id project #2

Picasa for Seniors

Dr Ross Perkins, Boise State University

F a l l s e m e s t e r B o i s e S t a t e U n i v e r s i t y

Instructional Design #2 2

ContentsSynthesis Reflection.....................................................................................................................................4

Topic............................................................................................................................................................6

Learning Goal:......................................................................................................................................6

Audience:.............................................................................................................................................6

Rationale:............................................................................................................................................6

Learning Context:................................................................................................................................7

Description of Learners:.......................................................................................................................8

Planning:......................................................................................................................................................9

Learning Objectives:............................................................................................................................9

Matrix of Objectives, Bloom's Taxonomy, Instructional Strategies, and Types of Learning.......................10

Instructor Guide:.......................................................................................................................................14

Introduction...........................................................................................................................................14

Body.......................................................................................................................................................14

Conclusion.................................................................................................................................................16

Learning Content.......................................................................................................................................17

Learning Materials.............................................................................................................................17

Formative/Summative Assessment...................................................................................................17

Formative Evaluation Plan.........................................................................................................................18

Expert Review....................................................................................................................................18

One-to-One........................................................................................................................................18

Small Group Evaluation.....................................................................................................................19

Field Trial...........................................................................................................................................20

Formative Evaluation Report.....................................................................................................................21

Report from the SME.........................................................................................................................21

Comments on Change.......................................................................................................................22

AECT Standards Grid..................................................................................................................................23

Appendix A................................................................................................................................................29

Appendix B................................................................................................................................................30

Appendix C................................................................................................................................................31


Appendix D................................................................................................................................................32

Appendix E.................................................................................................................................................33

Appendix F.................................................................................................................................................34

Appendix G................................................................................................................................................35

Bibliography...............................................................................................................................................36


Synthesis Reflection

What is Instructional Design? As defined by Smith and Ragan, instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation (Smith & Ragan, 2005). As I entered into this class I had never given much thought into what happens in “making” a class module, course unit or even a section of instruction! I, as you could say, came in blind not knowing what to expect from taking such a course. If you break down the words, instruction means to give direction to some material or action. The word design means to make or build something. These words have a new meaning to me based on my experiences from being enrolled in this class.

Instructional design is like gardening to me. Most of us can do a little gardening. We all have a little green thumb in us with just minimal effort. But by cultivating and appending the soil, you can grow some really fabulous vegetables. You must know the quality of the soil, the type of plants that can be sustained in the region, where and when to plant them. Instructional design is built on knowing which tools to use, how and when to use them (hoes, picks, shovels, etc. and planting the plants). You must also account for your audience (soil). Year after year the same instruction (crops) needs to be modified or rotated due to learning changes in entry level skills as well as learning context (depletion of vitamins in the soil). Sometimes a subject matter expert is needed (farmer) to instruct to the finer points of raising a great crop. In gardening as well as instructional design, creating a great product in the end should be first and foremost while using formative evaluation along the way to change and modify as needed.

As I look back on this semester in Ed Tech 503, I have learned from not only the process of reading the text book and projects completed but also from my peers. The reflective strategies used in the weeks and months have been enlightening. The first entry to my forum was in deciding which was to be considered first the technology tool or design instruction. Coming from a background of several large corporations that used the tools to accomplish the job of learning, I had a slightly skewed look at the process. I was the only participant to choose the tool first in my forum, it was intimidating. As I learned through collaborating with my peers, I was not alone. Many times we find a great new gadget or tool and think, how I can use this in my lesson? It is incumbent on a designer to choose the learner first then find the most stimulating and rewarding way to encourage and utilize authentic learning to take place. Instructional design should be a process to which the designer needs to employ the sound


practices of learning theory, such as ADDIE or Gagne’s 9 steps (Smith & Ragan, 2005). These practices should and must be applied. In ID #1, I chose to use the Gagne’s model because of the sound principals it is based upon. Without basing instructional design on a sound theory and model, the designer would be throwing up the seeds in his garden and hoping for the best. This is neither the process nor action I intend to achieve through my learning of instructional design.

As I discussed with Dr. Perkins, I received formal training as an elementary education teacher back in the early 80’s. I did not have the benefits of learning instructional design in any of my past curriculum. Upon taking this class, I can see the benefits it would be to any and all education majors. For example, I felt when I started my teaching career that I was just sent out into the teaching realm to figure out lesson plans and strategies to teach on my own. No real sound grounding in learning theory or models to fall back upon. I see now what I missed then! Implementing such a course would benefit all teachers. I also learned in ID #2 the process is just that a process. It is meant to be an investigation; lots of integral parts designed to fit together to make a whole, like a puzzle. If one piece is missing you may get the idea but the more pieces you are missing, the worse the understanding is. In addition, I also learned the instructional design process cannot be hurried or rushed and you must anticipate problems and setbacks. The instructional design process can be complicated or it can be simple and that is also the beauty of instructional design. The process of making a puzzle whole is the same as making a worthy instructional design. Try and fit the best pieces into place and if that doesn’t work try another strategy.

Instructional design and educational technology go hand in hand; they are dependent upon each other. They are both systematic approaches to learning. Instructional design is involved in the materials and instruction to be learned where as educational technology is the tools themselves to accomplish the process of learning. These two interdependent processes are a way to find solutions to educational/training problems. As I march towards my MET, I will consider the experiences in using instructional design as my first approach to a logical process in building a foundation for which I can now lean upon.


Topic

Learning Goal: Given Picasa editing software the learner will create an online image album.

Audience: The target audience will be senior citizens (above 55 years old) of the Treasure Valley in Idaho.

Rationale:

The reason for choosing this topic is to address the needs of senior citizens who will use the internet for social discourse as well as in business relationships. It also allows me to explore the opposite end of the spectrum because when you hear the word teaching most assume that it will be for young people. As I approached teaching my mother a senior citizen how to use the software, I realized how many senior citizens do not know how to use this product. The senior community is one of the fastest growing populations in the country. The baby boomers are coming of age. This population has also been one of the forgotten communities when it comes to developing instructional materials. As instructional designers we need to be cognizant of this fact. Even though the aging population has limitations, it is our job to enrich the experiences by designing with this population in mind. It is my intent to develop instructional materials for the aging population.

The workshop focuses on the effectiveness of using editing software for not only social interactions and connections but also for business applications. The main foci of the workshop will be to allow seniors to interact with editing software then apply it to different contexts. The specific knowledge gained from the workshop will better prepare the seniors to address the emerging technologies and associated comfort levels in using technologies in real world contexts.

The strategy to be used in this project will be primarily supplantive. Supplantive strategies work very well with procedural learning. Supplantive strategies have high levels of scaffolding for a well defined task and limited amount of time. It is useful for learners with limited levels of prior knowledge. This is a step by step process of leading the audience through the use of Picasa. Procedure learning can be simple to complex, and the aging population has many inherent factors to take into account. As we age we naturally lose certain abilities, vision, motor or


dexterity, hearing and sometimes brain function. This leads to a subcategory of psychomotor. Because of the limitations of the aging population, psychomotor strategies need to be considered. Because of common ailments within the aging community, for example poor vision acuity, screens can be made to zoom so items appear larger and therefore easier to see. When using a procedural strategy the items to be learned can be chunked into groups. This needs to be taken into account for the attention levels in older populations tend to shrink as well as anxiety levels and tension levels that rise because of frustration. Generative strategies will be used in choosing which images will be used to import and edit.

Procedure strategies contain repetition. You gain the attention, preview the lesson, recall prior knowledge, focus attention, employ learning strategies, practice, evaluate feedback, summarize and review, remotivate and finally assess (Smith & Ragan, 2005). The instructor will have them learn a chunk of information then immediately practice the step. Once the step is mastered the instructor will have them learn another step. Once that next step is learned the instructor will then combine the two steps, and achieve mastery in order to move on to the next step. This process of combing the previous step to the next step allows the learner to master through repetition. Because of the amount of practice that is contained within a procedural strategy, psychomotor skills should be considered when practice and repetition happen. Psychomotor skills involve both the physical movement coupled with cognitive abilities (Smith & Ragan, 2005). With this in mind and because of arthritis, repetition can be quite painful. It affects not only the joints but also the mind. Consideration needs to be paid in how keyboard functions will be handled. Functions that can be made with a single keystroke should be a consideration. Tremors and poor eye/hand coordination also need to be factored into the instruction.

Learning Context:

The learners will be at the local library (Meridian, ID). The library has a conference room with six 6ft tables and approximately 48 chairs. It has wall/floor outlets and a pull down screen to project any slideshows or demonstrations. Wireless internet access is available. The library is open to everyone and is a willing participant in facilitating learning. Water and restrooms are available to the public. The learning sessions will be during school hours as to keep traffic to a minimum throughout the library. The learning session will be a 90 minute session. The entry level skills demand that each participant has a computer and have basic knowledge of the internet. The participants also have a working knowledge of computer terms such as mouse, keyboard, and hard drive. The instructor will have their own laptop plus the ability to project on the screen to provide examples.


The learners will be able to transfer this learning to several different situations. In learning about editing pictures, the learner will be able to edit, save, organize and showcase their vast memories on the digital format. If the learner does not live in the immediate area of family or any loved ones this will be a way to connect and stay connected. Being able to successfully upload a perfect picture to a web album to share with family can be quite pleasing to all parties involved. For example, if the learner has not been able to communicate regularly with a loved one or has lost touch and learns how to establish a web album; communication can be renewed with visuals.

The learner can also apply this editing, organizing, saving efforts to business applications. Because the learners are still in the workforce (depending on age and mobility) these applications can be used in other computer applications. For example, the learner has an email account and needs to display a project for their employee; using Picasa can enhance the photo quality as well as tell a story through visuals. Another application is to enhance the learned technical skills of using technology. By using technology and achieving success the learner gains confidence and may be more accepting of and trying other free technology to enhance their social lives and/or business relationships.

Description of Learners:

The learners that are included in this workshop will be learners over 55. They will have a basic understanding of computers i.e. basic entry level skills in how to turn a computer on, downloading software, understanding of how to use a mouse and keyboard, knowledge of basic computer terms, and basic navigation of the internet. The learners will be derived from the Treasure Valley. It has been ascertained that of the 30 participants 26 of them have used windows where 4 have used the Mac system. The participants have all reported having used computers for personal use and 20 of the 30 have used them for some type of business related function. In addition, the survey revealed all participants would like to work in groups and/or collaborate. The participants have some or little knowledge of using editing software. The academic motivation is based on wanting to learn new technology based on sample survey’s collected. All have reported some level of frustration when using a new technology or software. All learners have reported having at least a high school education, with 12 having some college experience and 6 holding higher education degrees. This is a volunteer workshop designed to enhance and create a social outlet for the senior citizens of the Treasure Valley.


Planning:

Learning Objectives:

1.0 Given Picasa the learner will install Picasa1.1 Given a computer the learner will open internet through a browser window

1.1.1 After discussion about browser windows and Google search engine the learner will locate Picasa1.1.1.1 After discussion about downloading learner will download Picasa to

computer1.1.1.2 Learner will locate Picasa on desktop by opening/closing Picasa

2.0 Given open browser window and installation learner will navigate Picasa2.1 After discussion learners will navigate general layout of Picasa

2.1.1 Learners will demonstrate knowledge by answering questions about where functions are located and what function does

2.1.2 Learners will demonstrate knowledge by applying knowledge about where functions are located with mouse.

2.1.3 Learners will demonstrate knowledge by importing images using import tab2.2 After discussion learners will choose pictures to edit

2.2.1 Learners will demonstrate knowledge by answering questions about where functions are located and what function does to picture

2.2.2 Learners will demonstrate knowledge by applying knowledge about where functions are located and what function does to picture

2.3 After discussion about tool board and functions learners will navigate basic fixes tab2.3.1 After discussion learners will choose pictures to edit

2.3.1.1 Learners will demonstrate knowledge by answering questions about where functions are located and what function does to picture

2.3.1.2 Learners will demonstrate knowledge by applying knowledge about where functions are located and what function does to picture

2.4 After discussion about tuning tab learners will navigate tuning tab


2.4.1 After discussion learners will choose pictures to edit2.4.1.1 Learners will demonstrate knowledge by answering questions about

where functions are located and what function does to picture2.4.1.2 Learners will demonstrate knowledge by applying knowledge about

where functions are located and what function does to picture2.5 After discussion about special effects learner will navigate special effects tab

2.5.1 After discussion learners will choose pictures to edit2.5.1.1 Learners will demonstrate knowledge by answering questions about

where functions are located and what function does to picture2.5.1.2 Learners will demonstrate knowledge by applying knowledge about

where functions are located and what function does to picture3.0 Given installation and navigation learner will share edited pictures to web album

3.1 After discussion of web album learners will locate pictures to create album3.1.1 Learner will demonstrate knowledge by creating album3.1.2 Learner will demonstrate knowledge by publishing an online album3.1.3 Learner will demonstrate mastery by sending album to instructor

4.0 Given Picasa album learners will save album or pictures4.1 After discussion learners will demonstrate knowledge by evidencing saved album

Matrix of Objectives, Bloom's Taxonomy, Instructional Strategies, and Types of Learning

Objective Number (1)

Bloom’s Taxonomy Classification (2)

Strategy to be employed to teach the objective (3)

Type of Learning (4)

1.0 Application/knowledge S Procedure/Psychomotor1.1 Application/knowledge S Concept/Psychomotor


1.1.1 Application/knowledge S Concept/Psychomotor1.1.1.1 Application/knowledge S Procedure/Psychomotor1.1.1.2 Analyze S Principle2.0 Application/analyze S Concept/Psychomotor2.1 Application S Declarative/Procedure/Psychomotor2.1.1 Knowledge/application/analyze S Declarative/Concept2.1.2 Knowledge/application/analyze S Procedure/Principle/Psychomotor2.1.3 Knowledge/application/analyze G Procedure/Principle/Psychomotor2.2 Application S Declarative/Procedure/Psychomotor2.2.1 Knowledge/analyze S Declarative/Concept2.2.2 Knowledge/application/analyze G Procedure/Principle/Psychomotor2.3 Application S Declarative/Procedure/Psychomotor2.3.1 Application/analyze S Concept/Psychomotor2.3.1.1 Knowledge/analyze S Declarative/Concept2.3.1.2 Knowledge/application/analyze G Procedure/Principle/Psychomotor2.4 Application S Declarative/Procedure/Psychomotor2.4.1 Application/analyze S Concept/Psychomotor2.4.1.1 Knowledge/analyze S Declarative/Concept2.4.1.2 Knowledge/application/analyze G Procedure/Principle/Psychomotor2.5 Application S Declarative/Procedure/Psychomotor2.5.1 Application/analyze S Concept/Psychomotor2.5.1.1 Knowledge/analyze S Declarative/Concept2.5.1.2 Knowledge/application/analyze G Procedure/Principle/Psychomotor3.0 Application/knowledge/Synthesis S Procedure/Psychomotor3.1 Application/synthesis S Declarative/Procedure/Psychomotor3.1.1 Application/synthesis S Procedure/Principle/Psychomotor3.1.2 Application/synthesis S Procedure/Principle/Psychomotor3.1.3 Application/synthesis S Procedure/Principle/Psychomotor4.0 Knowledge/application/synthesis S Concept/Procedure/Psychomotor4.1 Application/Evaluation G Concept/Procedure/Psychomotor

John Keller’s MOTIVATIONAL CATEGORIES OF THE ARCS MODEL

Categories & Subcategories Process Questions


ATTENTION

A.1. Perceptual arousal

A.2. Inquiry arousal

A.3. Variability

The workshop will begin with a short but captivating slideshow on using Picasa with favorite photos from instructor’s computer.

Questions about memories and organization will be posed after slideshow. Have you ever had a photo you wanted to showcase but couldn’t find it? Have you ever had a photo that was out of focus or grainy? Is there a way to fix the problem that won’t cost anything?

As workshop continues more examples of photo editing uses will be explored to reinforce the importance of the subject.

RELEVANCE

R.1. Goal orientation

R.2. Motive matching

R.3. Familiarity

At the beginning of the workshop the instructor will go over the 4 main objectives of the workshop.

This will be done by referencing questions to participants. Have them share reasons why they are taking workshop.

The web album will be something to take with the learner to share with family, friends and co-workers from their own home.

CONFIDENCE

C.1. Learning requirements

C.2. Success opportunities

C.3. Personal control

The learners will be given an agenda of the skills that are required of the workshop. An example of a printed photo web album will be given to groups to visualize ultimate goal.

Instructor feedback will be given to encourage learners. Because there will be group dynamics, feedback within the group will be encouraged.

At the end of the workshop, learners will showcase their web album to the entire class. This will also give the entire class an opportunity to give and get feedback.

SATISFACTION

S.1. Natural consequences

S.2. Positive consequences

S.3. Equity

The final goal is to create a web album to be used in the learner’s personal and/or work life.

Learners will have the opportunity to share web albums with family, classmates and co-workers.

The final product of making a web album consisting of 5 images will allow learners to see the requirement for all is equal and consistent during the instruction.

(Keller, 1987, p. 2)


John Keller’s MOTIVATIONAL DESIGN ACTIVITIES AND PROCESS QUESTIONS

Categories & Subcategories Process Questions

DEFINE

1. Audience motivation analysis

2. Motivational objectives

3. Motivational criterion measures

The participants are motivated through social interaction as the main medium.

In order to capture the social issues of the workshop participants will be encouraged to work closely with a partner as well as a group. Seating arrangements can help secure social integration. To determine if the social aspects work will be through observation of group dynamics.

DESIGN

4. Generate potential strategies

5. Select strategies

6. Integrate strategies

Strategies can be in the form of having participants partner up, sitting next to each other, across from each other, rectangle or in a square.

The layout of the room dictates having the instructor make a rectangle.

This allows the participants to interact but also see the examples on the white board.

DEVELOP

7. Prepare motivational materials

8. Enhance existing instructional materials

9. Developmental test

In using motivational strategies use humor, stories that are relevant to the participants about losing pictures and visual demonstrations.

Find relevant pictures and stories to tell about participants that live in the Treasure Valley.

Conduct a survey from a test group to find out hobbies, activities and social interaction patterns.

PILOT

10. Implement with T-pop

11. Evaluate effects

Organize and create a 10 question survey reflecting attitudes and motivations of participants.

Expected and unexpected consequences from the workshop will be detected through observations and feedback. A checklist will be kept to examine effectiveness.


12. Certify or reviseThe course should be re-evaluated before going on-line based on evidence collected from observations and feedback. Going on-line will be evidenced by positive feedback and objectives being met without assistance from designer.

(Keller, 1987, p. 3)

Keller, J. M. (1987). “The systematic process of motivational design.” Performance & Instruction, 26 (9/10), 1-8.

Instructor Guide:

Introduction

(Introduction should last approximately 15 min.)

Gain attention: To gain attention the instructor will discuss what Picasa is before having participants watch a small but captivating slide show demonstrating the abilities of Picasa. It will have a voice over to explain what the software is capable of doing. The instructor will show this at the inception of the workshop after everyone is seated and ready to learn.

Purpose: The instructor will read aloud and show objectives on white board. In reading and showing there is an emphasis of what is to be learned. The learner will be able to the following or listen. A handout will also be given showing the learner what will be accomplished in the 90 min workshop as well as a flow chart mimicking the steps. Main objectives listed below:

1. Given Picasa the learner will install Picasa2. Given open browser window and installation learner will navigate Picasa3. Given installation and navigation learner will share edited pictures to web album4. Given Picasa album learners will save album or pictures

Arouse Interest and Motivation: The instructor will discuss questions about memories and organization. The instructor will pose question such as have you ever had a photo you wanted to showcase but couldn’t find it? Have you ever had a photo that was out of focus or grainy? Is there a way to fix the problem that won’t cost anything? How can I show my grandkids photos and connect with them in another state?

Provide Overview: Instructor will speak about what the participants will learn in the next 90 minutes. The instructor will emphasize what Picasa is (free editing software that can be used by anyone with a computer and initial internet access) and what will be expected of them in this


workshop. Let the participants know about scheduled breaks (at the ½ hour mark) and where restroom/drinks are available.

Body

(Body should last approximately 60 min; allow breaks when necessary)

Recall relevant prior knowledge: The instructor will discuss about pictures in all formats. Because some people do not have digital cameras, emphasize how to retrieve pictures from various other formats (cd, media stick, video cameras and physical pictures using a scanner). Relate to participants by having photos showing on the whiteboard and also examples of the concepts of media stick, cd and regular physical photos. Discuss using computers in general.

Process information and examples: The instructor will lead a discussion about using camera. After the discussion gets going, have the participants speak about using cameras or other photo equipment. Discuss the positives/negatives of using digital equipment. Discuss using computers to enhance photos.

Focus Attention: Gain attention of participants by using computer to open Picasa. Discuss Picasa while walking the participants through finding Picasa on the internet. (If participant already has Picasa loaded have them follow along). Demonstrate on white board how to locate Picasa and install (Remember all the steps in learning Picasa are highly scaffold). Once the software is installed discuss the wavier agreement briefly.

Employ Learning Strategies: After Picasa is installed, have the participants located the software on the desktop and open. Discuss layout of Picasa while demonstrating on white board. Start at the top pointing with mouse and saying what function is and what it does. This can be short explanations. Work your way down the left side then along the bottom tool bar using the same format and explanations. When done ask questions to participants to check for learning. Have them demonstrate to you where specific tools are located. Continue this process of discussion about editing tool tabs. Discuss where the tool is located, how to get to the tool and what the tool does to a picture. As you’re discussing the examples, have them watching the white board to follow where your mouse is going on the Picasa layout.

Practice: After you demonstrate, have the participants practice what you demonstrated. Repeat if necessary. Walk around the group to evidence learning of skills. Help if necessary. If another participant is confident in their skills, you may have him help other participants.

Employ Learning Strategies: Discuss where the import tab is located. Demonstrate how to click on the import tab. Have images ready to import. Import images. Have this demonstration on the white board.


Practice: After you have demonstrated importing, have the participants practice what you demonstrated. Repeat if necessary. Walk around the group to evidence learning of skills. Help if necessary. If another participant is confident in their skills, you may have him help other participants.

Employ Learning Strategies: Discuss each tool tab basic fixes, tuning, special effects. Along with discussion, demonstrate on white board.


Employ Learning Strategies: Discuss share button (what it means to share and how the pictures can be seen) while demonstrating on whiteboard where “share” button is located on whiteboard. Demonstrate on white board by sharing album to web.


Employ Learning Strategy: Discuss saving images inside Picasa as well as hard drive. Explain the difference. Demonstrate difference by locating image saved in Picasa and image located on hard drive.


Evaluate feedback: Give feedback to participants-ongoing. Positive feedback is essential to keep motivation and attention focused. Apply intellectual feedback as well as declarative feedback. Encourage participants to give feedback to peers.

Conclusion

(Conclusion should last approximately 15 min)

Summarize and Review: Instructor will highlight the four main objectives covered on white board while discussing. Instructor will repeat each step in same sequence.


Transfer Learning: All learning is transferred through near transfer because the examples are very similar to their learning situation.

Remotivate and Close: Instructor will thank participants for attending the workshop. Remind participants that they learned how to apply their new skill of using Picasa to share with their family, friends and/or co-workers.

Assess Learning: Have participants fill out 10 survey questions that have been emailed to them. Ask that they do this before leaving; it will only take 5 minutes of their time. If necessary have them fill out survey with paper and pencil. Thank them for their time.

Evaluate Feedback and Seek Remediation: Feedback from instructors to participants will be a response posting to web album. It should contain positive feedback. Because this is a workshop no grades will be given. Besides the flowchart handout given at the inception of the workshop, the instructor will also send an email with a link to a tutorial on using Picasa in case remediation activity is needed.

Learning Content

Learning Materials

The participants will start by watching a slideshow on the white board. Here is a link provided to see slideshow http://www.screencast.com/t/NWUyYmZiZjYt

After the slideshow the participants will be handed a flow chart to show the process of the workshop. This handout will be their alternative guide for learning. See appendix G for hard copy.

The workshop will be using Picasa software from Google. A tutorial will be sent to all participants via email (appendix F). Additional learning tutorials links, derived from Picasa, will be provided via email after the workshop (appendix F).

The participants will be given pictures if needed. They are also required to bring a laptop. Picasa can either be pre-loaded or downloaded in the workshop. If the participants do not have an email account one will be set up at the workshop (i.e. Gmail or yahoo).

http://www.screencast.com/t/NWUyYmZiZjYt


Formative/Summative Assessment

The formative assessment will be in the form of observations. (See observer checklist in appendix C). The instructor will be walking around the work area looking at the work in progress as the participant’s practice what has been shown. This process will be done in both the small group evaluation and field trial evaluation. Positive and corrective feedback will be given. In addition, by correctly answering questions in class discussion this will evidence objectives being met. Summative will be evidenced by demonstrating the creation of a web album by using 5 pictures.

Technology Tool

The purpose of this instruction is to teach participants how to effectively use Picasa in their personal lives as well as business functions on the computer. In order to use Picasa, the participant must have a computer and access to the internet to download Picasa. A mouse is optional although easier to use. The participant will have to enter the Picasa site in order to take advantage of the free software to download. They must also have access to email. (If they are not set up with email, a quick set up at the beginning of the workshop using Gmail or yahoo will be implemented by the instructor and participant.) If the participant does not want an email account, “sharing” cannot occur but they can still learn how to use Picasa. Photos, cd’s, media sticks, camera and thumb drives are sources for images. If no images are available to participant images will be provided. Scanner will be used for any hard copy images to import directly into Picasa. Finally, if participants have no photos instructor can “share” a web album with participants directly.

Formative Evaluation Plan

Expert Review

Karen Kelly is my SME. Karen has also done a project on Picasa and is well versed on using Picasa. I plan to submit my Instructional design Project #2 on Dec 1, 2009.

Link to survey http://bit.ly/311Qq6

http://bit.ly/311Qq6


One-to-One

I would select 3 senior citizens from the Treasure Valley area. The participants will be ranging in computer capabilities of beginner with little basic skills, average basic skills and above average basic skills. This sampling should prove the entry level skill continuum to be considered valid. I would meet with one participant at a time in a quiet predetermined location (Meridian Public Library) to properly administer instruction. This should be completed in one sitting for each participant. The approximate time should be 2-3 hours. The designer and participant will work through the instruction in proposed order until finished. The participant should bring in their personal laptop, if none available I will have one extra on hand. I would have a laptop and projector with screen (screen available at Library). As the participant arrives it will be explained that this is not a test. The reason for the “dry run” is to work out any bugs or bad information. I would provide water or soft drinks to ease the anxiety level of the participant. Any clarifications that need to be made on instructions, words, phrases or visuals should be noted by the instructor. After each step of the instruction, I would take notes to keep track of any bad information or verbal feedback from participant. By comparing all three participants, I can determine which steps need to be modified. If any glaring problems exist within the stated objectives, the objective can be modified and reevaluated. Thank participants for their time.

Key questions to be answered by the designer are (Smith & Ragan, 2005):

Do the learners understand the instruction? Do the learners know what to do during the practice? Can the learners interpret all graphics in the text or computer? Can the participants perform the entry level skills? Try to elicit as much feedback as possible from each of the participants

Small Group Evaluation

I would assemble a small group of senior citizens from the Treasure Valley. This would consist of 9 participants. The scope of the participants will be ranging in computer capabilities of 3 beginners with little basic skills, 3 average basic skills and 3 above average basic skills. This should be a fair representation of the target group. I would have refreshments for participants. I would try to arrange the meeting with all participants at once because group dynamics are involved in the instruction. I would also have a learner questionnaire to assess initial learner attitudes and experience (appendix D). I would have the instructor who will be giving the


workshop proceed and give the instruction using checklist (appendix C). I would ask to videotape session to pick up any missed nonverbal cues or peer to peer feedback (release in appendix B). I would observe and take notes during session. I would only help if absolutely necessary to clarify. After the workshop session I would ask participants and instructor to answer a survey on the workshop (appendix E and F). I would gather information and analyze it to determine if changes are needed for objectives, flow or sequencing of instruction. This instruction would be timed as if in a real situation. Thank participants and instructor for their time.


Did the participants have the entry levels skills? Did they succeed because of or in spite of entry level skills? Why? Were there any skills not predicted? How long did it take participants to complete instruction? How did they feel about the instruction? If negative feelings, how can I improve the instruction? Did I make the necessary revisions from the one-to-one evaluations? Was the workshop too difficult? Too easy? How were the examples- good, bad or confusing? How did you feel about technology before the workshop? after the workshop?

Field Trial

In the field trial I would assemble 30 participants from the Treasure Valley; this will also be the size of the workshop. It will be a good determiner and predictor of the material created. It will determine if the created design can be implemented as created. The scope of the participants will be all ranges of computer capabilities. The field trial will be conducted at the Meridian Library. All participants will be required to bring personal laptop. (Note- the instructor must deactivate Picasa before workshop in order to run demonstration of installing Picasa.) The instructor will be required to bring lap top and provided projector. The instruction will take place as if in real time. I will only be on site to observe and take notes of both participants and instructor. There will be a pre and post survey to gather information as in small group evaluation (appendix D, E and F). I will have a check list of observations as watching the instruction take place (see appendix C). In order to proceed with live instruction, noting any time or material inconsistencies should also be done in this setting. If any adjustments need to be made, alter the instruction before going “live”.



Can the instruction be implemented as designed? Are there any administration problems? Can the instructor give the workshop without any guidance or help? Can the learners attain the objectives Do the learners have the expected entry level skills? Are the time estimations correct? Did the participants like the instruction? Did the improvements from the small group evaluations make the instruction more

effective? How did the instructor feel about the workshop? Was the instruction implemented as designed? How can I improve the instruction?

Key questions to be answered by the instructor (Smith & Ragan, 2005):

Was the guide provided sufficient to teach the workshop? Did I have the all the available equipment and materials? Was the Library a sufficient place to teach the workshop? Was the intention clear to the participants on the strategy of instruction? Did the workshop require any adaptations? Further implementations? Was the unit easy to teach? Interesting? Did the participants learn from the workshop? Was the in-service unit a good preparation for instructing the workshop? What recommendations would I make to improve the workshop?

Formative Evaluation Report

Karen Kelly is my SME. Please see attached link to see comments on Instructional Design Project #2.

Link to survey: http://bit.ly/311Qq6

Report from the SME

http://bit.ly/311Qq6


Comments on Change


AECT Standards GridProfessional 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: DESIGN1.1 Instructional Systems Design (ISD) X ID Projects 1 & 2

1.1.1 Analyzing X ID Projects 1

1.1.2 Designing X ID Projects 1 & 2

1.1.3 Developing X ID Projects 1 & 2

1.1.4 Implementing X ID Project 2

1.1.5 Evaluating X Selected Discussion Forums; ID Project 2

1.2 Message Design1.3 Instructional Strategies X ID Project 2

1.4 Learner Characteristics X ID Project 1

Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project 02

2.1 Print Technologies X Reading Quiz; ID Projects 1 & 2

2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (all assignments)

2.4 Integrated Technologies


Standard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X (all assignments)

3.2 Diffusion of Innovations3.3 Implementation and Institutionalization X

ID Project 2

3.4 Policies and Regulations

Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management4.2 Resource Management4.3 Delivery System Management4.4 Information Management

Standard 5: EVALUATION5.1 Problem Analysis X5.2 Criterion-Referenced Measurement X ID Project 2

5.3 Formative and Summative Evaluation X ID Project 2

5.4 Long-Range Planning

COURSE GOALS & OBJECTIVESThe 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

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. Create and conduct various aspects of a front-end analysis

ii. 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. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

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

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.

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 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


Appendix A

Copy of email to participants on materials to bring to workshop. This will be sent out one week before workshop date and then a reminder at 3 days before workshop. Thank you for coming to the workshop. This is just a reminder of items you will need to participate in the Picasa workshop. The workshop will begin at 10:30 am on Thursday, Dec. 10, 2009.

To participate in the Picasa workshop you will need to bring the following items:

Laptop and mouse Photos, images, cd, camera, thumb drive or media stick

The workshop will last approximately 90 minutes. Restrooms are available and bring your own refreshments if needed.

If you have questions or concerns please feel free to contact me at either my cell or email listed below.

Thanks,

Instructor Joe Smith

208-888-8888

[email protected]

mailto:[email protected]


Appendix B

Video Release Form

I allow Evanouski Designers to videotape the training sessions for use only in development of instructional materials. This video recording will not be used for any other means by Evanouski Designers or any subsidiary of Evanouski Designers. Sign and date below at the x please.

X


Appendix C

Checklist for Observation (Instructor to use during workshop)

Make sure the participant can:

Locate Picasa on the internet

Download Picasa to computer

Locate Picasa on the desktop

Locate basic edit tools

Locate import tab on tool bar

Apply import to images properly

Properly apply basic edit tools

Locate tuning slider tools

Properly use slider tools

Locate special effects tools

Properly apply special effects tools

Locate “share” on tool bar

Properly apply “share” to images

Locate save tool

Apply save tool to folder, album or collage

Share web album with group in workshop

Instructor notes and feedback (any instance of unintended effects of course should be noted here)


Appendix D

Pre workshop survey questions to be answered via email by small group participants and field trial participants. Note this survey can be printed off to hard copy. Survey link located here:

Pre workshop survey to be used in small group and field trials: http://bit.ly/3W8FNq

http://bit.ly/3W8FNq


Appendix EPost survey questions to be answered via email by small group participants and field trial participants. Note these survey’s can be printed off to hard copy. Survey links located here:

Link to survey for participants: http://bit.ly/49j2Lq

Link to survey for instructor: http://bit.ly/62NUwM

http://bit.ly/62NUwM

http://bit.ly/49j2Lq


Appendix FCopy of email to participants on follow up. This will be sent out at the end of the workshop date.

Thank you for coming to the workshop. This is just a reminder of items we worked on in the Picasa workshop. I have added links for tutorials for you to continue practicing your editing skills. If you need help or advice on how to edit you can reach me at:

[email protected]

208-888-8888

Links to tutorials:

Evanouski Tutorial http://www.screencast.com/t/MDEwMTQ4M

YouTube video http://bit.ly/dyBl8

Picasa support desk http://bit.ly/4G0gp3

http://bit.ly/4G0gp3

http://bit.ly/dyBl8

http://www.screencast.com/t/MDEwMTQ4M

mailto:[email protected]


Appendix G


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