instructional design case project 360 virtual tour course andrew...
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Instructional Design Case Project
360 Virtual Tour Course
Andrew “Drew” Schneider
University of New Mexico
Instructional Design Case Project: 360 Virtual Tour Course
Schneider, A. 2
Project Overview - Panoramic Virtual Tours
Emergent technologies have presented the opportunity for historians, educators, researchers, and
the general public to develop and distribute 360º content that allows the general public to explore
the physical environment and historical locations in an immersive format across the globe. This
project aims to educate potential immersive content creators on the hardware, software, and
processes for creating their own content. By the end of the training, users should be able to
produce and share their immersive images across a variety of platforms. The format of the course
is a face-to-face instruction lasting several weeks. The direct customers for this project include
Professor Tim B. Castillo (client) of the UNM School of Architecture and learners in the
Emerging Technology for Designers course. Indirect customers include individuals who will
experience 360º content that will be developed by the learners in this project. The first objectives
of the client is to improve access to and understanding of life in various towns, cities, and
historic landmarks in New Mexico through use of this technology. The second objective is to
have learners develop the ability to create 360º virtual tours, which is an emerging workplace
skill for architects and designers. Learners will need to gain an understanding of both the
hardware and software necessary for producing 360º virtual tour content. The design solution is a
project based instructional program that will guide users through the process of developing 360º
virtual tours. The course is problem/project based and provides learners with scaffolding and
feedback as they develop the skills, knowledge, and abilities to create 360º virtual tours. The
design will instantiate experiential and cognitive learning theory in which learners will
experiment with the design of the 360º virtual tour, receive feedback, and then revise the design.
Scaffolding will be used to assist learners during stages of the project that are more difficult.
Some elements of self-directed/group learning will be utilized in the course design. The course is
evaluated by the user’s ability to develop 360º virtual tours. The first evaluation is a group
project that focuses on the learner’s ability to use the hardware and software. Feedback from this
group project will help learners complete their individual project. The individual project is a
360º virtual tour of a location in New Mexico of cultural or historical importance. Instruction
that allows learners to create 360 virtual tours will establish that a successful instructional
design.
Instructional Design Case Project: 360 Virtual Tour Course
Schneider, A. 3
Problem Definition
Problem Statement
At the end of this training, learners will be able to capture, process, and share 360 panoramic
virtual tours of location in New Mexico that are culturally or historically important.
Participants in this course are upper division undergraduate and Master’s degree students in the
Architecture or Film & Design programs will utilize Ricoh Theta S Cameras to capture images
and Kolor’s Panotour Pro software to distribute digital images that provide end users with 360
virtual tours. The course will be face-to-face instruction covering several weeks. The ability to
create 360 virtual tours is emerging as an important method to showcase a physical location on
the internet. Upon completion of the course, participants will be able to successfully create 360
degree panoramic tours.
Learners will engage in project based instruction that allows for scaffolding and incremental
development of the skills needed to create a 360 virtual tour.
Design Brief from Client
Client: Tim B. Castillo, UNM ([email protected])
Client Background:
Tim B. Castillo is the Associate Dean for Academic Innovation at the School of Architecture and
Planning at the University of New Mexico. Professor Castillo has been researching new tools for
digital cultural preservation and documentation.
Recently, new panoramic tools have emerged that allow for 360º content to be presented in a
variety of virtual platforms that create greater access to historical sites around the state of New
Mexico. The tours are created to allow audiences to gain a better understanding of the
complexity of the towns and cities in the state of New Mexico.
The 360º panoramic platform is a tool that brings the built environment to a students globally
through the means of emergent technologies.
Objective:
Students should learn how to capture, augment and disseminate 360º panoramic virtual tours.
Format:
Students would be presented a variety of digital photographic equipment to understand the
technique for immersive development. Each student would then create a series of spherical
content that would then be augmented in software to be disseminated in a variety of platforms.
Instructional Design Case Project: 360 Virtual Tour Course
Schneider, A. 4
This would include, web based content, mobile platforms and VR gear (such as Oculus, Vibe,
and others).
Target Audience:
The audience would include historians, educators, research and the general public.
Context
The client for this design is an instructor at the UNM ARTS Lab. This course is for Architecture
or Film & Design Program learners with the aim to develop real world skills in using technology
to showcase a physical space in the virtual (online) world. Learners will develop the 360 virtual
tour skills in the context of showcasing a location in New Mexico that has cultural or historical
importance.
Orienting Context Instructional Context Transfer Context
Lea
rner
Fa
cto
rs
Learners are adults with a mixed
background and may enter
training with mixed goals. Goal
setting will be addressed in the
first week of the course. Learners
will be involved with class
projects to increase perceived
utility/accountability. Learners
will be tasked and graded on the
creation of an end product that
allows other individuals to view
360 virtual images of historic and
social importance in NM.
Instructor role is to provide
scaffolding of the 360 virtual tour
creation task and to break the task
into manageable sub-tasks.
Instructor will be required to
provide technical support and
direction due to the complex nature
of the process. Learner role
perception will be expressed in the
initial course interaction and via
project assignments, and the
assessment of those projects.
Learner task perception will be
managed by the concept “How do
you eat an elephant...small chunks.”
The tasks will be broken down to
allow learners to gain competence
and provide effective scaffolding.
Project guides and other support
materials will be used as needed.
Utility perception is supported by
the fact that learners will be
creating an actual 360 virtual
image for distribution. Perceived
resource availability will be
supported by peers (group project),
instructor (content expert), and
other resources (user guides and
online materials). Experiential
background will be increased by
using a module approach and by
using a group project that is
focused on learning the technical
aspects of the project. Learning
from the group project will be
applied to the final individual
project: 360 virtual tour of a
location in NM of
historical/cultural importance.
Instructional Design Case Project: 360 Virtual Tour Course
Schneider, A. 5
Imm
ed
iate
En
vir
on
men
t F
act
ors
Social Support is completed by
creating a 360 virtual tour as a
group. This group project will
allow learners to share skills,
knowledge, and abilities. Learners
will also gain feedback from
fellow learners and the instructor.
Sensory conditions are a mixture
of classroom and other locations.
The instruction is hands-on with
computers and specific hardware.
The classroom is a design lab at
the UNM ARTS building. The
room is configurable to needs of
the instructional module. It should
be noted that the floor and walls
are black. Lighting can be
adjusted as desired.
Images/information projection is
heavily needed. Learners are able
to set computer settings to their
preference. Several parts of the
homework are off-campus and
require various level of travel.
Learning schedule is set in a
modular configuration where one
step leads to the next. These
modules are broken down by sub-
tasks of the whole task. Content
culture is set by the instructor(s)
stressing the importance of
successful completion of each
module and by providing time for
experimentation of 360 virtual
tour design.
Transfer opportunities are
immediately available since
successful learning will allow
participants to use SKAs to create
360 virtual images. 360 virtual
tour development is an emerging
design skill for the workplace.
Client and learners reported in
interviews that 360 virtual tours
are becoming heavily desired in
the industry. Social support may
develop in the form a new
community that focuses on the
creation and sharing of the 360
virtual images. Other social
support will be from peers and
faculty.
Org
an
iza
tio
na
l F
act
ors
The learning culture is a mix of
undergraduate and graduate
university programs. Participants
chose to take this elective course
and want to be part of the process.
A new learning community based
on this technology and the sharing
of the 360 virtual images may
develop or expand due to the
course. Primary incentive is the
successful creation of usable 360
virtual tours for course
completion. Other incentives is
the development of SKAs that
allow learners to develop a
marketable workplace skill.
Rewards and values include the
successful creation of a 360 virtual
tours that will be viewed on the
internet by countless people.
Rewards also include the ability to
provide photo history of a location
and capture images over time
showing how that location has
changed. The other reward is the
development of a workplace skill
that is becoming valued in the
industry. Learning and teaching
supports are not well developed
at this time. Primary support
comes from the instructor and
other content experts. Secondary
support comes from the hardware
and software vendors in the form
of user guides. Continued
development of this course and the
larger project will require
additional support in the future.
Transfer culture may become
enhanced by the development of a
new community of individuals that
create and share the 360 virtual
images/tours in New Mexico.
There currently exists several
large online communities
(360cities.net as an example) that
share 360 virtual tours.
Incentives include the ability to
capture historical and culturally
important locations with the intent
to document those locations and
share them with individuals
around the world. Other
incentives include the
development of graduates with
skills desired in the workplace.
Instructional Design Case Project: 360 Virtual Tour Course
Schneider, A. 6
Customer Needs Assessment
Procedures: Information was obtained from interviews with the client and the current learners. Current learners were the first to
experience this content. It is not 100% clear what methodology was used in the initial instruction. I did not wish to know
specific details except what changes the learners would have made or what sub-tasks were difficult for them. This was a
deliberate attempt to not get focused on an instructional method in the early stage of development. Additional information
was obtained from product research. I gained further information by learning the software and hardware used in this course.
This allowed me to better understand the specific tasks and what skills, knowledge, and abilities might be required to be
successful.
Data Gathering and Analysis:
The client was able to provide some initial information on the tasks and goals of the instruction module. It was clear that
computer, photographic, and image editing will be key tasks. Specific entry level requirements have not been fully
established since the client has only had one prior class of this instruction. However, after interviews with the learners it was
clear that some knowledge/skills did not need to be as high as expected to be successful. The instruction is project based and
has several incremental tasks that must be completed as part of the whole.
The client has several special cameras that can be used to create 360 images with relative ease. The cameras (Ricoh Theta S)
allow users to capture 360 images with ease. Due to this technology advantage other methods of capturing 360 virtual images
are not going to be addressed in this instruction. For example, how to capture 360 images using a digital SLR camera will not
be covered. Using the Theta S camera also removes another complex task, stitching images together to create a 360 image.
This allows users to capture an image, perform several minimum edits, and then import them into the tour creation software.
This has the effect of saving 3-5 weeks off instruction and speeding up the overall process of 360 virtual tour development.
The 360 virtual tour software is complex. The bulk of the instruction will center on this software. The software (Panotour
Pro by Kolor) has many dynamic features that allow for many types of designs and features of the end 360 virtual tour
product. The client stated that learners did not do as many features as he expected during an interview. Interview with the
learners revealed that they wanted more time to experiment with the software. The initial course was over 4 weeks. I have
found that it has taken me the equivalent of roughly two weeks to gain enough experience with the software to be able to add
features and elements that the client desired.
See table on the next pages for more information.
Design implication are listed in the far right column. LEARNER
CHARACTERISTIC
SUB-
CATEGORY(S)
STABLE OR
MALLEABLE
VARIABILITY/
RANGE
MEET ENTRY-
LEVEL?
DESIGN
IMPLICATIONS
General Descriptors
(Age, ethnicity, etc)
Age/Gender Malleable but
shows trends in
relationship with
UNM. Most
learners are either
seniors in Film
and Digital or
they are Grad
students in
Architecture
Moderate
variations
possible. For
example, a lower
division student
was given
permission to take
the course in the
past.
N/A Age and gender
do not impact
instruction as
much as other
factors. Learners
are enrolled in a
technology course
and prior
technology
experience has a
greater impact on
Instructional Design Case Project: 360 Virtual Tour Course
Schneider, A. 7
design than
age/gender.
Ethnicity Malleable but
may/can shows
trends in
relationship with
UNM.
Variable. UNM
has a large ethnic
mix. In the
current course
learners were all
white or Hispanic.
N/A Language barriers
may impact
instruction if
learners are not
able to read
English at a high
level since the
software and
hardware have
English
instructions.
Knowledge/Skills Computers Stable: It can be
expected that a
high level of
computer
knowledge/skills
are required to be
successful for the
course.
Low Variation. A
minimum level is
needed to be
successful. There
is little time to
provide assistance
for some tasks.
Ideally the learner
has
knowledge/skills
beyond minimum
level.
Learners must
have minimum
level to be
successful.
Learners with
borderline
knowledge/skills
will need
resources to get
up to speed.
Group project will
be used to allow
sharing of SKAs
of learners.
Instruction starts
at a point and
expects learners
to have pre-req
knowledge and
skills.
Photography
Malleable:
Moderate to high
knowledge and
skills needed.
Special 360
camera reduces
the need for
learners to have
high knowledge
as client suggests.
However,
advanced
skills/knowledge
will allow
learners to use the
Theta S camera in
more expert ways.
High Variation.
The Theta S
camera removes
most
requirements to
have high
camera/photograp
hy
knowledge/skills.
Learners must
have some
experience with
digital
photography to be
successful.
Depending on the
hardware chosen
the level of
instruction
changes. The
Theta S is slightly
more complicated
than a point-and-
shoot digital
camera.
About an hour of
experimentation
was required for
mastery of the
Theta S camera.
Facilitated
experimentation
will be needs in
the course design.
Camera user
guide is excellent.
No additional
Instructional Design Case Project: 360 Virtual Tour Course
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manual or guide
needed in
instruction.
Digital Image
Editing
Stable: Client
spoke of using
Adobe Photoshop
for making
minimum edits to
the image before
using them in the
tour.
Moderate
Variation. A
minimum level is
needed to be
successful. This
is not part of the
course and
learners are
expected to do
this without
specific
instruction.
Learners must
have some
experience with
image editing.
I was able to
figure out how to
make these edits
in about 2 hours
without prior
knowledge of
how to do in
Adobe Photoshop.
I found useful
guides online and
in Lynda.com.
Links to those
resources are
added to the
Learner’s and
Instructor’s
Guides.
In addition, the
use of a group
project will allow
learners to share
tips and tricks on
how to
successfully
complete the
minimum edits
needed.
History of
SW/NM
Malleable: While
the goal is to
capture images of
historical/cultural
importance prior
knowledge is not
required.
High range of
variation.
Not an entry
requirement. It is
an exit
requirement.
Part of the task is
to select a
location of
historical/cultural
importance in
NM. Learners
must research this
aspect and then
provide rationale
for what location
they select.
360
Virtualization
Software
Malleable: Prior
knowledge is
helpful, but not
required.
High range of
variation.
However, since
this technology is
still new it is
likely that most
learners for the
next 5-10 years
will not have
experience.
Not an entry
requirement. It is
an exit
requirement.
This is the second
key task of the
instruction.
Panotour Pro
software is
complex and
scaffolding and
feedback will be
needed to
effectively teach
learners how to
use this software.
Instructional Design Case Project: 360 Virtual Tour Course
Schneider, A. 9
Domain Specific
Aptitude
Historical/Cult
ural
Importance
Stable. It is part
of the course to
explore this
concept of
historical and
cultural
importance.
High range of
variation.
Learners are not
history majors. It
is expected that
they may not
enter the course
with background.
However, learners
are expected to
evaluate locations
for importance
and defend
choice.
Not an entry
requirement.
This becomes the
3rd key task. The
ability to
determine what
location is of
importance and
why will need to
be addressed in
the instruction
content. This
includes selection
guidelines/criteria
.
Attitudes/Goals Malleable.
This instruction is
part of a larger
course and covers
several weeks.
We can assume
three goals from
the learners: 1)
that they are
interested in the
topic/technology
or 2) they are
interested in
passing the course
3) they want to
know how to
create 360 virtual
tours since it is a
marketable job
skill.
High variation
possible.
However, this is
an elective course
and it is most
likely that
learners enter the
course with high
motivation.
Learners will
need to enter
instruction willing
to learn to be
successful.
Instruction is
project based so
the goals will be
well defined and
the identification
of
photography/soft
ware tasks will be
clear.
Motivation Malleable. See
Attitudes/Goals
High variation
possible.
Learners may be
goal-oriented or
they could be
knowledge
oriented. These
factors may
impact how
learners approach
the tasks.
Learners will
need to be
motivated to
complete the
tasks. In addition,
there may be
periods of heavy
self-directed
research and
exploration of the
key tasks.
The project based
approach should
help maintain
motivation of the
learners.
Learners will
produce a
“physical”
product at the end
of instruction.
Disabilities/
Limitations
Near or
Complete
Blindness
Stable. Learners
will be creating a
visual product.
Learners must be
able to see
location,
hardware,
software to be
successful.
No variation. This condition
will not meet
entry
requirements.
Instructional Design Case Project: 360 Virtual Tour Course
Schneider, A. 10
Direct and Indirect Customers:
Customer Brief description of relation to instructional
design
How/if needs were sought (n=10)
Film & Media or
Architecture
Undergrad Student
Target audience, direct impact, learners Originally a survey was attempted to gather
information from learners. There were
several delays and no responses were
collected from learners. The client
arranged for me to interview the learners
on Oct 10th. (n=6)
Film & Media or
Architecture
Masters Student
Target audience, direct impact, learners
Architecture Faculty Indirect impact: Course is an elective seminar on
new technology for designers. KSAs from this
course will be useful for learners and provide
them with means to document physical locations
and projects.
Interview with client who is the primary
faculty (n=1)
Film and Media
Faculty
Indirect impact: Course is an elective seminar on
new technology for designers. KSAs from this
course will be useful for learners and provide
them with means to document physical locations
and projects.
none
Community
Members
Indirect impact: Final instruction project is the
creation of a virtual image or tour of a location of
cultural/historical importance in NM. Projects
will be added to a web page where outsiders can
view/learn about these locations.
Focus Group consisting of community
members. (See methods) (n=3)
Data Collection Methods:
Learners:
This instruction is part of a seminar on new technology for designers and is a combo of senior
(400 level) and Masters students in Architecture and Film and Media programs. This content has
been taught only once (first four weeks of the Fall 2016 Term). The learners (n=10) are a source
of good information on how the initial instruction worked. The class meets once a week and a
survey was created to gather information. The link was sent to the client. No learners had
Others Malleable.
Physical or
learning
disabilities do not
automatically
exclude learner
from success.
High variation.
Depending on the
limitation the
learner may need
adjusted
instruction, or
they may need
assistance with
parts of the tasks.
Depends on
situation.
Due to the
technical nature
of this instruction
disabilities/limitat
ions will need to
be discussed with
the instructor in
advance of the
course starting. It
may not be
possible to secure
the needed
resources with
short notice.
Instructional Design Case Project: 360 Virtual Tour Course
Schneider, A. 11
completed the survey by Sept 28th. The client allowed me to conduct a group interview on Oct
10th. There were 6 learners in class on that day.
Faculty:
This course is a seminar on new technology for designers and the larger course focuses on
learners in the Architecture and Film and Media programs. The client is also the instructor for
this course. During an interview the client was asked about the needs in relationship with the
overall goals of the course. Four primary needs were expressed and they closely relate to the
learning goals and objectives. There was only one need that was expressed that extended beyond
the course itself. That need was the ability to create an “catalog” of 360 virtual images of
historical/cultural locations in NM. The primary idea was virtual tourism.
Community Members:
The learner’s end projects are going to be added to a “catalog” on the web and available to be
viewed by members of the community and anyone with internet access. A focus group of three
members of the CNM Simulation Team was held. The group was selected for several reasons.
The first was the ease of access and that these individuals are technology users. The second
reason was that these individuals have experience in a wide range of technology/software and
often point out design issues or create solutions to design problems. The final reason I chose
these focus group was the diversity of experience. One individual has an IT/database design
background, another is a former EMT and current Respiratory Therapist with clinical medical
background, and the last individual has a psychology background with some treatment
experience. The focus group was asked what features and information they felt were important
for the 360 virtual images to be useful. Three web sites were used as examples and a
pro/con/”wish it had” approach was used to identify needs of the end users of the 360 virtual
images.
Links to sites used as examples:
http://www.canadiannaturephotographer.com/sphericalpans.html
https://gulfphotoplus.com/news/467/How-we-made-a-360-degree-panoramic-image-of-the-GPP-
Space
http://www.360cities.net/image/rome-colosseum-spherical-panorama
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Results and Analysis:
Color Key:
Yellow= Learners White= Faculty Gray= Community End User
Need Example from transcript or evidence
from data
Learners
(Undergrad
and
Masters)
Architecture/
Film &
Media
Faculty
Community
Members
Ability to create 360
virtual tours
Per interviews, the SKAs for creating a
360 virtual tour are becoming an
important job skill.
High High High
(No tour=
no product
for
community
to view)
More time to experiment
with Panotour Pro
software
Most learners stated that they wanted
“more time to experiment” with the
software during the interview. This
need was also expressed by the client
when he stated that learners did not do
as many interactive elements as he
expected.
High High Low
Clear Guidelines for
Project/Clearer
expectations
Several learners stated in the interview
that they were not sure what was
expected of them and the project.
High Medium Low
Ability to engage
audience with virtual
space
During the interview learners stated
that the ability to engage an audience
and have an experience that is more
immersive is important. Learners
stated that 360 virtual tours are
becoming more common and are useful
to “showcase” a space/location since
the ability to appreciate size, scale, and
dimensions are improved vs. a 2D
image.
High High High
(More
likely that
community
will enjoy
the virtual
tour)
Create 360 Virtual Tour Interview with client/instructor:
Learners must be able to create a tour
as a course project. This includes
image capture and software skills.
High
Grade is
dependent
on success
and 360
virtual tour
design is an
emerging
job skill.
High High
(No image=
no product
for
community
to view)
Understand the
importance of location
captured
From interview: Part of the project is to
research and identify importance of
location. In addition, learners must
specify why it is important. Per
Medium Medium Variable
Some may
visit just
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interview the location is not as
important as the learner justification for
picking the location.
because it
is there in
360
Online catalog of 360
images (NM historical
and cultural importance)
From interview: Overall goal is to
create a catalog of these images for
community. The idea is to allow
community, including world, to visit
NM virtually. As a specific need this is
considered a work in progress and will
build up over time. A sudden creation
of a large number of 360 virtual images
is not considered.
Low Medium Low
Some may
visit just
because it
is there in
360
Ease of navigation in the
360 virtual images
From focus group: Consensus of the
group was the interface controls need to
be easy to use.
Medium Medium High
Simple Interface From focus group: Group did not like
the “cluttered” interface of the
www.360cities.net web page. Extra
elements and add-ons the image were
not desirable.
High Medium High
Extra info
(Text/image/video/audio)
added to the image
should not be automatic
From focus group: The idea of hotspots
that showed up when the cursor moves
over a part of the image was appealing
as a means to provide more information
on the image such as the cultural and
historical importance. The group asked
how would the various types of users
be accommodated for. For example,
those just looking for interesting
images have different extra info needs
than those who want technical
information on the construction of the
location.
Medium Medium High
Design Decisions:
It should be noted that the primary goal, creation of 360 virtual tours is highly regarded by all
those interviewed. The course should be desirable to learners for the practical aspects and that
they learn job skills that are marketable to employers.
Per interviews and research by the designer it is clear that more than four weeks is needed to
effectively teach/learn the Panotour Pro software. In addition, several learners did not self-
identify as having the “high level” of SKAs identified by the client as pre-requisite to being
successful in the course. It has become apparent that learners need additional feedback to ensure
that they are on the right track.
To meet these needs I will add a group project to allow for the sharing of SKAs and tips/tricks.
In addition, the group project will not be another historical/cultural location project. It will be a
project that does not require research and focuses on the process and software. Learners will
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Schneider, A. 14
benefit from task sharing and the ability to collaborate during design development to solve
problems. There will be a class session dedicated to formative feedback from the instructor on
group project design.
Learners will complete an individual project after the group project to meet the final goal of
creating a 360 virtual tour of a location with historical/cultural importance. This final project
will benefit from the feedback and SKA sharing of the group project. In addition, the final
project will ensure that all learners did in fact gain the ability to create a 360 virtual tour.
It is important that learners design a virtual tour that is easy to use and view. This increases the
likelihood that it will be viewed and appreciated by the community. The instructor must keep
this in mind when providing feedback and when giving guidelines on the projects. General
design “rules” regarding contrast, text/background contrast, color scheme, etc. must be
considered. At this time it is unknown if a set of standard “element” or style should be used.
While this may increase the usability of the virtual tours once posted online, it greatly decreases
learner design options and creativity.
Learning Goals, Objectives, & Task Analysis
Task Overview
The learner’s ultimate goal is to create a 360 virtual tour of a location that has historical/cultural
value to New Mexico. This task included selecting a location, researching the location, creating
a 360 spherical images using a Ricoh Theta S camera, editing the 360 spherical images,
exporting the edited images to the tour creation software (Panotour Pro), and adding interactive
elements to the image, linking images together to make the full virtual tour, and then creating the
final tour.
The task is a project based unit of instruction. The overall project is linear in nature where each
step needs to be successfully completed before the learner can move to the next stage. Primary
instruction will be face to face. Learners will be led through a series of steps to complete the
project. The final product is a usable 360 virtual tour that can be loaded in a web page for access
by interested parties and the community.
Cognitive elements: Learners will be required to apply moderate to advanced techniques
to computer and photography tasks. These cognitive abilities include selecting the best
method to perform sub-tasks and problem solving during the image capture and image
editing stages. Problem solving is centered on physical tasks for much of the
instructional project. Other cognitive elements deal with selecting a location, research to
collect data on that location, selecting the most important data to add to the tour, and
justification for why the location meets the selection criteria.
Behavioral elements: This task is heavily behavioral and requires the learners to develop
the knowledge, skills, and abilities to successfully carry out photographic 360 image
capture, photo editing, and new software utilization tasks. While problem solving at
Instructional Design Case Project: 360 Virtual Tour Course
Schneider, A. 15
specific stages might not be easily visible, the ability to identify what tasks learners
can/cannot do will clearly evident at each stage. Other than the location selection
process, this task is primarily behavioral.
TASK ANALYSIS FLOWCHARTS ON NEXT PAGES
Task Analysis Flowchart Version 2.0
Capture 360 ImageOf Location
Page 2
Export Image &Edit Image to
Photo Editing SoftwarePage 3
Import Image IntoPanotour
Page 3
Create & EditTour UsingPanoTourSoftware
Page 4
Export CompletedTour
“Build Tour”Page 5
Basic Task Overview
Identify Possible Location to Use for
Project
Determine Historical/Cultural Value of
Location
Research Location
Meet Criteria?
Document Information on Location.
“Why is location important?”
Who, what, when, where, why, how, historical/cultural
impact?
Determine best time to capture images of
location
YES
Sch
edu
le t
ime
to c
aptu
re(M
ay n
eed
to
mak
e ap
po
intm
ent)
-NO-Find Another
Location
360 Virtual Tour: ID ProjectAndrew “Drew” SchneiderOILS 543-IDFall 2016
PAGE 1
16
Capture 360 Image: Ricoh Theta Camera
Power on Theta S CameraSelect Camera Control MethodSelect Location & Set Up
Camera
Press theTake Image Button
(Camera should make a beep sound to indicate an image
was taken)
MANUAL CONTROL
Repeat Until All Desired Vantage Points Have Been Captured
Turn on Theta S Camera
Has the Smartphone App BeenInstalled on Your Device?
Locate the Theta S App and Install it on your Device
Link to Apps in Learner’s Guide
Press the Wi-Fi Button on the side of the camera and wait
for the blue wi-fi icon to light up on the front of the camera
Open Smartphone Wi-Fi settings and find the camera’s
wi-fi
“THETA…#”
Connect to camera’s wi-fi(create a peer-to-peer
connection)
Wi-fi password will be provided by instructor
Locate and start the THETA S app
Access Camera from App
Select Desired Camera Settings
Tap the take picture Icon to capture image
Select Location & Set Up Camera
-RECOMMENDED-SMARTPHONE
CONTROL
NO
YES Repeat Until All Desired Vantage Points Have Been Captured
All Vantage points captured?
All Vantage points captured?
Proceed to Export and Editing of Images
Page 3
YES
YES
Install Completed
DetailedUser
GuideAvailable in App
or on Web
DetailedUser
GuideAvailable in App
or on Web
360 Virtual Tour: ID ProjectAndrew “Drew” SchneiderOILS 543-IDFall 2016
PAGE 2
17
Export Images and Edit Images in Photo Editing Software
CRITICAL NOTE:
SKAs OF IMAGE EDITING IN SOFTWARE SUCH AS PHOTOSHOP ARE REQUIRED PRE-REQUISITES FOR THIS
COURSE. LEARNERS ARE EXPECTED TO BE ABLE TO PERFORM THE BARE MINIMUM TASK OF REMOVING THE
TRIPOD FROM THE IMAGE BEFORE IMPORTING THE IMAGE INTO PANOTOUR SOFTWARE.
LEARNERS ARE ENCOURAGED TO FIND OTHER WAYS TO CREATIVELY EDIT THE IMAGE FOR THE PROJECT.
***LINKS TO HOW-TO GUIDES FOR ADOBE PHOTOSHOP LOCATED IN THE LEARNER’S GUIDE***
Import Edited Images to PanoTour Software
Remove Tripod from Image
Export Images into Editing Software
Minimum Required Edits
Remove Unwanted People from Image
Edit Image Quality
(Light, Contrast, Sharpness, etc…)
Image Ready for Export?
Save image in JPEG Format
Open PanoTour Software
Start New Tour
Import Images Into New Tour
All Images Imported?
Begin Tour CreationPage 4
YES
YES
NORepeat Import
As Needed
User guide is available on the web from vendor.Link to this material is in the Learner’s Guide
User guide is available on the web from vendor.Link to this material is in the Learner’s Guide
Image Export Process Depends on Image Capture Method
360 Virtual Tour: ID ProjectAndrew “Drew” SchneiderOILS 543-IDFall 2016
PAGE 3
18
Create and Edit Tour in PanoTour Software
Select 360 Image For Editing
Insert Extra Elements
Hotspots, Overlays, additional images, video, etc...
Add Supplemental Information
To Image Using PanoTour Software
Information Collected
In Location SelectionProcess
Page 1
Link all 360 Images Together
Images Imported into
PanoTour Software
Page 3
Decide what information should be placed in each
360 Image
All Supplemental Info Added to Every 360
Image?
All 360 Images Linked?
See web user guide from vendorSee web user guide from vendor
Export Completed TourPage 5
Called “Build Tour” in Software
See web user guide from vendorSee web user guide from vendor
YES
YES
NO
NORepeat Link
Process
360 Virtual Tour: ID ProjectAndrew “Drew” SchneiderOILS 543-IDFall 2016
PAGE 4
NOTE:
IN SOME SITUATIONS IT IS EASIER TO START BY SELECTING/MODIFYING THE “STYLE” ELEMENTS
BEFORE ADDING HOTSPOTS.
SOME USERS MAY PREFER TO ADD IMAGES, CHOOSE HOTSPOT STYLE/DESIGN, AND THEN ADD THE
SPECIFIC HOTSPOTS.
19
Export Completed Tour (aka “Build Tour”)
Continued from Page 4
Learner is still working inside the PanoTour Software
Learner Clicks on “Style” Control in PanoTour
Menu Opens
Control Bar
Controls
Effects
Image Zone
Maps
Text Zone
10 Other Options
All Style Components Set as Desired?
NOMake Changes
Learner Clicks on “Build Tour” Control in PanoTour
Learner Selects from a List of Options
Options Selected as Desired?
Learner Clicks the “BUILD” Button at the bottom of the
window.
Software will render the tour
Learner must select a location (folder) where the tour will be
sent when created
Learner will make a copy of the tour and give it to course
instructor.
Instructor will post tour on a web page.
YES
NOMake Changes
YES
See web user guide fromVendor.
See web user guide fromVendor.
See web user guideFrom vendor
See web user guideFrom vendor
Project CompletedProject Completed
360 Virtual Tour: ID ProjectAndrew “Drew” SchneiderOILS 543-IDFall 2016
PAGE 5
20
Instructional Design Case Project: 360 Virtual Tour
21
Alternative Conceptions:
Learners will be required to enter this instruction with a working understanding of photography
and digital image editing. Learners without a high level (near mastery) of these pre-requisites
may experience difficulty in some of the sub-tasks.
Expected Issues:
Ability to edit digital images in Photoshop to remove camera tripod and person taking
the photos so it appears that those elements do not exist in the final images.
For advanced photographers- the ability to find the Point of Non-Parallax and setting up
a pano-head for capturing images that will be stitched together to make the 360 spherical
image.
Learning the process as a whole. This is a complicated, multi-step process that has many
steps. I anticipate that user guides/job aides will be needed to assist learners to perform
tasks. I also anticipate that scaffolding and formative assessment will be needed in
strategic points of the process.
Learning Goals:
The learners of this instructional unit will develop…
1) An understanding on how 360 virtual tours can be used to exhibit physical locations in
New Mexico that have historical/cultural value.
2) An understanding of the process to capture and edit 360 spherical images.
3) Comprehension on how to create a virtual tour using the PanoTour software.
Learning Objectives:
By the end of the instruction, learners will be able to… Goal
Addressed
Provide justification using research as to why a location has historical/cultural
importance.
1
Discover information on a physical location in New Mexico of
historical/cultural value.
1
Demonstrate effective 360 spherical image capture technique using the Theta S
or other camera.
2
Evaluate captured images to determine usability for 360 virtual tours. 2
Choose images with proper exposure, lighting, and focus for 360 virtual tours. 2
Create 360 spherical image by using Theta S Camera. 2
Manipulate 360 spherical images in photo editing software. 2
Produce an image that has the tripod removed, unwanted people removed, and
has been optimized in regard to light, contract, sharpness, and color.
2
Transform initial 360 spherical image into a format that PanoTour can utilize. 2
By the end of the instruction, learners will be able to… Goal
Addressed
Design a 360 virtual tour using PanoTour software. 3
Instructional Design Case Project: 360 Virtual Tour
22
Modify 360 spherical images by adding interactive elements. 3
Demonstrate how to use “Plug-ins” and “Spots” in the Panotour Pro software to
create interactive elements in the virtual tour.
3
Build a virtual tour using three or more 360 spherical images of the
historical/culturally important location.
1 & 3
Assessment Item:
Learning Objectives Assessment Item
Provide justification using research as to
why a location has historical/cultural
importance.
Justification paper with research citations.
Required sections: Location description,
location information/address, rational for
selection/what makes location have
historical/cultural value in New Mexico
Discover information on a physical location
in New Mexico of historical/cultural value.
Final Project (360 virtual tour): The vast
majority of this information will be added to the
virtual tour as interactive elements. Rubric will
be used to score.
Demonstrate effective 360 spherical image
capture technique using the Theta S or other
camera.
Sub-part of the final project. Formative
assessment point where images will be
evaluated by instructor (maybe peers) for
quality.
Rubric to score final images selected for
project.
Allow for revision to that can increase score for
final project.
Evaluate captured images to determine
usability for 360 virtual tours.
Choose images with proper exposure,
lighting, and focus for 360 virtual tours.
Create 360 spherical image by using Theta
S Camera.
Manipulate 360 spherical images in photo
editing software.
Sub-Part of final project. Rubric to score
manipulations based on level of difficulty,
creativity, and value to the final project.
Produce an image that has the tripod
removed, unwanted people removed, and
has been optimized in regard to light,
contract, sharpness, and color.
Rubric to score minimum editing equired.
Allow for revision that can increase score for
final project.
Transform initial 360 spherical image into a
format that PanoTour can utilize.
No official assessment needed. Failure of this
objective results in not completing final project.
Design a 360 virtual tour using PanoTour
software. Formative assessment process with scaffolding
and time for experimentation, revision, and
redesign of the virtual tour. Modify 360 spherical images by adding
interactive elements.
Learning Objectives Assessment Item
Demonstrate how to use “Plug-ins” and
“Spots” in the Panotour Pro software to
Formative assessment process with scaffolding
and time for experimentation, revision, and
redesign of the virtual tour.
Instructional Design Case Project: 360 Virtual Tour
23
create interactive elements in the virtual
tour.
Build a virtual tour using three or more 360
spherical images of the historical/culturally
important location.
Final Project. Rubric to score final product
(360 virtual tour) created by learners.
Learning Theory
The primary learning theory guiding the design of this project is Experiential Learning Theory
(ELT), in particular Kolb’s (1984) version of ELT. This instruction requires learners to
experiment with 360 spherical image technology and the software to edit and create a 360 virtual
tour. During this process learners will need to explore methods to solve specific problems with
minimal direct instruction from the educator. This creates a process where learners are given a
project, experiment with hardware and software, identify and solve problems associated with
image capture and editing images, evaluate the effectiveness of their solutions, revise solutions,
and conduct a new experiment. For this course, there will be two evolution of the experiential
learning cycle. The ability to evaluate and revise is an important aspect of learning a skill.
Seldom do individuals get the best result the first time. In some situations it may take learners
years to fully develop their skills.
Design Decision: Learners complete a project based instruction on creating a 360 virtual tour.
Learners will be given a project that has a purpose. In this situation, they will create a tour of a
location in NM that has historical or cultural importance. These tours will added to a UNM web
page where the general public may tour a location virtually. As Konak, Clark, and Nasereddin
report in research using Kolb’s ELT to study the instructional design of a computer security
course, “In control experiments, students who performed hand-on activities whose design is
based on Kolb’s ELC perceived higher levels of competency development and increased interest
relative to students who performed the control version of the activities. Hands-on activities
designed based on Kolb’s ELC can also encourage students to gain a deeper understanding of the
subject matter (2014, p. 21).” Learners in the needs assessment stated several times that the 360
virtual tour is something that they use or will use to showcase the design of a location or space.
Design Decision: Learners will complete an initial project in teams.
Team based learning is ideal for this instruction since the project has many complex steps and
requires specialized knowledge. During learner interview it was discovered that about half of all
learners did not have knowledge/experience using photo editing software. In addition, only one
learner stated that they had all pre-requisite SKAs that were identified by faculty as necessary to
successfully complete the 360 virtual tour. There were no learners that had no SKAs; however,
most learners interviewed demonstrated a lack of SKAs in one to two important areas. Placing
learners in teams for the initial project will allow for information sharing. A study by Zhao and
Chan (2014) on group learning found that group improvements correlated with individual
improvements. In other words, learning in a group improved the abilities of each individual
Instructional Design Case Project: 360 Virtual Tour
24
learner. Meggs, Greer, and Collins (2012, p. 30) noted in a study on using the virtual world
Second Life that when they had learners with prior experience with the virtual world that the rest
of the class benefited. These learners with prior experience became knowledge resources for
other learners.
Design Decision: Learners will be given two projects. The first project will be team based and
require learner to create a virtual tour with a humorous/fun topic. The second project will be the
required virtual tour of a historical or cultural location in NM.
Humor has the ability to enhance learning if done correctly (Wanzer, Frymier, and Irwin, 2009).
In one study by Wanzer, Frymier, and Irwin, instructor humor related to the content was shown
to increase learning (2009, p. 10). For this proposed instructional design the learners will create
a virtual tour with a humorous focus. The primary purpose is to focus on the process and the
software and not the content. In addition, the historical/cultural location tour requires research to
be completed. My goal is to reduce cognitive load and the amount of homework for the learners
while they are learning the software. Examples of humorous topics can be an animal, object
large enough to see in the image, or a “manikin challenge.” This first virtual tour will allow
learners to experiment with the technology and software while creating a low risk project. This
project will allow learners the ability to learn the software with a less serious topic. The hope is
that the humorous tour will promote motivation and decrease the negative effects of stress while
learning to perform tasks. Chauvet and Hofmeyer (2007) report on using humor in problem
based learning and that effective use of humor in the process of instruction must have ground
rules (p. 289). These ground rules for humor include not using inappropriate, racist, sexist, and
humor intended to ridicule another (p. 290). During learner interview several learners reported
difficulties with learning the virtual tour software. My hope is that by allowing learners to have
the additional time to experiment with the software, by decreasing the stress, and allowing
learners to create the first tour as a group learning outcomes should be improved. This improved
learning will be reflected in the second virtual tour that meets all of the primary learning goals
for the instruction.
Citations:
Kolb, D. (1984). Experiential learning as the science of learning and development. Englewood
Cliffs NPH.
Konak, A., Clark, T. K., & Nasereddin, M. (2014). Using Kolb's Experiential Learning Cycle to
improve student learning in virtual computer laboratories. Computers & Education, 72,
11-22.
Zhao, K., & Chan, C. K. (2014). Fostering collective and individual learning through knowledge
building. International Journal of Computer-Supported Collaborative Learning, 9(1), 63-
95.
Instructional Design Case Project: 360 Virtual Tour
25
Meggs, S. M., Greer, A., & Collins, S. (2012). Virtual reality in interior design education:
Enhanced outcomes through constructivist engagement in Second Life. International
Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 7(1), 19-35.
Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An explanation of the relationship between
instructor humor and student learning: Instructional humor processing theory.
Communication Education, 59(1), 1-18.
Chauvet, S., & Hofmeyer, A. (2007). Humor as a facilitative style in problem-based learning
environments for nursing students. Nurse Education Today, 27(4), 286-292.
Learning Theory Diagram on next page.
Project Based Instruction
Andrew “Drew” SchneiderOILS 543- IDLearning Theory- Design Decisions Integration
Team Based Project1st Project Funny
Tour
2nd Project:Individual Historical or Cultural Location
Learners experiment with technology and solve problems
Learners Eval solutions
Learners search for better
solutions to fill gaps in KSAs
Learners make revisions
Instructor (Peer?) Feedback on 1st
Project
Learners experiment with technology and solve problems
Learners Eval solutions
Learners make revisions
Learners search for better
solutions to fill gaps in KSAs
2nd Project Complete
Learners continue with the Experiential Learning Cycle until project tasks
completed. Goal for 1st project is not mastery. Goal is high level of familiarity and ability to use technology. Lessons learned in this part of the educational process will be
applied to the 2nd project.
Learners will apply what has been learned to complete the 2nd project.
Goal is a level of mastery (exact criteria TBD) with the process, technology, and
techniques of creating a 360 virtual tour.
26
Instructional Design Case Project: 360 Virtual Tour
27
Design Solution
The final product is available online at my personal web page. The following documents and
images were created for this course:
Instructor’s Guide
Learner’s Guide
Several demonstration/sample 360 images
Click here to access the product. (www.simminion.com)
Evaluation
Formative Evaluation Plan:
Primary Evaluation Questions:
Do learners adequately master the process of creating 360 virtual tours? (Also
summative) (Faculty & Learner Need/ Goals and Objectives)
Do learners gain enough time to experiment with the Panotour Pro software? (Learner
Need)
Are there any gaps in the instructional process? (Faculty Need)
Is the overall pace effective? (Faculty & Learner Need)
Does the group humorous tour project have the intended effects? (Increase
experimentation with software, SKA sharing, ability to effectively create a virtual tour.)
(Faculty & Learner Needs/Goals and Objectives)
Do learners like the instruction/instruction method? (Learner Need)
Methods & Data Types:
Under ideal situations I would run a “beta” test of instruction before formal or large scale
deployment. I use the “beta” test to look for gaps in instruction and for instructional failures. In
an ideal situation I would want to run this course with a small number of learners (less than 10)
and potentially 1-2 SMEs. Since this is a seven-week long course this may be difficult to pull off
a “beta” test. Based on the design of this course (weekly lessons) I would have weekly
evaluations (survey/interviews) and then a final evaluation to look at course outcome measures.
I would also use observations to gather data. I would focus on comparisons between what is
expected vs. what was actually observed. The goal for the formative evaluation is to identify
content/methodology that needs revision.
Since a full “beta” test is not going to be possible this term I propose the following formative
assessments.
Instructional Design Case Project: 360 Virtual Tour
28
Conduct a “beta” on Week 1 Modules 1A and 1B. These are introductory presentations
that can be mocked with virtually anyone as learners. Feedback from surveys or
interviews could be gathered on the instruction and instructional content.
Conduct a “beta” on Module 2A regarding the minimum photo edits. Ideally, this would
be done with individuals with some photo editing ability. This would be conducting the
presentation Module 2A and then allowing test learners use the resources provided to edit
some sample images. The goal is to discover if the learners can figure this out on their
own/or in a small group of 2-3 people and make the required edits. Surveys would be
given to learners and two items of interest will be assessed via observation. How much
time do learners spend on the process and can they effectively edit the images?
Conduct a “beta” on Module 2B for the introduction to Panotour Pro. This is a
presentation module that introduces the software for the 1st time. Survey would be given
to learners to provide feedback.
If possible, find individuals with skill sets close to the course leaners and conduct a
“beta” of Module 3A. This is where learners get into small groups and experiment with
designated parts of the Panotour Pro software and present on the “Plug-in” or “Spot”
features of the software. Learner survey/interviews would be used to collect feedback.
Observation on effectiveness would be collected.
Use a focus group to get feedback on the Learner’s Guide and the Instructor’s Guide.
How user-friendly are they? If someone became competent in the Panotour Pro software
could they use the Instructor’s Guide to teach others? Does the Learner’s Guide have all
the needed links and information? Survey or interviews would be used to gather
feedback.
Notes on Surveys:
Bare minimum would be a Start/Stop/Go style survey. (What should we do that we are
not currently doing? What should we stop doing? What should we continue to do?)
Specific Likert-scale items would be added depending on the content being evaluated.
Data Analysis:
Surveys:
Primary goal is to look for trends in responses. The other goal is to look for positive and
negative feedback and conduct a mini-analysis of those items. An attempt to understand “why”
for the survey responses are needed for the responses to be actionable.
Observations:
The primary goal of observations is to evaluate outcomes. Simply put, can the learners do tasks
(sub-tasks) that we ask them to do? Have we created tasks that need more time, or worse yet, are
unrealistic under the current conditions of the content. Does content need to be added, deleted,
or changed?
Instructional Design Case Project: 360 Virtual Tour
29
Subjective Measures:
The learners for this course have a specific set of pre-requisite skills, knowledge, and abilities
(SKAs). This creates some problems if “test subjects” do not have matching SKAs. The
reasonableness, time required, and final product quality for this course may/may not need to be
altered based on the performance of “test subjects” that do not have similar SKAs. However, if
“test subjects” have matching SKAs then the ability to make inferences based on their
performance increases.
Summative Evaluation Plan:
To conduct the Summative evaluation effectively I will focus on the stated learning objectives
for the course. (Note: I have not had the chance to revise these from the earlier assignment and
will use them as written for this draft.) I will examine cost, attitude/reactions, and long-term
benefits after the learning objectives.
Learning Objectives:
By the end of the
instruction,
learners will be
able to…
Method Data Type Data Analysis
Provide
justification using
research as to why
a location has
historical/cultural
importance.
Homework
assignment &
content in
final project
Written
assignment and
project (360
virtual tour) rubric
for scoring.
This course has undergraduate and
graduate learners. Research criteria
will need to be different for each
group. Look for the quality of
information on the location.
Discover
information on a
physical location in
New Mexico of
historical/cultural
value.
Homework
assignment &
content in
final project
Written
assignment and
project (360
virtual tour) rubric
for scoring.
Look for the quality of information
on the location in the individual
project.
Demonstrate
effective 360
spherical image
capture technique
using the Theta S
or other camera.
Group and
individual
project
Observation made
by instructor when
viewing 360
virtual tour.
(yes/no or part of
the larger project
rubric).
In the group project the instructor
will look for issues and address
image quality as needed. This will
allow learners to make changes and
use images that meet standards for
the final individual project.
Evaluate captured
images to
Group and
Individual
project
Observation made
by instructor when
viewing 360
See item above.
Instructional Design Case Project: 360 Virtual Tour
30
determine usability
for 360 virtual
tours.
virtual tour. Did
learners capture
usable images?
Part of project
rubric.
Choose best images
for 360 virtual
tours.
Group and
Individual
project
Observation made
by instructor when
viewing 360
virtual tour. Did
learners capture
usable images?
Part of project
rubric.
See item above
Manipulate 360
spherical images in
photo editing
software.
Group and
Individual
project
Project Rubric.
Extra credit?
It is possible to make advanced edits
to the images. These edits would
need to enhance the project and not
be done for just artistic reasons.
Produce an image
that has the tripod
removed, unwanted
people removed,
and has been
optimized in regard
to light, contract,
sharpness, and
color.
Group and
Individual
project
Project Rubric. Rubric score would be based on how
well min edits were completed.
Group project assessment would
allow instructor to address issues
with class so improvements could be
made for the final individual project.
Design a 360
virtual tour using
PanoTour software.
Group and
Individual
project
Project Rubrics. Group project assessment would
allow instructor to address issues
with class so improvements could be
made for the final individual project.
Goal is to have learners create the
best possible individual project since
it will be posted online for the
community.
Modify 360
spherical images by
adding interactive
elements.
Group and
Individual
project
Project Rubrics. See item above
Experiment with
360 virtual tour
design and
interface options.
Group
presentation
on design
interface
options.
Rubric. See item above
Build a virtual tour
using three or more
Individual
project
Project Rubric. This is the “final” for the instruction.
If learners are able to successfully
Instructional Design Case Project: 360 Virtual Tour
31
360 spherical
images of the
historical/culturally
important location.
create a 360 virtual than course
instruction can be considered
effective.
Cost:
There are upfront costs associated with this instruction that will need to be officially tabulated.
Those costs include the costs for the Theta S cameras and the software so learners can convert
the projects made in trial versions to the official versions for placement on the web. There was
an indication that more cameras were needed to make it easier to allow all learners time to take
images.
Method/Data Type:
Cost of item x warranty/service costs per year= total cost.
Total cost/number of years that the item will be used (or how long till it breaks)= Annual cost of
that item.
Instructor costs will need to be calculated. I am not sure how UNM tracks this cost. (Hourly,
credit hour, etc…)
Data Analysis:
Once costs determined then a per hour or per credit hour cost can be determined. The common
evaluation is a comparison to other courses and other technology courses. Cost per learner is
another common determination.
Attitude/Reactions:
The primary questions in this part of the assessment is if learners like the instruction and to
determine what parts they like and dislike. It is important to determine why parts of instruction
are liked or disliked.
Methods/Data Types:
This will done via learner surveys. Bare minimum is a Start/Stop/Go style survey. Other key
evaluation items can be added as needed/desired.
Data Analysis:
As with the formative the goal is to look for trends either positive or negative. This information
would be used primarily to revise and improve instruction.
Instructional Design Case Project: 360 Virtual Tour
32
Long-term Benefits:
There are two primary long-term benefits that were identified from needs analysis.
The first is from the instructor. This benefit is the creation of an online catalog of virtual tours of
locations in NM. These virtual tours provide many functions including, NM and UNM outreach,
catalog of historical locations, potential “preservation” or recording of endangered locations in
NM, and cultural outreach to people outside NM and the United States.
Evaluation Questions for this long-term benefit include metrics on how often the web page is
visited and what visitors think of the 360 virtual tours. An examination of cost of course vs.
community benefit would need to take place at some point. I would recommend a cost vs.
community benefit assessment be completed yearly. It will take a few runs of this course to
develop a catalog large enough to expect serious interest.
Methods and Data Types:
These would be a cost vs return on investment evaluation and community survey feedback to
determine impact of the online catalog of 360 virtual tours.
Data Analysis:
This long term benefit begins to move into another project…the online catalog. While the two
are connected I do not think it is appropriate to fully tie the online catalog with the course. The
online catalog is simply what is done with the finished projects from the course.
The second is from the learners. They identified the ability to create 360 virtual tours as being
an emerging skill important or critical for architects and designers of physical space. They stated
that 360 virtual tours were critical for “showcasing” a location or space.
To evaluate this long-term benefit refer to evaluation of the learning objectives. If learning
objectives are met then learners will have the SKAs to create 360 virtual tours for other
school/work projects and “showcase” locations.
Instructional Design Case Project: 360 Virtual Tour
33
Sample Evaluation Instruments:
These sample instruments are taken from the Instructor’s Guide.
Group Project Grading Rubric:
Criterion: 0 Points
No Completed
1 Point
Developing-
Needs Work
2 Points
Shows
Competence
3 Points
Shows Mastery Total
All images have
tripod/monopod
removed and are
edited effectively
0 1 2 3
Tour uses
Hotspots
effectively
0 1 2 3
Tour uses Plug-
ins effectively 0 1 2 3
Tour design is
user friendly 0 1 2 3
Content is free
from grammar
and spelling
errors
0 1 2 3
Instructional Design Case Project: 360 Virtual Tour
34
Individual Project Grading Rubric:
Criterion: 0 Points
No Completed
1 Point
Developing-Needs
Work
2 Points
Shows
Competence
3 Points
Shows Mastery Total
All images have
tripod/monopod
removed and are
edited effectively
0 1 2 3
Tour uses Hotspots
and Plug-ins
effectively
0 1 2 3
Tour effectively
demonstrates the
historical/cultural
importance of the
location
0 1 2 3
Tour design is user
friendly 0 1 2 3
Content is free from
grammar and spelling
errors
0 1 2 3
Instructional Design Case Project: 360 Virtual Tour
35
Individual Project Selection Homework (Historical/Cultural Location):
Name: _________________________________________________
1) Name of Location: ______________________________________
2) Describe your rationale for selecting this location and why it has historical/cultural
importance. (500 words min/1000 words max)
3) Supporting Citations:
Minimum Learner Surveys:
Tell us if there are things we should START doing that we currently are not doing.
Tell us if there are things we should STOP doing in this course.
Tell us if there are things you liked and we should continue to do them in the course.
Analysis of Evaluation Data:
Participants:
For this task I was able to recruit three co-workers. Two have medical backgrounds, two have
been users of high end simulation technology (hardware/software), and one recently joined our
team in the past two months. One has a computer background. All work with diverse and
complex software/hardware systems. The test group do not have backgrounds in architecture,
film, or design. I would expect the test group to be able to successfully complete the course with
minor difficulties and potentially needing slightly more time on a few steps. The only potential
confounding variable is that I am a quazi-supervisor to the test group. I am not the direct
supervisor for the individuals in the test group. I do share the same “pay grade” as their direct
supervisor, but I am considered 2nd in command in the workgroup. My relationship with the test
group can be described as mentor/educator and rapport with them is high. These individuals
have come to me with professional and personal issues as needed. One of my official roles is
Instructional Design Case Project: 360 Virtual Tour
36
professional development and I encourage/enable them to attend development
experiences/courses that they are interested in. I trust these individuals and their
opinions/recommendations. They have never hesitated to voice a concern with me in the past.
For these reasons, I am not concerned about the quality of the feedback that they provided.
Analysis:
The proposed course would take seven weeks to complete. This made it impossible for a “dry
run” and made evaluation of elements of interest difficult. Each week builds upon the last and it
is not possible to pull a week out and just test it. Ideally, I would want to find a way to dry-run
this. However, this was not possible. I was not able to follow many of the original formative
evaluation plan components. I was able to get feedback on most of the Primary Evaluation
Questions.
I was able to spend three hours with my test group and verbally walk through the process. I was
able to get feedback from the group. The test group posed interesting procedure and content
questions of value. If a set in the process was unclear or confusing I walked through that part in
finer detail. The group had me demonstrate parts of the instruction that they did not fully
understand. I gave the group a copy of the Instructor’s and Learner’s Guides. We met in a
conference room where I was able to display images, screen shots, and guides on a large screen.
If there was a comment or concern that all test group members shared I found that important to
explore. I would ask questions to make sure I understood and took notes of the conversation.
Other things I noted were points of confusion that came up during the walk though. These
indicated to me points where extra time needed to be taken by the instructor to ensure learner
understanding. The final area of interest was process and procedure questions. The test group
performs procedures and processes that are just as complex as those in the 360 virtual tour
course.
Results:
For this section I will note the Primary Evaluation Questions from the Formative Plan and state
feedback related to each.
Primary Evaluation Questions:
Do learners adequately master the process of creating 360 virtual tours? (Also
summative) (Faculty & Learner Need/ Goals and Objectives)
o Unable to determine. Test group stated that they think the two project process
will allow for more time to experiment with software and should be able to master
it. Test group stressed the need for instructor feedback and approved with the
deliberate feedback session in the course schedule.
Do learners gain enough time to experiment with the Panotour Pro software? (Learner
Need)
o Unable to fully determine. Test group was floored that the original course was
four weeks long. The agreed with feedback from the prototype event that four
Instructional Design Case Project: 360 Virtual Tour
37
weeks is not long enough. One person in the test group wondered if seven weeks
was enough to master the process. Test group liked the group project and liked
the planned feedback sessions in the lesson schedule.
Are there any gaps in the instructional process? (Faculty Need)
o One person stated that he would like a glossary since he did not understand some
of the terms that were discussed. Most of the terms dealt with photography
concepts. Several minor areas were identified that may need the instructor to
pause and check for understanding. Most of these were in the Panotour Pro
software parts of the course. Group also stated that a step-by-step guide would be
very useful for the software.
Is the overall pace effective? (Faculty & Learner Need)
o Group voiced concerns about the pace at first. After explaining the schedule in
better detail they stated that the time is tight, but should be do-able. Group
pointed out that there is virtually no room for learners to fall behind.
Does the group humorous tour project have the intended effects? (Increase
experimentation with software, SKA sharing, ability to effectively create a virtual tour.)
(Faculty & Learner Needs/Goals and Objectives)
o Group really liked the concept. They also stated that there needs to be better
examples of what this means. One person suggested doing a “manikin challenge”
with the images. After explaining how only a few learners had all the pre-
requisite SKAs identified and that most were close to having the SKAs they
agreed that the group project would be an important part of the learning process.
One person was concerned about the size of the groups and was very happy when
I sated that a group was 3 people max.
Do learners like the instruction/instruction method? (Learner Need)
o The group frequently asked me to teach them how to make 360 virtual tours and
stated that this would be a fun class to take. The group stated they liked the mix
of presentations, hands on, and software tasks. The group really liked the content
links in the PDF guides. They stated that they think they could learn how to edit
images via the content provided. Group liked the web page as a source for the
guides electronically.
Design Inferences:
I like the glossary idea. Most of the terms will be photography or related to Photoshop image
editing. If possible, I will add links to content. Most learners reported shooting in auto mode. If
learners are able to shot images in manual mode they will have more artistic options available for
them, including high dynamic range (HDR) images that can be valuable when taking images of
architecture.
I will create some demo “manikin challenge” 360 images. These will be added to the guides and
downloadable version for 360 viewing software will be added to the web page. In addition, I
Instructional Design Case Project: 360 Virtual Tour
38
will create a page in the guides giving better explanation of the humorous tour idea. This part of
the design has been the most questioned until it is fully explained. After explanation, everyone I
have spoken to love the idea.
Future Directions:
One area of large concern is a better guide for the Panotour Pro software. The vendor guide does
explain what things are, but does a poor job on describing how things work. I do agree a combo
of video tutorials and print step-by-step guide is needed. I estimate that this would take 90-110
hours to complete this project to a satisfactory level. I do think that this may be needed to
maximize the effectiveness of this course. Unless several weeks are added for detailed software,
learners will still need to experiment more with the software to be able to do more with it.