Using Picasa to Edit & Share Photos

EDTECH 503-Instructional Design Project

Forrest Doud

Table of Contents
Synthesis Reflection Paper .......................................................................................................4 Part 1. Topic ................................................................................................................................6
1a. Goal statement..................................................................................................................................6 . 1b. Audience description.......................................................................................................................6 1c. Rationale...........................................................................................................................................6

Part 2: Analysis Report.............................................................................................................7

2a1: Needs assessment survey............................................................................................................7 2a2: Needs assessment data................................................................................................................7 2b1: Learning context description.......................................................................................................9 2b2: Transfer context description........................................................................................................10 2c: Description of Learners...................................................................................................................10 2d. Task Analysis Flow Chart...............................................................................................................12

Part 3: Planning.........................................................................................................................22
3a: List of instructional objectives.......................................................................................................22 3b: Objectives matrix table ..................................................................................................................23 3c: ARCS Table .....................................................................................................................................24

Part 4. Instructor Guide ........................................................................................................27 Part 5: Learning Materials.....................................................................................................33

5a: Learning Materials............................................................................................................33 5b: Assessment Materials.....................................................................................................................35 5c: Technology Tool Justification........................................................................................................37

Part 6: Formative Evaluation Plan............................................................................................38

6a: Expert Review Plan..........................................................................................................................38 6b. One-to-One Evaluation................................................................................................................38

6c. Small Group Evaluation.................................................................................................................39 6d. Field Trial...................................................................................................................39

Part 7: Formative Evaluation Report........................................................................................40

7a: Evaluation Survey............................................................................................................................40 7b: Report the Results of the Expert Review ......................................................................................41 7c: Comments on Change ....................................................................................................................42

Part 8: AECT Standards Grid....................................................................................................43

Synthesis Reflection Paper

Based on personal experiences, a good metaphor for instructional design is the process of building your own personal computer. When you set out to build a computer you have all the parts laid out in front of you. In addition, you know what your finished product should look like and how it should operate. Despite this however, you still have to know the function of each computer part and how it connects with the others if you are going to end up with a working PC. In the instructional design process we know what parts need to be included in the instruction, as well as what the instruction should ultimately teach the learner. However, just as having computer parts and knowing what a computer looks like wont get you a working PC, one needs to understand the theories behind each aspect of the instructional design process and how they come together if you want to create the most effective instruction. This course has served as my first ever instructional design experience. My biggest realization during this time has probably been that it can be very easy to put on blinders, or become too focused on single aspects of the design process, to the point that one can without knowing leave out pieces of the puzzle that are detrimental to maximizing learning potential for the student. I think that when going through the design process, a beginner instructional designer such as myself may often be unintentionally developing instruction in somewhat of a vacuum, designing largely under the assumption that the eventual environment where the learning takes place will be relatively static. Looking back at the ID project I have created here, I recognize that if given the capacity and opportunity to actually complete all my formative evaluations, the final instructional design would likely look much different than it does now. As pointed out by Smith and Ragan (2005), formative evaluation is considered to be fundamental to the instructional design process (p. 327). The closest I currently come to instructional design in my professional work is in the development of training materials for my department. Due to limited time and budget constraints formative evaluations have never to my knowledge been a part of developing these materials. They are always created and put into practice without any
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sort of feedback and revision. I am now determined to incorporate formative evaluation into their future development going forward. I feel that this course has opened my eyes to how much work effective instructional design entails, yet it has proven to me that effort is worth it when you can help ensure your materials are that much more effective.

Works Cited:

Smith, P. L. & Ragan, T. J. (2005). Instructional Design: Third Edition. Hoboken, NJ: John Wiley & Sons, Inc.

Part 1. Topic
1a. Goal Statement Through completing a 60 to 90 minute course, the learners will be able to import, edit, and share photos using Google's Picasa application after installing it on their computer. 1b. Audience Description The adult learners, for whom this instruction is targeted, fall into the age range of 18 to 35 years old. They enjoy taking digital photos frequently and sharing them with their friends and family on a consistent basis. These learners already use multiple tools to complete their photo editing and sharing tasks, but are interested in being able to complete both these activities quickly and easily using a single tool like Picasa. This group of learners already has the basic computer and internet skills necessary to complete this course. In addition, these learners already own the equipment necessary to transfer the knowledge acquired from the course into their lives outside the classroom. 1c. Rationale With the advent and continued growth of digital cameras, as well as their inclusion in modern day cell phones, more people than ever have an opportunity to take photographs due to the low cost of entry and general ease of use. Most adults who have grown up in the digital age have little problem taking pictures with their point and shoot camera or phone. Getting these pictures onto a computer, edited, and on the web where people can share them with friends and family, has been a task that traditionally involved using multiple software tools or websites. Googles innovative Picasa application makes accomplishing all these tasks under one roof possible. In my personal experience not many of my friends, family, or associates currently use or are aware of Picasa. In the case that they have heard of it, few seem to be aware of the fact that it can be used to satisfy both their basic editing needs and their desire to share photos online. This instruction falls under the learning enterprise type of learning outcome, as it comprises a mix of both intellectual skills, cognitive strategies, and psychomotor skills. The goal of this course will be to teach the learners the procedures involved in importing, editing, and sharing a photo using Picasa. With this sort of design structure, the instruction can best be categorized as a procedural strategy. The overall strategy of
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the instruction will be supplantive, with the instructor leading the leaners through the entire process. This process will be simple, require no prior knowledge of the subject, tasks and goals will be well defined, and the course will deliver as much material as possible within a short period of time.

Part 2. Analysis Report

2a1: Needs Assessment Survey To best assess the needs of the learners, a Qualtrics survey was posted online at https://boisestate.qualtrics.com/SE/?SID=SV_79usux3pEo6THW4 and the link was delivered to 25 potential participants. Of the 25 potential participants, 17 completed the survey. The survey was configured so that each participant was required to answer 100% of the questions asked. 2a2: Needs Analysis Data The needs assessment survey asked participants about their age and gender in order to better get a picture of the learner demographics. The gender demographic was a near even split between male (47%) and female (53%). Participant ages were a bit more lopsided with the majority of the learners falling into the 18-34 year old age range.

Age Demographics

When it came to questions regarding computer use, 100% of the survey participants said that they own a computer with internet access, and that they also have an email account. An operating system question revealed that 76% of participant computers were using a Windows operating system and the other 24% using a Mac operating system. The potential learners were asked to rate themselves on their skill level in using a computer on a scale of 1-5, with 1 being amateur and 5 being expert. The mean response to this question was 3.83, which indicates the majority of survey participants consider themselves to be more than proficient in using a computer. All 17 potential learners said that they own a digital camera, as well as a phone with a digital camera. It was also revealed by all 17 survey participants that they share their photos with friends and or family online, and that over 60% of them also edit their photos. 16 of the 17 participants expressed that taking digital photos is something they enjoy and all of them indicated they take digital photos more than once a month. Frequency of Taking Digital Photos

When it came to expressing a desire to learn, over 75% of the potential learners indicated that they would be interested in learning both a new photo editing tool/software, as well as a new tool/software for sharing their photos online. Participants were given the chance to list the current tools they use for photo editing and online sharing, the results of which can be seen in the charts below. These results indicate that few if any of the potential learners are already using Picasa as a tool to accomplish their photo editing and sharing tasks.
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Current photo sharing tools/software/websites mostly attach pics via email, sometimes flickr facebook, windows photo editor FB Picasa Adobe Lightroom with Flickr, Picasa, Facebook, Twitter Facebook Facebook facebook, shutterfly facebook facebook, gmail, droid htc Facebook and Email facebook, email, photo text Photobucket, Facebook iPhoto, photoshop photoshop photobucket, facebook, gmail facebook facebook

Current editing tools/software microsoft photo manager, photoshop Paint Shop Pro Photoline, photoshop Adobe Photoshop and Lightroom adobe, microsoft picture manager, iphoto, olympus master, etc. Photoshop iphoto and photoshop Cs5 www.pixlr.com adobe photoshop

2b1: Learning Context Description In the needs assessment survey, all but one of the learners expressed that they would like to be able to both edit and share photos online using a single tool. If given the opportunity, a majority of the learners surveyed said they would be interested in taking a course to learn such a tool. Those who answered that they would not be interested in taking a course were given a chance to provide qualitative reasoning for their decision. The reasoning behind these learners decision not to take a course all had to do with a lack of time or ability to commit to a set schedule. With this concern for time expressed by a number of learners, this course will be designed to be completed within a 60-90 minute timeframe. In addition, the coursework will originally be presented to learners in a classroom setting but will the instructors computer screen will be video captured and sample materials will be posted online. This will allow learners under severe schedule or time constraints to have the opportunity to complete the lesson in their own home, at their own pace.

The classroom instruction will require a computer lab style setup where each learner has their own windows based computer with internet access. Each computer will need to have a sample photograph saved onto it by the instructor prior to the start of the course. Each learner will be asked to bring a digital camera or camera phone if they own one. Loaner cameras will be handed out to learners who are not able to bring their own camera or camera phone to the course. The instructors computer will be connected to a projector so that students can follow along with his or her actions on their own computer. The instructors computer will also be running screen capture software to record the actions on screen for students completing the course online to follow along later. For those students who choose to complete the course online, they will need a windows based computer with internet access, a digital camera or camera phone, and a link to the website where the course and instructional materials will be posted. The system requirements for the computers will be based on Picasas minimum requirements which are as follows:

Microsoft Windows XP/Vista/7 100 MB available hard disk space 256 MB RAM 1024x768 screen resolution or higher Microsoft Internet Explorer 6 or newer

2b2: Transfer Context Description Upon completion of this course the learners will be able to take the skills they have learned and apply them in both an academic setting and their professional lives. The editing functions in the Picasa application can be used by learners to help them complete college assignments, or perhaps complete certain job tasks they are given in their profession. It is most likely however, that the biggest transfer of skills will take place by learners using Picasa in their personal lives. They will be able to use Picasa to easily edit and share all the digital photos they take with their friends or family online. 2c: Description of Learners The learners in this course will be primarily adults in the age range of 18-34 years old, who take digital photographs on a regular basis and like to share them with friends and family. Older adults who are computer literate, take digital photos, and
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would like to share their photos with friends and family can also be expected to participate. Given the results of the needs assessment survey, if the learner enjoys taking digital photos and enjoys sharing them, they are likely to be interested in what this course has to offer. The effectiveness of this course relies on the learner already having basic computer and internet use in their skill set. To assess whether or not basic computer and internet use would in fact be present in the skill set of the learners, the assessment survey asked participants to rate their comfort level in performing the basic tasks necessary for taking the course. They were asked to rank their comfort level on a scale of 1-100 with one being the lowest. The graph below shows the average comfort level of the learners for each basic task that is a necessary foundation for being able to complete the course.

Along with having the requisite skill-set to complete the course, the majority of learners who completed the assessment indicated a willingness to learn a new software tool, along with the desire to be able to edit and share photos using a single software tool. This combination of willingness and desire on the part of the learners indicates potential for a strong positive response to a Picasa course offering.
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2d. Task analysis flow charts

Learning Objective #1

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Learning Objective #2

13

Learning Objective #3

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Learning Objective #4

15

Learning Objective #5

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Learning Objective #6

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Learning Objective #7

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Learning Objective #8

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Learning Objective #9

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Learning Objective #10

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Part 3: Planning

3a: List of Instructional Objectives 1. Given access to a computer, the Internet, and the URL of the Picasa website, the learner will be able to install the Picasa application on a Computer. 2. Given Access to a computer, with the Picasa application installed, and a sample photograph on the computer, the learner will be able to import a photo already on the computer into the Picasa application. 3. Given Access to a computer, with the Picasa application installed, and a digital camera loaded with previously taken photos, the learner will be able to import photos from their digital camera into the Picasa application. 4. Given Access to a computer, with the Picasa application installed, and a sample photograph on the computer, the learner will be able to straighten a crooked photo 5. Given Access to a computer, with the Picasa application installed, and a sample photograph on the computer, the learner will be able to crop a photo 6. Given Access to a computer, with the Picasa application installed, and a sample photograph on the computer, the learner will be able to add text to a photo. 7. Given Access to a computer, with the Picasa application installed, and a sample photograph on the computer, the learner will be able to retouch blemishes on a photo 8. Given Access to a computer, with the Picasa application installed, and a sample photograph on the computer, the learner will be able to resize a photo. 9. Given Access to a computer, the internet and a sample photograph the learner will be able to upload a photo to a Picasa Web Album 10. Given Access to a computer and the internet, the user will be able to share a Picasa Web Album via email

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3b: Objectives Matrix Table

Learning Objectives 1 Blooms Taxonomy Classification Application Format of Assessment Performance Description of Sample items test form Observation Given a link to the with a checklist Picasa website download and install the application Observation Import a Sample photo with a checklist already on the computers hard drive into Picasa Observation Import a photo from a with a checklist digital camera into Picasa Observation Straighten the crooked with a checklist sample photo so buildings are level Observation Crop the excess with a checklist foreground from sample photo so only open sky and tall buildings remain Observation Add name, date, and with a checklist caption to Observation Remove dust speck from with a checklist sky in sample photo Observation Resize and export a with a checklist sample photo to 480 Pixels Observation Upload Edited sample with a checklist Photo to Picasa Web Album Observation Email Picasa Web with a checklist Album Invitation to Instructor

Application

Performance

Application

Performance

Application

Performance

Application

Performance

6 7 8

Application Application Application

Performance Performance Performance

Application

Performance

10

Application

Performance

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3c: ARCS Table

ATTENTION
A.1 Perceptual Arousal

> The instructor will show the learners their own previously created Picasa Web album with some edited photos and email all the learners a link to the album for them to access right there from their own computer. The purpose of the lesson is to demonstrate the potential of learning Picasa to improve their photo editing and sharing activities, and then show them how to use it. A2. Inquiry Arousal > The instructor will ask the learners what kind of things they would like to do with their photos before they share them with their friends and family. They will also inquire about trouble the learners have in sharing their photos. Based on that feedback the instructor can inform the learners of all the Picasa features that address those needs and concerns. A3. Variability > Attention will be maintained by the instructor reiterating ways the students can implement Picasa in their personal use throughout the course of the lesson. The instructor will also distinguish areas in the procedure where students can have different options and things to explore, once they are back at home transferring the skills from the classroom into their personal lives.

RELEVANCE
R1. Goal orientation

> The learners at whom this lesson is targeted already enjoy taking digital photos and being able to share them with friends and family. The instructor will demonstrate how the photos they share can be enhanced by learning the basic photo editing tools in Picasa. In addition the instructor will demonstrate the ease of sharing photos afforded
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by Picasa. R2. Motive matching > Learners will be directed to follow a procedure but the Instructor will highlight moments during the lesson where the learners can add their own personal touch. The Learners will also be encouraged to share tips or shortcuts they discover to complete different steps of the procedure throughout the lesson. R3. Familiarity > The instructor will explain to the learners that they will not need to know any special technical skills to complete the lesson. Based on the needs assessment survey the targeted learners will already have the requisite skills of basic computer and internet use. In addition the needs assessment revealed that the targeted learners are already familiar with digital photos and the concepts of editing and sharing.

CONFIDENCE
C1. Learning requirements > The instructor will set the tone that this is a beginner activity and that students are not being graded on their creative ability but rather their ability to follow procedures and learn some basic technical skills. This will alleviate students concern that they need requisite artistic skills of any sort. C2. Success opportunities > The learners will be able to chart their progress of the procedural lesson based on an overview of the assignment provided by the teacher prior to starting. This way learners can track their accomplishments in completing the task and recognize their growing competence. C3. Personal control > Even though students will be learning procedures that follow a specific path, the instructor will leave certain aspects of the requirements open to student alteration so that learners can add a personal flair or touch to their work. The instructor for example students can choose to use a different font color or style that fits their personality.
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SATISFACTION
S1. Natural consequences > The meaningful opportunities for the skills learned in the instruction are something each learner will ultimately create for themselves but the instructor will provide examples for the students to help guide them toward recognizing opportunities. Eventually the learner will find opportunities to express their knowledge outside the classroom in their personal lives. S2. Positive consequences > The instructor will provide direct feedback and encouragement for a job well done inside the classroom. The instructor will also ask learners to take a look at each others work to see how well they have done and offer encouragement and support to each other. If students partake in the online version of the course they will be asked to share their completed work with friends and family as well as the instructor. S3. Equity > Considering that this course is offering procedural and technical skills to using the Picasa program, learners are not granted very much creative freedom, as a result the instructor will offer critique and praise on students ability to follow instruction as closely as possible. Students will also be recognized by the instructor for discovering shortcuts or new avenues to the required outcome that are not taught by the instructor which they share with the class.

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Part 4: Instructors Guide Introduction This guide is designed for classroom instruction. For the online version of this course the instructors actions on the computer will be captured and recorded along with the verbal instruction. This will later be edited and placed online with the required supplemental materials for the course.

For this lesson you will need a classroom that has a PC setup for each student, so that they are facing the front of the classroom. You will also need your own PC connected to a projector, which is displaying your screen in the front of the classroom, so students can follow along with your actions as you lead them through the instruction. Prior to conducting the course students should be notified and asked to bring their own digital camera with them to the lesson if they have one. Make sure you have digital cameras available for the students should they forget theirs or not own one. You will need to preload each of the PCs in the classroom with the sample photograph provided for the lesson (See Course Materials) and furnish each student with a printed checklist of the learning objectives (See Course Materials). You will be fully responsible for supplying support to the students as they complete this lesson.

Active Attention or Gain Attention

You will begin by showing the learners your own previously created Picasa Web album with some edited photos and explain how useful you find it in managing your photo editing and sharing needs. You should also explain a bit about the history of Picasa and its all-encompassing features that make it unique.

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Purpose or Inform Learners of Purpose

Once you have the attention of the students you need to explicitly tell them that the purpose of the lesson is to learn how to install Picasa, import photos into it, and know how to use some of its editing tools, and create and share a web album. You need to be sure to let the students know that they are going to learning only the basics of Picasa and that any previous skill level or artistic ability is not something to be worried about. Tell them that after completing the lesson they will be able more comfortable in going and exploring Picasa to increase their knowledge of it on their own. Arouse Interest and Motivation or Stimulate Learners Attention/Motivation

Ask students about their digital photo taking activities. Inquire about how, with who, and why they share photos. Ask them about what makes those activities enjoyable. Provide the students with some examples how Picasa can aid them in those activities. Preview the Learning Activity or Provide Overview

Review the checklist of learning objectives on the projector with students so they have a preview of what lies ahead in the instruction. Let them know that you will be guiding them step by step through each objective.

Body

Recall relevant prior knowledge or Stimulate recall of prior knowledge

Ask the class if anyone has used Picasa before. If a student has, ask them to briefly share their experiences with the rest of the class and ask them if they would be
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open to helping their classmates throughout the lesson (if they feel comfortable doing so) and you are already helping another student at that moment.

Process information and examples or Present information and examples

Ask the students to take a look at their own printed copy of the checklist of objectives for the course and reiterate once again that you are going to be going through each process with them and ask them to follow along on their own computers. Go through the task chart for each objective on your screen, at a deliberately slow pace, to allow everyone to follow along together. Encourage students to not try and jump ahead of your actions even if they have an idea of what the next step is, so as to keep them focused on what they are doing and on pace with their classmates. During Objective 3 you will direct each student to locate the Sample image you pre-loaded on their computer prior to class, as completion of all the subsequent objectives rely upon use of the Sample Image. Once you have completed one of the objectives/procedures on the list take a moment to allow the class to catch up as necessary and address any hiccups a student might be having before moving onto the next. For objectives that allow students to tweak color, font size, etc allow them some flexibility in adding their own flair while completing the objective. For Objective 10 you will need to provide the students with your email address where they will send you a link to their finished web album for your evaluation purposes. Focus Attention or Gain & Direct Attention

Be sure that as you move from one objective to the next, you draw the students attention to exactly what step they are starting on of their list, and what objective has just been completed after they finish one. This will help them keep track of what point in the lesson they are at, and equate the concepts and procedures of the each learning objective with their actions.
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Employ Learning Strategies or Guide or Prompt Use of Learning Strategies

The instruction breaks down into three sections of tasks which are importing photos, editing photos, and sharing photos. You should encourage students to see how these procedures are inter-related through the course of the lesson. In addition you should point out to the students things during the lesson that serve to define the concepts of importing photos, editing photos, and sharing photos. In addition briefly define each editing tool for the students.

Practice or Provide for and Guide Practice

After the students email you their Picasa web album link and complete their checklist, give them 10-15 minutes to play around in Picasa and explore the other menus and tools that werent covered in the course.

Evaluate Feedback or Provide Feedback After all the objectives have been completed you will ask the students to share any trouble or issues they had completing the objectives, and ask if they have any questions. If a student has questions take a few minutes to answer it and see if other students can answer it among themselves before you step in. If a student had trouble or issues completing an objective, address the source of the problem and how it can be avoided in the future.

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Conclusion

Summarize and review or Provide summary and review

Briefly review the list of objectives that the students completed, reminding them where they downloaded Picasa from so they can get it on their personal computers later, reiterate how easy it was to install the application and import a photo. Direct students attention to your finished edited photo now shared on your Picasa web album up on the projector and briefly point out all the changes made to the final photo. Also point out all the tools and options in the Picasa window that you didnt go over to show them they only scratched the surface of what Picasa can offer them.

Transfer learning or Enhance transfer

You should remind students that Picasa is a free to download application that runs on nearly any modern computer. Also let them know that even though they learned how to use Picasa on a Windows operating system computer today that there is a Macintosh version that is virtually identical to what they used.

Remotivate and Close or Provide Remediation and Closure

Congratulate the students on completing the course and invite them to share any future Picasa web albums they create in their free time with you to demonstrate their increase in skill level since taking this course.

Assess Learning or Conduct Assessment Evaluate

You will conduct assessment throughout the lesson to ensure students are on the right track and not becoming hung up on a particular step of the activity. The final
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assessment will be conducted after students have finished the lesson and emailed you the links to their Picasa album with the edited sample picture. You will complete a checklist of the required steps of the lesson against each students work to ensure every required procedure was accomplished. When you send students the results of their checklist, you will include a feedback section for students to return to you in return regards to what they think could have been improved in the lesson. This feedback section will also solicit ideas on anything left out of the course that students would like to see added if they were to retake this course or an advanced course.

Feedback and Seek Remediation or Provide Feedback and Remediation

The students will receive feedback from their fellow classmates, as well as you the teacher. You should make a point to critique students on their technical proficiency in completing the procedures of the lesson rather than any artistic aspects of their work. You should also encourage your students to go home and repeat what they learned in the lesson, to customize a photo, and to share it with a friend or family member so they keep the newly acquired knowledge fresh in their mind.

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Part 5. Learning Content

5a: Learning Materials Material 1: This is the sample image that should be pre-installed on each learners computer. It is specifically formatted and edited to correspond with the task charts and completion of objectives 4 through 10.

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Material 2: This is the Checklist that should be printed and handed out to each learner so they can track their completion of each learning objective, as well as their current state of progress through the course.

Picasa Activity Checklist Below is the list of objectives you must complete for this assignment. Please use this list as a reference to keep yourself on track and place a check in the box next to each objective once you have completed it.

Install the Picasa application on your computer Import the photo provided on your computer by the instructor into the Picasa application Import photos from your digital camera into the Picasa application Straighten the crooked photo so that the buildings appear straight Crop the photo so that the row of sky and tall buildings are all that remain Title the photo Seattle Skyline in color on top left side of the image Retouch the large dust speck out of the photo Resize the photo to 480 pixels

Upload the edited photo to a web album Share the web album via email with the instructor
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5b: Formative and/or Summative Assessment Materials Material 1: This is the Checklist that the instructor should use to assess each learners completion of the learning objectives. Only completion of objectives 4 through 10 will be assessed using this form, as objectives 1 through 3 will be assessed via direct observation in the classroom. This lesson evaluation form will be emailed to the student after completion of the in class instruction. The student will be asked to provide feedback at the bottom of the form after they have reviewed their evaluation and email it back to the instructor.

PICASA Lesson Evaluation

Instructor Feedback

Objective Complete

Objective 1

N/A

NA

Objective 2

N/A

N/A

Objective 3

N/A Comments:

N/A

Objective 4

Yes / No

Comments: Objective 5 Comments: Objective 6 Comments: Objective 7 Yes / No Yes / No Yes / No

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Comments: Objective 8 Comments: Objective 9 Comments: Objective 10 Yes / No Yes / No Yes / No

Please provide feedback regarding the questions below and return this evaluation form to your instructor via email Did you experience any trouble Completing the objectives in this assignment? (If yes please explain)

What aspects of this lesson do you feel could be improved?

What type of content would you like to see added to a future version of this course?

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5c: Technology Tool Justification

Windows Based Computer

Use: Personal Computer used to complete the course materials Rationale: The majority of learners surveyed reported using windows based PCs. Picasa is available on Windows XP, Windows Vista and Windows 7. The experience is nearly identical among the three versions of windows. Windows based PCs are commonplace in most schools and cheaper to purchase than Macs.

Projector

Use: Used to present instructors computer screen activity to the class so they can follow along through the course. Rationale: Projector allows for visual demonstration of the course material rather than just an explanation, making it easier for students to learn and follow the procedures correctly. Use: Allows students to learn how to import photos from their own personal device into Picasa Rationale: 100% of learners surveyed indicated they own a digital camera Use: Allows students to learn how to import photos from their own personal device into Picasa Rationale: 100% of learners surveyed indicated they own a cellular phone with a digital camera Use: Records all screen and audio activity on instructors computer to so it can be viewed post instruction. Rationale: Captures the details of the instruction for easy adaptation to the online learning environment. Free trial is available which can allow instructor to use Camtasia for 30 days free of cost. Use: For student to email completed assignment to instructor for grading. Rationale: Allows students to submit work at their own pace as they may finish at different times. Instructor doesnt have to go around copying students finished work onto a storage device or go through the evaluation checklist on the spot with the student right there. Instead the instructor can easily grade the work remotely.
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Digital Camera

Cellular Phone w/ camera

Camtasia

Email

Part 6. Formative Evaluation Plan

6a. One-to-One Evaluation: For a one-to-one evaluation I would select 2 to 3 individuals in the target age range of 18-35 and then go through the entire course with them individually. The learners will be encouraged to openly share their thoughts and feelings as they go through the course with me taking notes on their feedback. It may be necessary to prompt them for feedback as necessary during the course if they are not freely offering it. I will also time each session to later see what sort of time difference there would be in delivering the lesson to an individual rather than the group. This will also help gauge a range of time that may be necessary to apply to the group setting. After the completion of the course I would give the individual learners an evaluation form to fill out regarding what they liked about the course, disliked, and their suggestions for improvements. This evaluation will be primarily a formative assessment to improve instructional methods and gather student feedback throughout the teaching and learning process. A preliminary revision of the course will be completed based on the feedback provided by the individuals involved in this one-to-one evaluation. 6b. Small Group Evaluation: After course revisions based on the one-to-one evaluations, I would deliver the course to two groups ranging from 8-10 students. I would have an instructor in the class with me to observe and offer their feedback from the prospective of a teacher, so as to help uncover issues I may overlook or not be aware of as the designer. Having another set of eyes will also help to observe and bring to light things I might not notice while busy delivering the course. A survey would be given prior to starting the lesson similar to the previously completed needs assessment; this would be to see how a real world mix of learners matches up to that previous research of learners in the target age range. Once the actual instruction begins, it will be timed to see how much longer it takes to properly deliver the lesson to a group and how they mesh with the individual times
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recorded previously. It will be important to look at how the group dynamic alters the flow of the course. This field trial will be both a formative and summative evaluation. In addition to gathering feedback on the teaching and learning process, assessment of the learners ability to understand and master the course objectives will be of greater focus. After the completion of the course learners will complete an evaluation form regarding what they liked about the course, disliked, and their suggestions for improvements. This evaluation form will also ask learners to reflect on the skills they learned and confidence in transferring that knowledge outside the classroom. Once again revisions to the course will be carried out to address this small group feedback. 6c. Field Trial: Based on further revisions after the small group evaluation, the field trial would consist of an instructor delivering the course to a group of 20-25 students. I would specifically seek out a digital art or digital photography teacher that is used to teaching an instructor led, hands on, procedural type lesson similar to this one. This instructor would be familiar with teaching a digital software tool and have access to the computer lab style classroom necessary for this instruction. The main purpose of this field trial would be to catch any issues that were not revealed through the one-to-one and small group evaluations. These issues would be nuances specific to leading a large group through the lesson. It is anticipated that the larger sample of learners would possibly provide feedback and suggestions not revealed in the earlier evaluations. The evaluation from used in the small group evaluation will be utilized again and a final revision to the course completed before it goes live. 6d. Subject Matter Expert: My subject matter expert is a close friend and colleague who is a part time faculty member in the photography program at the Art Institute of California Hollywood. In addition she is as a professional wedding, family, and lifestyle photographer. I selected
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her because she has a great deal of experience teaching introductory level photography courses to students in my target age range and is knowledgeable in using virtually every photography editing /sharing software available including Picasa. The SME was provided the complete instructional design on Monday November 28th and returned her evaluation on Thursday December 1st. I provided her with an evaluation survey that is available in part 7.

Part 7. Formative Evaluation Report

7a: Evaluation Survey or Rubric
Section One: Please provide suggestions, criticisms and feedback regarding the sections listed below. Part 1: Topic

Part 2: Analysis Report

Part 3: Planning

Part 4: Instructors Guide

Part 5: Learner Content

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Section Two: Please rate your agreement or disagreement with the following statements and offer additional comments as you see fit. 1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree The material in this instruction is clear and concise. 1 2 3 4 Comment: The instructors guide is sufficient for a new instructor giving this course. Comment: There is consistency between the course objectives and course content. Comment: The task analysis charts clearly breakdown of the process for each learning objective. Comment: Students in the target age range would have no problems completing this course. 1 Comment: The learning objectives and procedures involved flow smoothly and realistically. Comment: 1 2 3 4 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

7b: Report the Results of the Expert Review Comments from the SME regarding each section of the instructional design were positive overall. She felt that a more detailed overview of Picasa, including its background and functions, could be given in the topic section. Regarding the Analysis section, she pointed out that I could have received more accurate results by ensuring the needs assessment survey was only taken by those in the target age range. She felt that the objectives were clear and that the ARCS table corresponded well. When it came to the instructors guide she felt that it was a bit wordy in some spots and could be streamlined somewhat. Regarding Learner content she recommended having two sample images for the students to choose from when completing the course. In her

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opinion this would give the student an opportunity work on an image that might be more interesting to them individually.

When it came to clarity of the instructional material the SME agreed that everything was clear and concise. She stated that the language and wording was overall consistent from beginning to end. Regarding the instructors guide, she felt that it was sufficient for a new instructor giving this course, but felt that it was potentially too specific in certain areas. She recommended that a bit more leeway be built in to allow the instructor to adapt the lesson to their specific classroom environment and teaching style. Having the students be required to bring in cameras could also make the start of the lesson more difficult in her opinion, as everyone would potentially have equipment specific issues which that could cause the progression of the lesson to stall.

The SME agreed that the task analysis charts clearly broke down the process for each learning objective. However, she did comment that with an instructor leading the students through each procedure, many of the alternative branches of the task charts likely wont be utilized. She did say that they are pertinent to presenting the course online however, where the learning environment wouldnt be so static and the learners probably will encounter alternative paths to complete the objectives. The SME strongly agreed that learners in the target age range should have no problem whatsoever completing the course and that from a photographers standpoint t he objectives flowed smoothly. She commented that the progression between the different editing functions, and the order they are presented was very logical from a photo editing perspective.

7c: Comments on Change After receiving feedback from the SME I would consider adding a second sample image to the instructional materials, perhaps even a third image. This would require minimal effort to create and just some minor modifications to the task flow charts to make them correspond correctly. I think this change would help engage the learners to
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a greater degree as they can pick the one that is most interesting to them personally. I also would go back and streamline the instructors guide a bit to make it more flexible to the instructor. Before doing this however, I would go through the one-to-one, small group, and field trial evaluations. I acknowledge that having students bring in their own cameras could potentially be a logistical issue, but I feel that being able to import from ones own camera into Picasa is an important aspect of the lesson and is a requirement for knowledge transfer outside the classroom. Updating the topic section to go into a bit more detail on Picasa as a whole is something I would probably consider doing in the future.

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) 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 Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) ID Project X X X X X X ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project

X ID Project X ID Project

X ID Project
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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 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning

X Reading Quiz; ID Projects (all assignments) X

X (all assignments) ID Project X

X ID Project X ID Project X

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: 1. 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 2. Describe at least two reasons why instructional design models are useful
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3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. 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 i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task
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iii.

Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

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

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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
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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 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.
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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 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.

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