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Instructional Design Project

Photoshop Basic Workshop

Peter M Doroh
ETD 543
Winter, 2010

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Executive Summary
Some people have been inspired by spectacular photographs and often admired the
artistic eyes of the photographers who took those pictures. The interesting part is, even if
your photographs do not come out amazing the first time they were taken, you can still
improve them and turn them into unique works of art. That can easily be done through the
magic of Photoshop. Adobe Photoshop is the software of choice for people who are in
the visual arts business such as graphic artists and photographers. It is such a powerful,
yet user friendly software that even those who are not in the visual arts business can use it
for personal and professional purposes.
I will offer a two week course (M-Th) that will teach the necessary skills required to
become confident in Photoshop. This training session will be an introduction course. I
hope it will create an interest that will encourage a need for future training sessions.
The course consists of five projects followed with exit assessments (projects) and
survey.

The objectives are clear and concise so that all students can follow them and be

aware of the overall purpose of the course. The method used to progress the students
through the class is to divide the class into segments. These segments shared
information, gave visual aids and allowed for guided practice. One way that the course
did this was through the use of links to external examples. These examples helped
validate the information and gave another perspective to help with differentiated
instruction. The course does a good job of using differentiated instruction for those that
needed re-teaching and extension for those that need more of a challenge. The course
was well designed to foster enduring understanding for all students.
Peter M Doroh
ETD 543
Winter, 2010

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As vital as course design is, the use of technology can make or break a well crafted
design. One must be cognizant of allowing the technology to enhance the course
objectives and not overwhelm or inhibit the learner. This course used technology very
effectively.
Collaboration is a key ingredient in any workshop. The importance of students
collaborating with each other and the instructor is widely documented. The goal is to
keep collaboration consistent throughout the course, allowing students to succeed more
than they would on their own. The course has taken that into consideration and
implemented tools and resources to fulfill this need.
A delivery method that is prevalent within this course is face-to-face demonstration.
This type of instruction helps students to comprehend the basic principles of Photoshop.
Through demonstrations, students acquired the skills needed to fulfill the units objectives.
While this course in ever facet does not require the highest order thinking, it does
accomplish its objectives. The assignments are arranged to provide ample opportunities
for students to practice required skills. The segment assessments have clearly stated
outcome projections and allow for continual re-practice if the concept is not grasped.
With multiple approaches, such as, surveys, guided practice, and assignments the students
can show that they have grasped the knowledge and met the overall objectives of the
class

Peter M Doroh
ETD 543
Winter, 2010

TABLE OF CONTENTS

Project Proposal5

Problem Statement5

Needs Assessment..7

Objectives..12
Implementation..17
Evaluation..18
Peter M Doroh
ETD 543
Winter, 2010

Project Proposal:
Participants:
The class is comprised of 15 high school students. All the students are at different levels
of understanding. Some have never used Photoshop before, while others have minimal
use and understanding.
Impact:
With so much of our world now operating within the visual and digital realm, it is
essential for students interested in design to understand and implement
Photoshop into there arsenal of design tools. I hope upon completion of this
project, students will have the confidence and required knowledge to manipulate
and enhance digital images.
Problem Statement
Graphic Design Industry Statistics
In 2006, there were 261,000 people employed as graphic designers. By 2016,
the US Bureau of Labor Statistics predicts that the number of graphic design jobs
will increase 10 percentas fast as the average growth for all occupations.
Despite growth in the field, however, you should expect strong competition as
you apply for graphic design jobs.

Peter M Doroh
ETD 543
Winter, 2010

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About 25 percent of graphic designers are self-employed, and many of these
designers work on a freelance or contract basis.

As the statistics above show, the world of graphic design is growing and
competitive. If students are going to be marketable in the 21 st century they will
need these design skills. The earlier the students gain these skills, the greater
the chance they will have an advantage while trying to start a career. I hope that
through an introduction into the world of design (Photoshop), students will find an
interest and further their education in the future.

Needs Assessment
Need for Training
Peter M Doroh
ETD 543
Winter, 2010

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If adults go into the visual arts business, they will find Photoshop an
indispensable tool that they can use to sharpen and enhance their designs. The
learners creative energies will flow easily as they see an image going through
changes right in front of their eyes. They will be a notch ahead of their
competitors if they learn Photoshop and have a good mastery of its techniques.
Anyone who understands the potential of improving their skills in the visual arts
will be interested to learn Photoshop. If people spend the time and energy to
learn Photoshop, they will discover more of its potential to help them get ahead in
their business or career.
The goal of this two week course is to teach the necessary skills required to
become confident in Photoshop. This training session will be an introduction
course. I hope it will create an interest that will encourage a need for future
training sessions.
Population Profile
The course will include a comprehensive training that reflects the needs of the
population being taught.

The population of this class is comprised of:

15 adult learners

Varying ages (18-50)

All educational levels

Ethnicities ( Caucasian and African American)

Cultures. ( N/A)

Peter M Doroh
ETD 543
Winter, 2010

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While these all present there own unique challenges, I dont foresee any
critical dilemmas arising from these differences.

Instruction and Delivery

I plan on using two different methods. I plan on instructing with technologyfacilitated instruction. This is a very common format when teaching information
that is technology driven.

Because all of the learners will be centrally located, I

hope this type of facilitation will be effective. I believe the best way to learn a
new program is through drill and practice. Students will gain a quicker
understanding of the material through repeated, guided, facilitated practice.
Rubric for assessing understanding:

The Photoshop learner will be evaluated for completing the following activities,
quality checks.
Activities/Skills/Followed Directions: Points
Set up document at stated size and resolution.

5/

Created one selection and saved it with a name.

5/

Peter M Doroh
ETD 543
Winter, 2010

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Used pen tool as a selection tool for at least two elements.
5/
Used extraction technique for one element

5/

Used one other selection tool.

5/

Included a text layer. (Name of pun used.)

5/

Named and grouped layers. (Instructor initials here for check off)

5/

Quality:
Met requirements for concept: Visual Pun with point of emphasis, dominance.
5/
Made clean selections with pen /mask tools. Soft/hard edges as
necessary.

5/

Adjusted size of image as necessary. (Larger canvas or cropped.)

Total Score 50/

Prior Knowledge/Skills
All learners are at different levels of understanding. Some have never used
Photoshop before, while others have minimal use and understanding. I have
Peter M Doroh
ETD 543
Winter, 2010

5/

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produced a survey that will help to analyze what, if any, prior knowledge the
learner has prior to training. A survey will be administered at registration.
Registration is conducted two-three weeks before the course start date. This
survey will guide me in my development of lessons and objectives. It will help
me conclude if some the learner will need more guided practice, while others, will
need extension.
Survey Questions:
1. Default Section

Add Question Here

Edit QuestionMoveCopyDelete
1. How much do you know about Photoshop?
None

Some

Master

How much do
1

you know about

Some

Master

Photoshop? 1 None
Add Question HereSplit Page Here
Edit QuestionMoveCopyDelete
2. Do you plan on using Photoshop personally or professionally?
No
1
Peter M Doroh
ETD 543
Winter, 2010

Do you plan on

Maybe
Maybe

Yes
Yes

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No
using Photoshop

Maybe

Yes

personally or
professionally? 1 No
If yes, when or why?
Add Question HereSplit Page Here
Edit QuestionMoveCopyDelete
*
3. Are there any specific objectives you hope to have learned upon
completion of this coarse?

Add Question HereSplit Page Here

Edit QuestionMoveCopyDeleteAdd Logic
4. What is your age range?
1) 18-24
2) 25-30
3) 31-35
4) 36-40
5) OVER 40

Peter M Doroh
ETD 543
Winter, 2010

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Photoshop Basic Objectives:

Draft Objectives:
Define facilitators roll
Should be able to demonstrate Photoshop commands
Should be able to create and manipulate text
Should be able to use the file browser
Should be able to use selection and viewing tools
Should be able to use painting, drawing and retouching tools
Should be able to place objects on different layers
Should be able to change stacking order of layers
Should be able to change blending mode and opacity of layers
Should be able to create and edit masks
Should be able to understand resolution and image size
Should be able to crop an image
Should be able to create and use styles
Should be able to add filters and effects
Should be able to import graphics
Should be able to save Photoshop files

Process Objectives

Photoshop needs to be uploaded onto all computers

Peter M Doroh
ETD 543
Winter, 2010

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Create Power Point for instruction

Create Photoshop training modules

Create assessments

Create student folders to store work

Terminal Objective
Upon completion of the course the Photoshop Basic learner will demonstrate
ability to: Masks: quick masks, saving & loading selections, extraction. Pen:
drawing paths, editing points, saving paths, converting to selections, selection
tools, saving, sizing, filters, saving files, loading files.

Enabling Objectives

The Photoshop Basic learner will illustrate several ways to select a piece
of a picture. Students will use their knowledge of these tools to manipulate
a photograph into a new image.

The Photoshop Basic learner will demonstrate how to effectively use the
transformation tools

The Photoshop Basic learner will explain the steps used to isolate a

photographic image from its background.

Peter M Doroh
ETD 543
Winter, 2010

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The Photoshop Basic learner will demonstrate the use of filters.

The Photoshop Basic learner will illustrate how to manipulate the paint like
a painter as well as some darkroom techniques. Students will practice how
to use the blending tools.

Performance Agreement
Given all the required tools the Photoshop Basic learner will complete all exit
assessments with a passing grade of 70% or higher. Students will be evaluated
for completing the activities, quality checks.

Objective

Evaluation Task

Behavior
Given the
Students will be evaluated for completing the
required
following activities, quality checks.
tools, the
Peter M Doroh
ETD 543
Winter, 2010

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Basic
Activities/Skills/Followed Directions:
Photoshop
student will

Set up document at stated size and

practice and

resolution.

complete
the needed
skills to

Created one selection and saved it with a

name.

become

Used pen tool as a selection tool for at least two

familiar with

elements.

Photoshop
Used extraction technique for one element
Used one other selection
tool.

Included a text layer. (Name of pun

used.)
Named and grouped layers. (Instructor initials here
for check off)
Quality:
Met requirements for concept: Visual Pun with point
of emphasis, dominance
Peter M Doroh
ETD 543
Winter, 2010

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Made clean selections with pen /mask tools.

Soft/hard edges as necessary.
Adjusted size of image as necessary. (Larger
canvas or cropped.)

Upon
Condition

Complete the quality checks

completion
of required
quality
checks
70% or
70% or higher
higher

Degree

I have not had the opportunity to implement my workshop. Im hoping that I will
be able to introduce this unit in my commercial art course at the start of next
Peter M Doroh
ETD 543
Winter, 2010

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term.

This is a Photoshop Basic unit. It consists of learning the basic

operations of Photoshop CS2. The unit will consist of two weeks of lessons with
each class period running 55 minutes. The class will consist of 10-15 high
school age students. The unit will be taught in a sequential approach. This will
allow for each module to build off the previous objective, culminating in a
cohesive unit.

Implementation

There are many ways to implement and instruct a workshop. The goal is to
find one that balances the objectives with the learning styles of the participants.
This can be accomplished through class structure (management),
delivery/interaction, and workshop climate. Within this unit I will implement a few
strategies to ensure optimal student engagement and learning. I hope this aides
in smooth transitions; leaving minimal time between activities. This will keep the
participant focused, eliminating distractions and disruptive problems that can
occur within a classroom environment.
The structure and lay out of the room is a very important element when
delivering instruction. The room for this class takes that into consideration. The
room has twenty computers located along the outer walls. This arrangement
allows for easy monitoring of students progress and/or problems.

Peter M Doroh
ETD 543
Winter, 2010

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In addition, all computers have a view of a large screen that is used with a ceiling
mounted projector. This projector is operated using the teachers station. It is
from this station that I plan on delivering the information/lectures and
demonstrations. I plan on teaching the course using drill and practice, lecture
and critique methods. These methods are very conducive to computer based
training. Photoshop is a very complex program and only through continual
practice can one become proficient in its use. The workshop takes this into
consideration, as I have built in guided practices throughout each learning
module. I will continually monitor the participants progress throughout each
guided practice. While drill and practice is a great way to teach Photoshop, it is
limited in its qualitative assessment. That is why I have produced a series of exit
assignments that will be assessed using a formal rubric and peer critique. The
participants peers will give feed back upon completion of the exit assessments.
This will help me with assessing the learners overall success in the course.

Evaluation Report
There is always a need for an evaluation. Evaluations are essential for both the
learner and the facilitator. The learner receives the necessary feedback to create
gains, while the facilitator can use the evaluation to improve upon present and
future workshops. The Facilitator should create evaluations that can help
him/her improve on both content and delivery. If evaluations are done correct,
they make the workshop more authentic for all involved.

Peter M Doroh
ETD 543
Winter, 2010

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With this workshop I chose to implement both formative and summative
evaluations. Formative evaluations are great because they give
correction/feedback during the learning phase. This allows the learner to
adapt/correct situations as they occur. I will use the observation to meet this end.
Observation is one of the most important evaluation tools. It can be used to
monitor both problems and successes. As with most cases, when learning a new
computer program questions can occur within an instant. This can result in
learning incorrect information or incorrect application. Through the monitoring
process, I hope to limit the negative consequences that occur when that occurs.

I plan on implementing summative evaluations too. Summative evaluations are

a great way to validate if the outcomes/objectives have been met at the
conclusion of the workshop. They are vital in giving needed information/data to
make corrections for future workshops. For this course I am using three types of
summative evaluations.
The first is a comprehensive rubric. The rubric will allow the learner to selfassess; while it also gives me a qualitative way of scoring there completed work.
Here is an example of the rubric:
Students will be evaluated for completing the following activities, quality checks.
Activities/Skills/Followed Directions: Points
Set up document at stated size and resolution.

5/

Created one selection and saved it with a name.

5/

Used pen tool as a selection tool for at least two elements.

5/

Peter M Doroh
ETD 543
Winter, 2010

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Used extraction technique for one element

5/

Used one other selection tool.

5/

Included a text layer. (Name of pun used.)

5/

Named and grouped layers. (Instructor initials here for check off)

5/

Quality:
Met requirements for concept: Visual Pun with point of emphasis, dominance.

5/

Made clean selections with pen /mask tools. Soft/hard edges as necessary.

5/

Adjusted size of image as necessary. (Larger canvas or cropped.)

5/

Total Score 50/

The second is a peer review, also called a critique. I will use the thinkpair-share method to generate responses about the work's successes and
weaknesses, allowing individuals to write down their interpretations of the
work. I will pass out a series of questions that ask participants to evaluate the
piece in specific ways (i.e., What are/were the goals? Are they being
reached?)

These evaluations aid in scoring/assessing the student, but do little in evaluating

the workshop or instructor comprehensively. Because of this I have devised an
evaluation that will address this shortcoming.

Evaluation Questionnaire
Course Name: _______________________________
Training Location: _________________________
Participant Name (optional): ______________________________________
Date: _________________

Peter M Doroh
ETD 543
Winter, 2010

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Job Title: _______________________________________
Years in present position? <1 1-3 3-5 5+
INSTRUCTIONS
Please circle your response to the items. Rate aspects of the course on a 1 to 5
scale 1 equals "strongly disagree" and 5 equals "strongly agree." 1 represents
the lowest and most negative impression on the scale, 3 represents an adequate
impression, and 5 represents the highest and most positive impression. Choose
N/A if the item is not appropriate or not applicable to this course. Your feedback is
sincerely appreciated. Thank you.
NA=Not applicable, 1=Strongly disagree, 2=Disagree, 3=Neither agree/nor
disagree, 4=Agree, 5=Strongly agree
COURSE CONTENT (Circle your response to each item.)
1. I was aware of the prerequisites for this course.
N/A 1 2 3 4 5
2. I had the prerequisite knowledge and skills for this course.
N/A 1 2 3 4 5
3. I was well informed about the objectives of this course.
N/A 1 2 3 4 5
4. This course lived up to my expectations.
N/A 1 2 3 4 5
5. The content is relevant to my job.
N/A 1 2 3 4 5
COURSE DESIGN (Circle your response to each item.)
6. The course objectives are clear to me.
N/A 1 2 3 4 5
7. The course activities stimulated my learning.
N/A 1 2 3 4 5
8. Interactive multimedia was essential in the course.
N/A 1 2 3 4 5
9. The activities in this course gave me sufficient practice and feedback. N/A 1 2 3 4 5
10. The test(s) in this course were accurate and fair.
N/A 1 2 3 4 5
11. The difficulty level of this course is appropriate.
N/A 1 2 3 4 5
12. The pace of this course is appropriate.
N/A 1 2 3 4 5
COURSE INSTRUCTOR (FACILITATOR) (Circle your response to each item.)
13. The instructor was well prepared.
N/A 1 2 3 4 5
14. The instructor was helpful.
N/A 1 2 3 4 5
COURSE ENVIRONMENT (Circle your response to each item.)
15. The training facility at this site was comfortable.
N/A 1 2 3 4 5
16. The training facility at this site provided everything I needed to learn. N/A 1 2 3 4 5
COURSE RESULTS (Circle your response to each item.)
17. I accomplished the objectives of this course.
N/A 1 2 3 4 5
18. I will be able to use what I learned in this course.
N/A 1 2 3 4 5
SELF-PACED DELIVERY (Circle your response to each item.)
19. IMM was a good way for me to learn this content.
N/A 1 2 3 4 5
20. Video is an important aspect of the course.
N/A 1 2 3 4 5
21. How would you improve this course? (Check all that apply.)
___Provide better information before course.
Peter M Doroh
ETD 543
Winter, 2010

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___Clarify the course objectives.
___Reduce content covered in course.
___Increase content covered in course.
___Update content covered in course.
___Improve the instructional methods.
___Make course activities more stimulating.
___Improve course organization.
___Make the course less difficult.
___Make the course more difficult.
___Slow down the pace of the course.
___Speed up the pace of the course.
___Allot more time for the course.
___Shorten the time for the course.
___Improve the tests used in the course.
___Add more video to the course.
22.What other improvements would you recommend in this course?
23. What is least valuable about this course?
24. What is most valuable about this course?
Finally, I will take the all the information obtained from the evaluations and use it
to make changes and plan for future workshops. I will use the information to selfassess, taking in the suggestions both positive and negative. Only through this
process can one change/evolve and create more effective workshops

Peter M Doroh
ETD 543
Winter, 2010