857142857
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5. Importing saved photo files into Photoshop Elements - Average Response: 2.92857142857143
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6. Creating copies of images on transparent backgrounds in Photoshop Elements - Average Response: 2.0952380952381
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7. Eliminating unwanted areas of an image using various tools in Photoshop elements. - Average Response: 2.83333333333333
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8. resizing and moving images in Photoshop Elements - Average Response: 2.88095238095238
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9. Combining images using layers in Photoshop Elements - Average Response: 2.54761904761905
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x. manipulating colour using paint brushes and bucket tools in Photoshop Elements -
Average Response: 2.85714285714286
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xi. adding text to a Photoshop Elements image - Average Response: 3.5
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xii. resizing and moving text in Photoshop Elements - Average Response: 3.26190476190476
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xiii.
adding filters and effects to images in Photoshop Elements - Average Response:2.45238095238095
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14. adding filters, effects and textures to text in Photoshop Elements - Average Response:2.33333333333333
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15. saving an image using various file formats using Photoshop Elements - Average Response:3.14285714285714
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xvi. uploading a JPEG file to your wikispace - Average Response: 3.47619047619048
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What kinds of things do all magazine covers have in common. The following is a sampling of responses. The entire for can be found at: http://tinyurl.com/6fweouo they all have: - text - images - titles - subtitles A direct focus, with simple, geometric graphic design. Barcodes, Titles, bright/attractive colouring, cover photos, prices, story headlines, title, date, price, homepage, subject, barcodes, Titles, Bright/attractive colouring, Cover Photos, Pricing, Headlines for stories, Issue dates, Bar code, website, background, title, price; Big tittle, price, background, barcode, impactive words title, picture, coverlines -Barcodes, prices -Some kind of message, conveyed through an image or text -There aren't very many rules, because magazine covers can be very artistic
xvii.
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Appendix B
How applicable is the subject matter of the unit to the goals of a Photography 11/12 class? * Very Somewhat Neutral Not Applicable How appropriate is the context of a magazine cover to the exploration of Photoshop Elements and it's tools? * Very Somewhat Neutral inappropriate How well does the unit satisfy the rationale as outlined in part 1c? * Very well Somewhat Neutral Not well Please provide an explanation of the above responses relative to Part 1 of the ID document. * How well do the questions from the needs assessment survey establish the baseline skill and knowledge of the learner before beginning the project? Very well Somewhat well Neutral Not Well How accurately does the unit respond to the results of the needs assessment survey? * Very Accurate Somewhat accurate Neutral Inaccurate How appropriate is the learning context (2b1) to successful achievement of the learning outcomes? * Very appropriate Somewhat appropriate
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Neutral Not Appropriate How likely is it that students in a Photography 11/12 course will be able to apply the knowledge and skills acquired in this unit to other lessons in Photography. * Very likely Somewhat likely Neutral Not Likely
How likely is it that students in a Photography 11/12 course will be able to apply the knowledge and skills aquired in this unit to lessons and projects in other classes * Very likely Somewhat likely Neutral Unlikely How appropriate is this unit to the attributes of the target learner (2c)? * Very Somewhat Neutral Not appropriate How appropriate is learning objective 1.0 to the achievement of the overall goal within the context of this unit? * Very Somewhat Neutral Not Appropriate How appropriate is learning objective 2.0 to the achievement of the overall goal within the context of this unit? * Very Somewhat Neutral Not Appropriate How appropriate is learning objective 3.0 to the achievement of the overall goal within the context of this unit? * Very Somewhat Neutral Not Appropriate
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How appropriate is learning objective 4.0 to the achievement of the overall goal within the context of this unit? * Very Somewhat Neutral Not Appropriate How appropriate is learning objective 5.0 to the achievement of the overall goal within the context of this unit? * Very Somewhat Neutral Not Appropriate How appropriate is learning objective 6.0 to the achievement of the overall goal within the context of this unit? * Very Somewhat Neutral Not Appropriate How appropriate is learning objective 7.0 to the achievement of the overall goal within the context of this unit? * Very Somewhat Neutral Not Appropriate Please outline any changes or additions you might make to any of the learning objectives. Response: I think all learning objectives are appropriate and are set out in the correct order. How likely will the strategies for arousal be successful? Very Somewhat Neutral Not likely How likely is it that learners will be able to identify the relevance of this unit to future application of learning? *
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Very Somewhat Neutral Not Likely How likely is it that the instructional strategies will maintain the engagement of learners throughout the unit? * Very Somewhat Neutral Not Likely How likely is it that learners will become better at critical analysis of graphics as a result of this unit? * Very Somewhat Neutral Not Likely Please outline any suggestions for increasing initial arousal and continued engagment of learners in this unit. Response: In my experience, getting students to do research on historical images requires a high degree of maturity and discipline. It's most likely that students will ask if they can look at contemporary magazines -- skateboarding, BMX, video gaming for boys -- fashion, music, pop culture for girls. I think the instructor must be prepared to yield to the tastes of the students while gently introducing traditional, iconic images and perhaps futuristic, avante garde, unexpected magazine covers that do not obey traditional design rules as a way of showing how rules can be bent or ignored as well as followed. How effective will the proposed introduction to this unit be? * The following questions are with reference to the Instructor Guide. Very Somewhat Neutral Not effective How applicable is the introduction to this unit to the overall goal? * Very Somewhat Neutral Not applicable What suggestions for changes or additions to the introduction of this unit might you have?
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Response: Again, I think the instructor must be armed with extremely striking images that appeal to students interests and aesthetic senses to give them a sense of comfort as well as intellectual arousal. I would introduce the work of former students at an early stage to let them know that this type of work is not only done by professional designers. How accurately do the requirements of the cover reflect the professional design of real magazine covers? * Very Somewhat Neutral Not accurate How important is the research portion of the unit to the overall goal? * Very Somewhat Neutral Not important How easy would it be for a Photography teacher to follow the body of the instructors guide? * Very Somewhat Neutral Not easy Please provide suggestions for changes or additions to the body section of the instructors guide. Response: A challenge that exists in the body section of the instructor's guide and also applies to other sections of the project is that this is a visual and graphic design project that, is described in a text document. We've all used thick instruction manuals for software programs and even the most experienced users, reading the best and most detailed instructions will get bogged down at some point. That's when a labelled diagram comes to the rescue. The instructor's guide is very thorough in leading us step by step through the project. Any diagrams, screenshots, links to video tutorials etc. would be most welcome. (Maybe that's another parallel curriculum) Please provide suggestions for changes or additions to the conclusion of the instructors guide. Response: It's thorough.
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Please review the student instructions found at: http://mdphoto-magazine.wikispaces.com/ and provide suggestions for changes or additions to these instructions. Response: The needs assessment data indicates that students are confident in their ability to use the tools provided, however, they may be rusty or they may have used a different version of the software or a different computer platform. Therefore, as well as including instructions like: Open Photoshop Elements - Select File>New>Blank File, there might be points at which there are scheduled class lessons. This might remove some anxiety from students who are less confident and less forthcoming about asking questions of the instructor or other students. How comprehensive and accurate are the students instructions in the completion of a professional quality magazine cover? * The following questions are in reference to the student instructions found at: http://mdphoto-magazine.wikispaces.com/ Very Somewhat Neutral Not Accurate How appropriate is the evaluation process, including the rubric, for assessing the students knowledge of magazine cover design and the acquisition of Photoshop Elements knowledge and skills? * Very Somewhat Neutral Not appropriate Please make suggestions for changes or additions to the evaluation process and criteria in this unit. Response: The "attractiveness" criterion is a difficult one to convince students of. An instructor who tells a student that a design is inappropriate or unattractive is guaranteed to receive the response, "well, I like it!" I think it's necessary to replace or supplement this criterion with established rules about principles of design (balance, repetition, colour, symmetry, etc). The rubric should be specific about the use of some photoshop tools. For example, "the cover must use at least six layers", "the cover text must use at least three families of fonts and four graphic effects as described in the sample covers" etc. A rubric can be the enemy of creativity, but when students start a project armed with a super detailed rubric, it will often unleash their creativity in unexpected ways as they try to subvert the instructor's expectations and requirements. You may even offer bonus marks for work that manages to fulfill the most mundane requirements in the most outrageous way.
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Appendix C - Magazine Cover Evaluation Rubric
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Appendix D
Overall Unit Objective: Photography 11/12 students will learn the basic tools of Photoshop Elements through manipulation of PSE tools within the context of creating a fictitious magazine cover.
Assignment: 1. Research the history and design of magazine covers. 2. Design and create a magazine cover for a fictitious magazine featuring a digital photo of you! Elements of Magazine Covers Banner (sometimes called "nameplate") Tagline Image(s) Cover lines UPC code Price Date/Volume number website
Step 1. Research and Questions

Google search Life Magazine covers select "Images" Choose a Life Magazine cover and save the image to your computer. Google search Vogue Magazine covers select "Images". Choose a Vogue Magazine cover and save the image to your computer. Upload both images to a new page on your wiki titled "Magazine Cover".
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Based on the covers you have chosen, answer the following questions on your "Magazine Cover Assignment" wiki page. 1. What design principles are evident in each cover? Explain /5 2. What do both of the covers have in common? /5 3. What is the main story in each issue and how does it relate to the image on the cover? /5
The Evolution of the Magazine Cover

Google search "history of magazine covers" 4. What were some characteristics of early magazine covers? /3 5. What are some characteristics of the poster cover? /3 Google search Magazine Cover Lines 6. What is the purpose of cover lines? /2 7. What is an "integrated" cover? /2 8. How can the placement of cover lines effect the overall design of a cover? /2
Navigate to the following web site:

__http://aejmcmagazine.bsu.edu/Testfolder/wherelines.html__ Provide a written description on your wiki of the following style of cover lines: /12 Outside the box Inside the box Columns Zones Banners and Corners Unplanned and Planned Spaces
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Step 2. Designing a Cover You need to design a magazine cover using Adobe PhotoShop Elements. You must have: 1. A background 2. A cover photo (may have smaller photos to show other features included in the magazine) 3. A Title 4. Several story line titles 5. Issue date 6. Issue price 7. Fictitious website 8. UPC Symbol 9. An over all sense of unity. Unity can be achieved by carrying out a common theme in the type styles, photos, story titles and descriptions. Do all the parts work together? Think about readability, can you read the type against the background? Is the type style readable? Are the sentences too long? Are the titles descriptive enough to make you know what the article is about? Does the type size signify the importance? Does the photo or photos support the theme? Does the photo catch your eye? Is it too busy or too simple? How is your effort and craftsmanship? You will need to be selecting, cutting, pasting and cropping. Does your cover look professionally neat? Layout - how did you arrange all the elements? Is the type all lined up flush left, right, centered? Is the type over the picture or a background? Did you add a banner with the issue date, web site, and cost? Does the layout make it easy to read or confusing?
Using a blank sheet of plain white paper do a rough design of your magazine cover. Get teacher approval.
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Procedure: Decide on magazine genre such as fashion, science, sports, design, military, etc. Choose title and design graphic Design and sketch cover graphic featuring a digital photo of you and your partner. Write a series of cover lines for stories that might appear in the magazine and place them on your sketch. Make sure the cover lines are short and snappy. They should grab the attention of the potential purchaser.
Get teacher approval! *Please ensure that all aspects of this assignment are appropriate. Your magazines should not contain sexual content or drug references or any other material that might be deemed offensive.
Step 3. Building Your Cover

Create your digital Magazine Cover using Photoshop Elements. Instructions: - Using the requirements of your cover design, find a partner and take a digital portrait of each other, preferably against a plain, single coloured background. (This will make editing your photos easier) - Import your photo to your computer using iPhoto. - Create a new folder in the pictures folder and title it: Magazine Cover Open Photoshop Elements B. Janzen - Ed tech 503 - Instructional Design Project
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Select File>New>Blank File - Change pixels to inches and type in a width of 8 inches and a height of 10 inches - Select a background colour based on your design or select Transparent Background.(you can create a colour for your background later) - Title your file with your name followed by "magazine cover" and save the file in the new Magazine Cover folder. Open your digital portrait - File>Open>Pictures>iPhoto Library>Originals> most recent roll, locate your portrait and select open. Create a new copy of your portrait with a transparent background. - Select: Edit>Select All>Edit>Copy>File>New...change to Transparent Background, title with your name. Select OK. Select Edit>Paste. Eliminate the Background. - Using Photoshop tools such as the lasso, the magic wand, rectangular and elliptical marquee tools and the eraser, delete the background of your portraits and save. Hint: use the magnify tool to zoom in for fine deletions: Command(apple) + to zoom in Command - to zoom out. Hint: You can change the size, shape, and opacity of the eraser/paint brush using the settings in the upper edge of the interface. Drag Portrait layer onto your background layer. - Using the Move tool (top one in the tool bar) click on the portrait and drag the image on top of the background. You can then readjust the size and position of the portrait and hit enter. - In the lower right corner of the interface you will now notice two layers. The background layer and your portrait layer, which is highlighted in blue. The blue highlighting means that layer is active and can be manipulated. Any changes to this layer will not effect any other layer. B. Janzen - Ed tech 503 - Instructional Design Project
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With the layer highlighted you can readjust the image in any way you desire to alter the colour or light or add any filters from the filters menu. - When using multiple layers you can rearrange the order in which they appear by stacking them top down in the layers window. If you want to view your image without a given layer click on the "eye" icon and the layer will disappear. Click it again to make it reappear. REMEMBER TO SAVE YOUR WORK AFTER EVERY MAJOR CHANGE TO THE FILE. (COMMAND - S) Adding Text - Select the text tool from the tools bar. (T) - Click on the background layer and a blinking cursor will appear as well as creating a new layer in the layers window. - Choose the Style, Font, Size, and Colour, based on your design, from the top tool bar and type in the text for the title of your magazine. - Select the move tool and readjust the position, size and shape of your title. - Repeat the process for each of your Cover Lines. - Add the month and year. - Add a price. - Follow the links below to a tutorial for creating a Barcode in Photoshop. Create A Barcode http://www.depiction.net/tutorials/photoshop/barcode.php Optional Elements B. Janzen - Ed tech 503 - Instructional Design Project
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Change the background colour using the paint bucket. - To change the active colour double click on the square colour icons at the bottom of the tools bar, select the desired colour and press return. - Experiment with the opacity (level of transparency) of your layers. - Experiment with options and effects for layers Hint - Use effects on title layers to add dimension to your text. You will see it POP off the screen! - Add further images from the internet or digital photos as required by your original design. - Add borders and boxes to highlight cover lines
Step 4. Finishing Up
When you are satisfied with your cover: - Select File>Save As...change from Photoshop format to JPEG, Title and save in your Magazine Cover Folder. - Upload your magazine cover to the "Magazine Cover" page on your wiki
Evaluation:
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Research /39 Complete and comprehensive responses to the questions. Rough Design /15 Clearly thought out design and cover lines Please refer to the following rubric for the criteria for the final digital copy of your magazine cover. Magazine Cover Assignment.webarchive Research: 20% Rough Copy: 10% Digital Image: 70%
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Barry Janzen Ed Tech 503 Instructional Design Final Project Submitted To: Dr. Yu-Hui Ching July 29, 2011

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Barry Janzen Ed Tech 503 Instructional Design Final Project Submitted To: Dr. Yu-Hui Ching July 29, 2011

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Barry Janzen Ed Tech 503 Instructional Design Final Project Submitted to: Dr.

Yu-Hui Ching July 29, 2011

B. Janzen - Ed tech 503 - Instructional Design Project

B. Janzen - Ed tech 503 - Instructional Design Project

B. Janzen - Ed tech 503 - Instructional Design Project

B. Janzen - Ed tech 503 - Instructional Design Project

Learning Objective 1.0

Learning Objective 4.0

Learning Objective 2.0 Click Delete

Learning Objective 7.0

B. Janzen - Ed tech 503 - Instructional Design Project

B. Janzen - Ed tech 503 - Instructional Design Project

Log into appropriate class profile

Google search History of Magazine Covers

5. What are some characteristics of the poster cover?

B. Janzen - Ed tech 503 - Instructional Design Project

B. Janzen - Ed tech 503 - Instructional Design Project

Choose title and design graphic

Design and sketch cover graphic featuring a digital photo of you.

Consult with instructor for feedback and approval

B. Janzen - Ed tech 503 - Instructional Design Project

Learning Objective 4.0

Select the thumbnail of the desired image and click on import

B. Janzen - Ed tech 503 - Instructional Design Project

Open Photoshop Elements Open Safari File

Pictures Open the digital portrait iPhoto Library

Most recent roll

Locate the portrait in this folder

B. Janzen - Ed tech 503 - Instructional Design Project

Select area to eliminate

Create a new copy of the portrait with a transparent background

Edit Copy File New

B. Janzen - Ed tech 503 - Instructional Design Project

Rectangular Marquee tool

Select area to eliminate

Elliptical Marquee tool

Select area to eliminate

Surround area to be eliminated

Magic Wand tool

Hold shift>Click area to eliminate

Select eraser size and style

Brush away area to delete

Magnifying Glass Tool

Command - to zoom out

Save Edited image

B. Janzen - Ed tech 503 - Instructional Design Project

Save magazine cover PSD file.

Learning Objective 7.0

Part 3: Planning 3a: List of Instructional Objectives

4. What were some characteristics of early magazine covers?

5. What are some characteristics of the poster cover?

B. Janzen - Ed tech 503 - Instructional Design Project

B. Janzen - Ed tech 503 - Instructional Design Project

3b: Objectives Matrix Table

Pencil and Paper

Pencil and Paper

B. Janzen - Ed tech 503 - Instructional Design Project

Learning Objective 2.0

Bloom's Taxonomy Classification Comprehension

Format of Assessment Pencil and Paper

Description of test form

Pencil and Paper

Rubric including standards for each of the required elements