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Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Janet Burt

Submitted March 1, 2019

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Project Proposal – Module 2

CREATE PHOTO BOOKS WITH SHUTTERFLY

SPONSORING ORGANIZATION
While this project will be useful for people who want to create custom products with
Shutterfly, there is not a sponsoring organization for this project.

On the Shutterfly website, it states that “Shutterfly helps you make the most out of life’s
most memorable moments.” Shutterfly helps users connect with family and friends by
“sharing memories and photos in creative and innovative ways.”

PROJECT DESCRIPTION
Creating a photo book or other product (such as a mug, calendar, or blanket) with
Shutterfly.com is one way that people can share the photos that capture the moments of
their lives. Shutterfly.com includes a variety of customization options (photo layout,
background styles, fonts, etc.) that allow users to create highly individualized products.
The more creative control customers have over their projects, the more likely it is that
they will be satisfied with the end result. Shutterfly users need to be aware of what
customization options are available to them and how to use these options to create the
product that they want. Many Shutterfly users have limited experience with photo editing
software, have never created a project like a photo book before, or are not experienced
with Shutterfly specifically. As a result of this, they experience difficulty using
Shutterfly.com to create their product. To improve Shutterfly user experience, the
training opportunities include the following:
 Improve user awareness of the creative options available when making a
Shutterfly photo book
 Improve user confidence in using Shutterfly.com to customize the photo book

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 Improve user knowledge of Advanced mode, which gives the user additional
creative control

AIM
Improve Shutterfly customer confidence and satisfaction when creating custom photo
books or other products using Shutterfly.com.

TARGET AUDIENCE
 Want to use Shutterfly.com to create a Photo Book (or other project)
 Have access to a computer, photos, and Shutterfly.com
 Have either never used Shutterfly.com or have found it difficult to get the result
they want with Shutterfly
 Know how to:
o Navigate the internet
o Create an account on Shutterfly
o Find digital copies of the photos they want to use for the project
o Upload photos to the internet

DELIVERY OPTIONS
The instruction will be available online in order to make it accessible to the largest group
of people. Because the instruction is teaching users how to use an online product
(Shutterfly.com), we can assume that students will have access to the internet.

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Front-End Analysis: Instructional Need – Module 3

INSTRUCTIONAL NEED
The aim of the project is to give users the knowledge they need in order to successfully
create a photo book using Shutterfly. The primary target audience is users who would
like to create a photo book and have either never used Shutterfly before or are
struggling to use Shutterfly. They want to be able to create a Shutterfly book
documenting something or someone important to them – family, friends, vacations,
weddings, or other momentous occasions.

In order to create a Shutterfly book they can be proud of for years to come, they will
need become proficient at using Shutterfly to create photo books. More specifically, in
order to create the book that they want, they will need to learn how to do a number of
things with Shutterfly. Based on the results of a goal analysis and a procedural task
analysis, users will need to be able to create a project, add photos to the project,
customize the text, colors, and backgrounds, and save and order the final product.

Users who have never used Shutterfly before have the first of Rossett’s (1999) four
opportunities – Shutterfly is a new product and these skills will all be new. Users who
have unsuccessfully attempted to use Shutterfly have the second of Rossett’s (1999)
opportunities – an existing performance problem. They may not need to learn
everything from scratch, but they are struggling with Shutterfly and are unable to
complete the photo book as well as they would like. If we assume that this is, at least in
part because of their lack of knowledge of how the software works, this presents an
opportunity to improve through instruction. This group may need a refresher on the
basics.

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Front-End Analysis: Learner Characteristics – Module 3
LEARNER ANALYSIS

Primary Audience
 Someone creating a photo book with Shutterfly for the first time
 Someone who has created a photo book with Shutterfly, but is not confident in
using the software
 Someone who has not used Shutterfly for a long time and wants an update on
the current features for creating photo books

Secondary Audience
 Someone who wants to use Shutterfly to create a personalized product other
than a photo book (calendar, mug, pillow, blanket, etc.)
 Someone deciding if Shutterfly will allow them to create the product they
want, or if they should use a different program

General Learner Characteristics


 Age: 18+
o According to the Shutterfly Investor Presentation given on Aug 1, 2017
(slide 19), 70% of Shutterfly’s target audience is 25-54 years old
 Some experience with computer software and using the internet
 Physically able to use a computer and mouse

Entry Characteristics
 Prerequisite skills and knowledge:
o Click, double-click, and hover with a mouse
o Understand Undo/Redo symbols and functionality – this is covered in
the instruction, so it is likely irrelevant

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o Locate photos on a computer
o Open a browser and navigate to Shutterfly.com
 Attitudinal and motivational characteristics:
o Strong desire to create a Shutterfly photo book or other Shutterfly
product
 Prior experience:
o Although some learners may have used Shutterfly in the past, they
may need an update on some of the recent functional changes
Shutterfly has made to the site
o Prior Shutterfly experience is not required for this course (irrelevant)
 Common Errors:
o Dragging photos to undesired areas on the page
o Changing layouts and inadvertently removing a photo from the page
o Changing project sizes (i.e. a 10x10 book down to an 8x8 book) and
unintentionally rearranging page layout

CONTEXTUAL ANALYSIS

Orienting Context
 Learner’s goal: Gain enough knowledge that they can create a photo book with
Shutterfly
 Perceived utility: The target audience should find this training useful because it
will provide them with the skills they need to create their photo book project
 Perception of accountability: Learners taking this course should be personally
accountable for learning the course material because it will directly help them
with their photo book project
 Potential misconceptions: Learners may think Shutterfly can do things that it can’t
(such as automatically adjust the layout of your photos when changing photo
book sizes). They may also think that Shutterfly is unnecessarily complicated or
unintuitive.

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Instructional Context
 Self-paced online course
 Because this will be an online course, learners will be in a variety of settings,
ranging from a silent library to a more distracting environment with music, pets,
children, etc.
 The student needs a computer with internet access, which they can find at their
local library if they do not have one at home. They will also need to have digital
photos available and a way to get the photos onto the computer (required
equipment in the technology inventory below).

Technology Inventory
 Computer with internet access
 At least one of these:
o Digital photos on the internet or on the computer mentioned above
o Flash drive that is compatible with the computer. Photos are stored on the
flash drive.
o Cell phone with the ability to download and use the Shutterfly app. The
student would need to be able to figure out how to use the app on their
own. That will not be included in this training.

Transfer Context
 Students will be able to immediately use the learned information in their own
photo book project and most of the information will apply to other Shutterfly
projects as well
 The class materials will be accessible online, so students can revisit them. There
will not be live or email-based support for this course.

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Instructional Impact Based Upon Learner Characteristics

APPLICATION OF LEARNING THEORIES


Adult learning theory identifies several generalizations that describe adult learners
(Knowles, Holton, & Swanson, 2005). The adult learning characteristics most applicable
to this project are listed below, along with a description of how this course will apply the
theory:
1. Adults want the course content to be immediately relevant – Adults should take
this course when they are just starting a Shutterfly photo book project. As
students progress through the modules in the course, they will be able to use
their own project to apply the concepts that they learn.
2. Adults want to participate in decision making – the learners in this course will be
able to choose photos, backgrounds, etc. for each step of this course. After they
complete the introductory module, the student should be able to choose between
a variety of different modules to teach them specifically what they want to learn
about Shutterfly.
3. Most adults are self-directed and independent and want the course to be a good
use of their time – this will be a self-paced class, so learners can choose when
and where to work and will be able to participate at a time that best fits their
schedule.

APPLICATION OF MOTIVATIONAL THEORIES


Students will be motivated using the ARCS model (Clark, 2010).
Learner attention will initially be gained by applying inquiry arousal – we will pose the
problem of how to add photos and text to a photo book. As the course progresses, we
will vary the instructional methods used – visual and auditory demonstration followed by
a simulation allowing the student to practice what they’ve learned.

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For learners in our target audience, the topics should be relevant to the Shutterfly
project that they want to accomplish in the coming days or weeks. We will allow to
learners to choose whether to start with adding photos or adding text to the project. This
will help make the instruction more relevant to them and will also give them a sense of
control over their learning.

We will start with simpler tasks that are likely to be easily accomplished by learners –
add a photo or add text. This will allow them to see results immediately and help them
gain confidence. We will then work toward more complex activities, allowing learners to
build on these simpler skills. As the learner completes each activity, they will receive
immediate feedback – their desired change will have either been successfully made to
the photo book or not.

The learner will feel satisfied when they are able to understand how to create their
photobook using Shutterfly. In addition to the satisfaction the feel when they are able to
customize their photobook the way they want, they’ll also be able to check off modules
(assuming that’s technically possible) as they complete them. The green check mark will
provide a small motivator to keep going and get green check marks for all the modules.

IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION


The primary audience for this instruction is individuals who know enough English that
they are able to navigate the Shutterfly website. However, the Shutterfly website can be
translated into other languages (at least while using Google Chrome) and, according to
the Shutterfly tracking report created by Amazon, only 70% of Shutterfly traffic is from
the United States. Other traffic comes from India, Canada, Japan, and Nigeria.

In order to make the instruction more accessible to non-English speakers or those who
do not read English well, the instruction will include a large visual component. If needed,
the course materials (including screenshots) could also be translated into a different
language or (ideally) distributed online in such a way that language translators

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embedded in the internet browser would be able to translate the materials into the
student’s preferred language.

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Goal and Task Analysis – Module 5
GOAL ANALYSIS

INSTRUCTIONAL GOAL
Create a unique Shutterfly photo book from scratch by selecting photos, text, and
embellishments. Customize each page by cropping, rotating, and adding effects to
photos, editing the color and font of text, and choosing backgrounds and page layouts
that will display the number of photos and text boxes desired on the page. Finally, save,
preview, and purchase the photo book.

TASK ANALYSIS METHOD


I conducted a procedural analysis. Creating a photo book involves performing a series
of steps on the Shutterfly website. A procedural analysis allowed me to be sure that I did
not miss any steps and gave me an opportunity to confirm that I had a complete list of
prerequisite knowledge required for each step. The cues in the procedural analysis
provide a clear way to indicate how to tell if the step was performed correctly. The
results of the procedural analysis are below.

TASK ANALYSIS
1. Create a photo book project on shutterfly.com
a. Open a web browser and navigate to shutterfly.com
Visual cue: the Shutterfly homepage will load
b. Hover over Photo Books and click the size (8x8, 10x10, etc.) photo book you want
Visual cue: The Photo Book Style page will load with a header that says “Choose a Style
for your [Size] book”
2. Select a style for your photo book
a. Styles with an S to the left of the name are Storytelling Styles – these cost more.
b. Use the filters to the left to show “All Styles”
Visual cue: more style options will appear
c. Optionally filter out Storytelling Styles by clicking the box next to Standard Styles
Visual cue: no style options will have the S next to them
d. Click the style of your choice and click Backgrounds to preview the available
backgrounds for the style
e. Click the orange Select This Style button in the lower right corner
Visual cue: The Photo Book workspace page will load

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3. Add photos to the photo book project
a. Click the orange Add Photos button
Visual Cue: Either 1) a login dialog will appear or
2) The Choose Photos/Choose Folder dialog will appear
b. (if the login dialog appears) login or create a Shutterfly account
Visual cue: The Choose Photos/Choose Folder dialog will appear
c. Click the Choose Photos button
Visual cue: folder navigation will pop up (windows explorer for windows users)
d. In the windows explorer pop up that appears, navigate to the photos you want to
include in the photo book, select them, and click Open
Visual cue: The selected photos will display in the Shutterfly Upload popup
e. Click the orange Add button to add the photos to the project
f. Select the Photos tab option so you can customize the location of each photo
g. Click Ok
Visual cue: The photos you selected will display at the bottom of the Photo Book
workspace
h. To add more photos at any time, click Add Photos and repeat steps b-f
4. Add photos to the cover page
a. Drag the photos you want to include on the cover page from the photo box up to the
page. Release the mouse over the background of the page, not over another picture.
Visual Cue: All the photos you add will be added to the page
Visual Cue: If a new photo replaces a previously-added photo, the mouse was released
over that previously-added photo. Click undo in the toolbar to revert this. Select the new
photo again and drag it to the background of the page.
b. To remove a photo you don’t want, hover over the photo and click the red X.
Visual Cue: The photo will be replaced by a semi-transparent grey box.
c. To replace an existing photo with a new photo, drag the new photo from the photo box
to the existing photo on the page.
Visual Cue: The existing photo will be replaced by the new photo on the page.
d. Do not worry about placement of the photos on the page. That is customized next.
5. Choose a layout for the cover page
a. Count the number of photos on the page
b. Decide how many text boxes you want to include
c. In the layout panel to the left, click on the number representing the number of photos
you counted in part A (1, 2, 3, 4, or 5+) if it isn’t already selected.
Visual Cue: The layout choices will only include layouts with the appropriate number of
photo areas (grey boxes).
d. Click on the layout that appeals to you. If you want to include text, be sure to include a
layout that includes text boxes. These can be found by scrolling down.
Visual Cue: The layout on the page will change based on the layout you choose
6. Edit Photos if desired
a. Double-click on the photo that you want to edit
Visual Cue: A photo editing window will appear on screen
b. Click and drag the selection box around the part of the photo that you want to appear
on the screen
Visual Cue: The part of the photo not included will be slightly darker
c. Rotate the image 90 degrees at a time using buttons
Visual Cue: The image will rotate 90 degrees

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d. Remove red-eye by clicking on the eye icon, dragging the center of the circle over the
eye in the photo, and clicking on the red quarter of the circle. To get out of it, click
anywhere else on the photo.
Visual Cue: The red color will be darkened
e. Choose one of the effects (B&W, Sepia, etc.). You can’t choose more than one.
Visual Cue: The effect will be applied to the photo
f. After you are satisfied with your edits, hit Done and verify that it will print alright.
Visual Cue: If there is an orange diamond with an exclamation point, the photo will not
print well. Hover over the diamond to see why and fix the problem.
7. Save your progress so far
a. Click Project  Save As
b. Enter a name for your project, take note of where to find it later on, and click Save
Visual Cue: The save dialogue will change and the “Save” in the upper left will change to
“Saved at {time}”
c. The project will auto-save occasionally. To save yourself, click Save in the upper left.
8. Add Text to the text boxes in your chosen layout
a. Find the text box that should be included in your layout by hovering the mouse over it
Visual Cue: The text box will be outlined in green
b. Click in the text box
Visual Cue: a text editing panel will appear on the left of the screen
c. Type in your desired text
Visual Cue: The text will appear in both the left panel and on the page
d. Use the top drop down to change the text font.
Visual Cue: The font of the text on the page will change. The font of the text in the left
panel will NOT change
e. Change the text size by using the +/- controls next to the number.
Visual Cue: Clicking the + will make the text on the page get bigger. Clicking the – will
make the text on the page get smaller. Again, the text in the left panel will NOT change.
Visual Cue: If an orange diamond with an exclamation point appears in the left panel or
the text box on the page, the text will not print well. Read the message in the left panel
to find out why and fix the problem.
f. Use the color drop down to select a text color.
Visual Cue: The color of the text on the page will change to the desired color. Again, the
text in the left panel will NOT change.
g. Use the spacing options to change the position of the text within the text box.
Visual Cue: The location of the text on the page may move within the text box.
h. Verify that the text looks the way you want and click OK on the left panel.
Visual Cue: The left panel will be hidden.
Visual Cue: If there is an orange diamond with an exclamation point, the text will not
print well. Hover over the diamond to see why and fix the problem.

9. Select a background for the page.


a. Click on backgrounds (the tear drop shape) in the menu to the left.
Visual Cue: The left panel will have background options
b. Select a background from the available backgrounds.
Visual Cue: The background of the page will change to whatever you chose.

10. Add embellishments (stickers, ribbons, and photo frames), if desired.

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a. Click on Embellishments in the menu to the left.
Visual Cue: The left panel will have embellishment options.
b. Embellishment options with a grey M will add to the cost of the product
c. Clicking on a ribbon or sticker will add it to the selected page.
d. Move the location of the ribbon or sticker on the page by clicking on the embellishment
and dragging it to the desired location.
Visual Cue: The ribbon or sticker will move to the place the mouse is released.
e. Clicking on a frame will add that frame to all the photos on the page.
Visual Cue: Photos on the page will have the selected frame.
f. After you are done adding embellishments, click “Exit Advanced editing” in the upper
right corner of the screen.
Visual Cue: The text will change from “Exit Advanced editing” to “Advanced editing”

11. Navigate to the next page of the photo book by clicking the right arrow.
Visual Cue: A page turning animation will appear on screen
Visual Cue: Below the page of the book will be a number 1 (or whatever page number you are
on)

12. Repeat steps 4-10 for the rest of the pages in the book, the spine, and the back cover of the
book.
a. Identify which pages will be affected by background, layout, text, or embellishment
changes.
Visual Cue: Affected pages will have their page numbers highlighted in orange below the
book.
b. Some layout options will determine the layout for both pages
c. If you need more pages, go to Page  Add Pages, enter the number of pages you want
to add, along with where the pages should be added, and click ADD.
Visual Cue: The product description in the upper left will have a larger number of pages.
Visual Cue: The price of the product in the upper left will have increased.

13. Preview the final product before purchasing


a. Click Preview in the upper right corner
Visual Cue: A larger version of the book will appear on screen
b. Look through the final product using the arrows on the left and right sides of the screen
c. Empty text boxes and empty (grey) photo areas will not print
d. If you want to change anything, click Back to editing in the upper right corner

14. Purchase the photo book


a. Save the photo book again following step 7c.
b. Click the orange Add to Cart button
c. Optionally upgrade to a different book, remove the Shutterfly logo page, or add a
memorabilia pocket
Visual Cue: After accepting, you will get an “Added to Cart” message
d. Click the orange Proceed to Cart button and complete the checkout process

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Instructional Objectives – Module 5
TERMINAL OBJECTIVES AND ENABLING OBJECTIVES
 Create a Shutterfly photo book project on the first attempt – Cognitive (Applying)

 Customize each page of the photo book with photos, text, backgrounds, and
embellishments (stickers, ribbons, and frames) – Cognitive (Applying)
o Given a photo book page or photo area, change and edit the photo
displayed on the first attempt – Cognitive (Applying)
o Given an original photo, an edited photo, and a list of editing effects,
identify the photo editing effect (Red-Eye Removal, Auto, Sunshine, B&W,
Sepia, Vibrant, Vintage, or Fade) applied to the edited photo on the first or
second attempt – Cognitive (Remembering)
o Given a text box, change the text content, font, color, and alignment on the
first attempt – Cognitive (Applying)
o Given a sample page layout, select the photo areas and text boxes in the
layout on the first attempt – Cognitive (Remembering)
o Given a list of possible layouts, the number of photos to include, and the
number of text boxes to include, apply a page layout that will hold the
designated number of photos and text boxes – Cognitive (Applying)
o Given a list of possible backgrounds, change the page background on the
first attempt – Cognitive (Applying)
o Given a photo book page, change the embellishments on the page on the
first attempt – Cognitive (Applying)

 Proofread and order the photo book – Cognitive (Applying)

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Enabling Objectives Matrix & Supporting Content – Module 6
Title of the unit/module:
Create a Shutterfly Photo Book

Brief description of target audience:


Adults who have never created a photo book with Shutterfly or who need a refresher

List Terminal Objective Here:


Customize each page of the photo book with photos, text, backgrounds, and embellishments
(stickers, ribbons, and frames)

List Pre-Instructional Strategy:


Tip sheet for the primary Shutterfly user interface

Enabling Objective Level on Learner Activity Delivery Method


Bloom’s (What would (Group
Taxonom learners do to presentation /
y master this lecture, self-
objective?) paced, or
small group)
Given a photo book page or Applying Watch a screen capture Self-paced
of someone
photo area, change and edit the
adding/removing/editing
photo displayed on the first photos. Then try it
themselves
attempt
Given an original photo, an Remembering Start with a photo. Self-paced
edited photo, and a list of Select from the list of
editing effects, identify the photo effects and observe the
editing effect (Red-Eye change to the photo as
Removal, Auto, Sunshine, B&W, the effect is applied.
Sepia, Vibrant, Vintage, or Eventually, describe
Fade) applied to the edited how the photo will
photo on the first or second change before applying
attempt the effect.
Given a text box, change the Applying Watch a screen capture Self-paced
text content, font, color, and of someone changing
alignment on the first attempt the text. Then try it
themselves
Given a sample page layout, Remembering Look at a diagram that Self-paced
select the photo areas and text describes and labels
boxes in the layout on the first text boxes/photo areas
attempt on a page layout.
Given a list of possible layouts, Applying Given a constant Self-paced
the number of photos to include, number of photos and

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Enabling Objective Level on Learner Activity Delivery Method
Bloom’s (What would (Group
Taxonom learners do to presentation /
y master this lecture, self-
objective?) paced, or
small group)
and the number of text boxes to text spaces, apply
include, apply a page layout that several different layouts
will hold the designated number to see which ones work
of photos and text boxes and which do not (and
why)
Given a list of possible Applying Watch a screen capture Self-paced
backgrounds, change the page of someone choosing a
background on the first attempt background. Then try it
themselves
Given a photo book page, Applying Watch a screen capture Self-paced
change the embellishments on of someone adding
the page on the first attempt embellishments. Then
try it themselves

Supporting content is in a separate file.

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References

1. Amazon (2019). Shutterfly.com traffic statistics. Retrieved from


https://www.alexa.com/siteinfo/shutterfly.com.

2. Knowles, M., Holton, E.F., & Swanson, R.A. (2005). The adult learner: The
definitive classic in adult education and human resource development (6th ed.).
Burlington, MA: Elsevier.

3. Clark, D.R. (2010). John Keller’s ARCS Model of Motivational Design. Retrieved
from http://www.nwlink.com/~donclark/hrd/learning/id/arcs_model.html

4. Morrison, R. G., Ross, M. S., Kalman, H.K., & Kemp, E. J. (2013). Designing
effective instruction (7th ed.). Hoboken, NJ: John Wiley & Sons.

5. Shutterfly.com (2019). Our Brands. Retrieved from


https://www.shutterflyinc.com/brands/

6. Shutterfly Investor Presentation (2017). Retrieved from


http://ir.shutterfly.com/static-files/95b28322-b8f2-4175-9f71-51f391f92c9b

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