Академический Документы
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Daniel Kilback EDTECH 503 (Fall 2012) Submitted to Dr. Yu-Hui Ching December 10, 2012
Table of Contents
Synthesis Reflection................................................................................................................. Part 1 - Topic............................................................................................................................. Part 1a - Stated Learning Goal............................................................................................ Part 1b - Audience............................................................................................................... Part 1c - Rationale............................................................................................................... Part 2 - Analysis Report............................................................................................................ Part 2a - Needs Description................................................................................................ Part 2a1 - Needs Assessment Survey............................................................................ Part 2a2 - Needs Assessment Data Report................................................................... Part 2b - Description of the Learning Context..................................................................... Part 2b1 - Learning Context........................................................................................... Part 2b2 - Transfer Context............................................................................................ Part 2c - Description of Learners......................................................................................... Part 2d - Task Analysis Flow Charts.................................................................................... Part 3 - Planning....................................................................................................................... Part 3a - Learning Objectives.............................................................................................. Part 3b - Objectives and Assessment Matrix Table............................................................. Part 3c - ARCS Table.......................................................................................................... Part 4 - Instructors Guide........................................................................................................ Part 5 - Learner Context........................................................................................................... Part 5a - Learning Materials................................................................................................ Part 5b - Assessment Materials........................................................................................... Part 5c - Technology Tool Justification................................................................................ Part 6 - Formative Evaluation Plan........................................................................................... Part 6a - Formative Review Plan......................................................................................... Part 6b - One-to-One Evaluation......................................................................................... Part 6c - Small Group Evaluation........................................................................................ Part 6d - Field Trial.............................................................................................................. Part 7 - Formative Evaluation Report....................................................................................... Part 7a - Evaluation Survey or Rubric................................................................................. Part 7b - Expert Review Report........................................................................................... Part 7c - Comments on Change.......................................................................................... Part 8 - AECT Standards Grid.................................................................................................. Professional Standards Addressed (AECT)........................................................................ Course Goals and Objectives.............................................................................................. AECT STANDARDS (Applicable to EDTECH 503)............................................................. Appendices............................................................................................................................... Appendix A - InDesign Template Checklist... ...................................................................... Appendix B - 4x6 Photoshop Template Checklist................................................................ Appendix C - 3x5 Photoshop Template Checklist............................................................... Appendix D - Yearbook Spread Rubric................................................................................ Appendix E - Past Yearbook Samples................................................................................ 3 4 4 4 4 5 5 5 6 8 8 8 8 9 16 16 17 18 20 23 23 24 24 25 25 25 25 26 27 27 28 28 29 29 30 31 33 33 34 35 36 37
Synthesis Paper
In my first discussion post in this course I defined Instructional Design as something that involves the creation of a variety of resources, materials, and assessments meant to coalesce in an engaging, and thoughtful, learning experience. Through my participation in this course, this initial view has remained firm, and when thinking of a real world metaphoric comparison, I arrived quickly at the notion of building a house. This course has culminated in the compilation of a variety of educational artifacts that have come together to form this Instructional Design Project. Much like building a house requires a firm foundation (Instructional Design Project topic), architectural plans (IDP lesson ideas), researching and resourcing materials (ID reading and research), construction (ID project development), and finishing work (compiling the IDP) before someone moves in (putting the plan into action), this project has taken a similar path in its development. Architects consider the needs of the owners when designing a floor plan and look for the most efficient methods to meet these needs. Much like the architect, the Instructional Designer focuses on skill acquisition. During the initial stages of this course, I found myself deep in the dense text of Smith and Ragan and wondered how the educational concepts presented would dovetail and connect to one another during the design process. What I found was that the reading provided rich background knowledge that then made the design process meaningful. It was the act of drilling down from the over arching concepts I wanted students to grasp, into the specific tasks and skills themselves, that crystalized the concept of Instructional Design in my mind. Smith and Ragan noted, When projects become complex, at some point the term planning no longer fits and design becomes a better descriptor (6). This idea moved from being an abstract notion to a profound realization for me, as my experience as an educator had been rooted in individual lesson plans that led to content-based unit plans. The process of breaking down individual tasks and looking at each step of the learning process has caused me to question how I used to plan. Lesson planning is simply the act of filling time with activities to keep students busy, while Instructional Design involves identifying necessary skills and developing activities that will engage students as they acquire and refine these new skills. The process of building a house is not one that can be done in isolation. The best houses result from significant collaboration amongst the architect, the contractor, the builder, and the owner. The process engaged in this course was much the same. Having the opportunity to see other Instructional Design Projects being built, and also to receive feedback on the construction of my own, proved quite valuable. Suggestions to flesh out my objectives, rework my Task Analysis Flow Charts, and develop more specificity in my tasks have resulted in a stronger project. This would not have happened without having had the opportunity to post my work and receive feedback from my instructor and my peers. Moving forward, I believe that the experience of engaging in the development of an Instructional Design project such as this will only make me a more well-rounded educator. Through this course my appreciation for well-designed lessons has evolved, and my understanding of what students need has expanded. In my current role as a High School Assistant Principal I believe that understanding the process of Instructional Design will aid me in planning more effective professional development for my staff, running more clear and concise staff meetings, and make me empathetic to the sheer amount of work that goes into the design of good lessons. Building a perfect house is an endeavor that requires constant revision and reflection. The same holds true for designing a perfect unit for instruction. References Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc. Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.
Part 1. Topic
1a. Learning Goal After two, one-hour classes, students will create a basic two-page yearbook!spread!using InDesign CS6. Students will place photos, altered using Photoshop CS6, inside the spread and stylize elements of the spread to suit the photos being placed in the InDesign document. 1b. Audience The target group for this instructional design project is a group of 19 High School Juniors who have been pre-enrolled in the HS Yearbook class at ASK. 1c. Rationale Students in the Yearbook class at ASK enter the course with mixed levels of exposure to the complex software they will be using to create our school yearbook. I have chosen to create a series of scaffolded lessons that will assist students in learning the basic interfaces of Adobe InDesign and Photoshop CS6. Additionally, students will acquire fundamental skills related to creating a print-ready document with images they have edited. Understanding how InDesign and Photoshop work together are complex and foundational understandings that yearbook students must effectively grasp. Once students have the ability to edit images and place them in a document that has been properly prepped for print, they can then move toward the more creative task of adding design features to their layouts. This Instructional Design Project focuses on the basic knowledge and experience needed to begin working on building creative yearbook spreads intended for print production. This project contains both supplantive and generative strategies. Approximately 85% of the project would fall under the supplantive strategy as many of the tasks involve a specific goals that must be completed in a limited time (Smith & Ragan, 2005, p. 143). The remaining 15% of the project could aptly be described as generative as students are permitted to make some design choices relating to colour and font selection. The major instructional strategy this project employs can be classified as procedural. This project includes steps that are scaffolded and well organized and intended to be delivered in sequence. Students must follow the complex steps in order to produce a suitable end product. As Smith and Ragan recommend, procedure-based strategies involve requiring the learner to (1) Recognize a situation in which the procedure is applicable, (2) recall the procedure, (3) apply the steps in the procedure, (4) if required, make decisions a the decision points, (5) if required, choose correct branches, (6) complete steps in required branches, (7) ascertain that the procedure has been applied appropriately (Smith & Ragan, 2005, p. 190). The logically developed steps that relate to creating files with specific settings, adjusting images using specific methods, and building frames using precise coordinates and measurements all speak to the procedural nature of the project itself.
Using a scale of 1 - 5 with 1 being not comfortable at all, and 5 being very comfortable answer the following questions. 8. On a scale of 1 to 5 describe you ability to operate a computer. 9. On a scale of 1 to 5 describe you ability to follow directions. 10. On a scale of 1 to 5 describe you ability to learn manage nested files in a folder. 11. On a scale of 1 to 5 describe you ability to learn new software. 12. On a scale of 1 to 5 describe your experience with Mac OS X. 13. On a scale of 1 to 5 describe your attitude toward learning new tech related skills.
Answer the following questions with a list. 14. List the photo-editing software you have used.
4% 25%
5% 9% Not Comfortable Somewhat Comfortable Moderately Comfortable Quite Comfortable Very Comfortable 38% 21% 5% 5%
24% 63%
Color Blind
16 8 0 Yes No
Comfortable Learning New Software (Rating Scale) Comfortable with Mac OS X (Rating Scale) 10 8 6 4 2 0 1 2 6 3 4 5
Yes
No
Locate an install disc and install the software. Under Intent choose Print Make changes where needed Set Number of Pages to 3
No
Yes Click ok
Are the Intent, Number of Pages, Start Page, Page Size, and Bleed set correctly?
Set Page Size to Custom Save document as Yearbook Spread inside the Spreads folder on your desktop.
No
Locate an install disc and install the software. Set width to 6 inches
Set color mode to CMYK Close Photoshop Make changes where needed No
Save psd document as 4x6 inside psd folder nested in the Spreads folder.
Yes Click ok
Are the width, height, resolution and color mode set correctly?
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No
Locate an install disc and install the software. Set width to 5 inches
Set color mode to CMYK Close Photoshop Make changes where needed No
Save psd document as 4x6 inside psd folder nested in the Spreads folder.
Yes Click ok
Are the width, height, resolution and color mode set correctly?
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Is InDesign CS6 an appropriate software choice for teaching students how to create a print-ready sample yearbook spread?
Yes
Move provided Sample Images folder into Spreads folder, create images folder inside Spreads folder, Open Yearbook Spreads template
Select Rectangle Tool, draw a square across page 2 & 3, ll will color, adjust using opacity
Select Rectangle Tool, draw a square across top of page. Select Text Tool and enter the title of the page, adjust font, and adjust size
No Select Rectangle Frame Tool, draw a square, adjust to 3in by 5in, use ctrlc, ctrl-v to copy the frame 5 more time, adjust using percentage, place at will.
Select Rectangle Frame Tool, draw a square, adjust to 4in by 6in, use ctrlc, ctrl-v to copy the frame 5 more time, adjust using percentage, place at will.
Review your page, do you have a background color, a title, and 12 picture frames? No Yes Make changes where needed
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Is Photoshop CS6 an appropriate software choice for teaching students how to adjust and edit photos?
Yes
Select a sample image from the sample images: folder that you would like to use in your spread and open it using Photoshop.
No
In Photoshop, navigate back to the 3x5 template and use cmd+v to paste the image onto the template.
Select another approach. Click cmd+T to access the Free Transform Tool.
Hold down the shift+alt keys and adjust the size of the photo.
Once the photo is the size you want it slick enter to apply the transformation.
Once the photo is the size you want it slick enter to apply the transformation. No
Close Photoshop.
Yes
Select File, Save As, name the image, set it as a jpeg, and save it to the images folder inside the Spreads folder.
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Is Photoshop CS6 an appropriate software choice for teaching students how to adjust and edit photos?
Yes
Select a sample image from the sample images: folder that you would like to use in your spread and open it using Photoshop.
No
In Photoshop, navigate back to the 3x5 template and use cmd+v to paste the image onto the template.
Select another approach. Click cmd+T to access the Free Transform Tool.
Hold down the shift+alt keys and adjust the size of the photo.
Once the photo is the size you want it slick enter to apply the transformation.
Once the photo is the size you want it slick enter to apply the transformation. No
Close Photoshop.
Yes
Select File, Save As, name the image, set it as a jpeg, and save it to the images folder inside the Spreads folder.
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Is InDesign CS6 an appropriate software choice for teaching students how to create a print-ready sample yearbook spread?
Yes
No
navigate in the dialogue box to the images folder and select the image you wish to use. Click OK.
Right Click on the frame, navigate to Adjust Proportions select ll frame proportionally. Enter appropriate captions and adjust font size and type as desired. No Have you placed six 3x5 ratio images?
Select 3 to 6 photo frames and use the fx button to apply a desired effect.
Using the Rectangle Marquee Tool, create 12 small caption boxes and place them on the spread near individuals photo frames
Yes Yes No
Select Press Quality, Select Use Document Bleed Settings, Click OK Right Click on the frame, navigate to Adjust Proportions select ll frame proportionally. Close InDesign navigate in the dialogue box to the images folder and select the image you wish to use. Click OK.
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Part 3. Planning
3a. Learning Objectives (list): 1. Students will be able to navigate the InDesign CS 6 interface and create a print ready document. 1.1 Students will open the InDesign application. 1.2 Students will create an InDesign document and adjust the document settings in the launch menu. 1.3 Students will locate and use the Rectangle Tool to create a background image and will solid color fill. 1.4 Students will locate and use the Rectangle Tool to create 6 caption boxes and a title box. 1.5 Students will locate and use the Rectangle Frame Tool to create 6 picture frames, 6 caption boxes. 1.6 Students will place and link pictures into frames using the cmd+D keyboard short cut. 1.7 Students will save, adjust print preference settings, and export a print-ready document. 2. Students will be able to navigate the Photoshop interface and adjust images to be used in an InDesign document. 2.1 Students will open the Photoshop application. 2.2 Students will create a Photoshop document and adjust the document settings in the launch menu. 2.3 Students will locate and use the Copy and Paste functions using the cmd+c and cmd+v keyboard shortcuts. 2.4 Students will locate and use the Free Transform Tool to resize their photos by using the cmd+T and shift+cmd keyboard shortcuts. 2.5 Students will locate and use the Auto Tone, Auto Contrast, and Auto Color settings from the menu bar. 2.6 Students will differentiate and convert and RGB images to CMYK using the image mode settings. 2.7 Students will adjust image settings and save images to the images folder. 3. Students will create and manage a folder with subfolders and document links. 3.1 Students will create a new folder and name it Print Folder 3.2 Students will create a sub-folder inside Print Folder, label it Images, and save all exported photoshop images to this folder. 3.3 Students will save the InDesign document inside the folder labelled Print Folder. 3.4 Students will save the Photoshop document inside the folder labelled Print Folder. 4. Students will select and use complementary colors. 4.1 Students will identify complimentary colors using a reference website. 4.2 Students will convert Hex color key to CMYK values using a website conversion tool. 4.3 Students will locate and create new color swatches in the swatch palette in InDesign. 4.4 Students will create, add, label, and use new color swatches to InDesign swatch palette.
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Part 3. Planning
3b: Objectives and Assessment Matrix Table
Learning Objectives 1.0 Blooms Taxonomy Classification Application Format of Assessment Performance Description of Test Form Observation Checklist Observation Checklist Submitted Sample Observation Checklist Observation Checklist Observation Checklist Observation Checklist Submitted Sample Observation Checklist Observation Checklist Submitted Sample Observation Checklist Observation Checklist Observation Checklist Observation Checklist Submitted Sample
1.1
Application
Performance
1.2 1.3
Application Application
Performance Performance
The InDesign document will be created, named, and saved. Create a background using the Rectangle Tool.
1.4
Application
Performance
1.5
Application
Performance
1.6
Synthesis
Performance
Link the photos to the frames, position them appropriately, and scale them if needed. Exported file will be complete and ready to print. Completion of the adjusted photos using Photoshop.
1.7 2.0
Application Application
Performance Performance
2.1
Application
Performance
2.2 2.3
Application Application
Performance Performance
The Photoshop document will be created, named, and saved. Open the image files, copy them, and place them into the Photoshop document. Resize the photos using the Free Transform Tool.
2.4
Application
Performance
2.5
Analysis
Performance
Adjust the Tone, Contrast, and Color using the Auto Settings.
2.6
Analysis
Performance
2.7
Application
Performance
New saved images will be appropriately sized, colored, and saved. Created a folder called Print Folder. Created a subfolder inside Print Folder called Images. InDesign document is saved inside Print Folder. Photoshop folder is saved inside Print Folder. Create a complementary color scheme using website. Identify complementary color schemes.
Submitted Sample Submitted Sample Submitted Sample Submitted Sample Submitted Sample Observation Checklist Observation Checklist Observation Checklist Submitted Sample
4.2
Application
Performance
4.3
Application
Performance
4.4
Application
Performance
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Part 3. Planning
3c: ARCS Table Categories & Subcategories ATTENTION A.1. Perceptual arousal Pose the following series of questions and have students stand if they are answering yes and sit if they are answering no. Have you ever used Adobe Photoshop? Have you ever used Adobe InDesign? Have you taken a picture in the last month? Have you taken a picture in the last week? Did you take a picture yesterday? Did you see the yearbook from last year? Did you buy the yearbook from last year? Once all students are sitting, pose the following questions related to the previous yearbook and record student responses on the whiteboard in the classroom. What did you like about it? What didnt you like about it? What can we improve? Consider adding questions on the fly to keep student interest. Process Questions
Express to the students that there is a direct connection between producing a quality yearbook that is accurate, complete, and visually pleasing to the amount of time they are willing to devote to learning the software being used in this class and experimenting with it. Discuss the roles that will be assigned in the yearbook class; photographer, layout, photo organizer, editor, photoshop artist. Emphasize that regardless of the roles all students must have a minimum level of competency with the software being used. Highlight that collaboration is a key element of the class and that being competent in the software allows for greater idea sharing and more meaningful conversations. Review last years Elementary School and Middle/High School yearbooks. Assess the Staff and Senior Personality from the MS/HS examples below and compare them with the grade level spreads from the ES book. Focus on how paying attention to detail and having a high level of competency impacts what you can do visually with a spread.
R.3. Familiarity
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Part 3. Planning
3c: ARCS Table (continued) Categories & Subcategories Confidence C.1. Learning requirements Explain to the students that they will be learning skills in this class that can not only be used to create a yearbook, but can also be transferred to other classes when working on creative-based projects. Further, these skills can be used in their free time to alter photos or prep pages to share on a social network. Clearly relate to the students that initially the user-interface of both InDesign and Photoshop will seem overwhelming but that once they have spent some time working with it, the complexity will decrease as they increase their familiarity with it. Encourage the students to pay close attention to the seminar lessons as they will provide a sound foundation moving forward and into the class itself. Provide examples for the students of quality yearbook spreads that have been created using InDesign. Emphasize that creativity has no limit and that the only limit for their spreads lies in their imagination and willingness to learn. Sample 1 - http://www.memorybook.com/View_Sample/ 2012_MemHighSchool/index.html Sample 2 - http://www.yearbooks.biz/?event=Showcase.Gallery&category=5 Sample 1 - http://www.yearbooks.biz/?event=Showcase.Gallery&category=4 Process Questions
Satisfaction S.1. Natural consequences Emphasize to students that there will be a premium placed on effort and collaboration in this class. Explain that collaboration will involve working together, sharing ideas, peer review, and class presentations of their completed work. Spotlight for the students that periodically there will be an opportunity to share their design work with the other students in the class and that the goal is to learn from each other as we develop skills that will allow us to create a product together. While working through the lessons, have students review their own work in relation to the directions and critique it.
S.3. Equity
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Inform Learners of Purpose ! Give one copy of each of the last three school yearbooks to each student. Explain that these yearbooks are desk copies that must remain in the computer lab and that they are meant to be used for reference and inspiration. ! Explain that this Yearbook Basics training seminar is meant to give each student the foundational skills that will allow them to actively participate and contribute in the development of the next school yearbook. ! Point out that while there are many roles that will be assigned in the yearbook class (photographer, layout, photo organizer, editor, photoshop artist) that everyone must demonstrate a minimum level of competency with the key software being used to create the yearbook and that is why they are participating in this seminar. Arouse Interest and Motivation ! Allow the students some time to browse through last years yearbook. Ask them to focus on the things that they find appealing. The focus here should be on the positive. Once a few minutes have passed, pose the following questions to the students and write down the answers generated onto the whiteboard in the classroom. ! ! ! ! What did you like about last years yearbook? What stood out? What could have been improved? What would you like to see in the next yearbook that wasnt in the last one?
! Explain to the students that there is a direct connection between producing a quality yearbook and the amount of time they are willing to devote to learning the software being used in this class and experimenting with it. Preview the Learning Activity ! Explain to the students that each of the yearbooks on their desks are a compilation of yearbook spreads. ! Focus their attention on the fact that there are essentially only a handful of spreads in any yearbook (class photos, personality shots, staff photos, candids, team and activity pages) and that these spreads come together to form the book itself. ! Emphasize that the purpose of the seminar is to provide each student with the opportunity to learn the skills to create the framework for any spread (proper size, proper document settings, color selection) that they wish to create. ! Highlight that any spread, regardless of content, has a set of basic elements that are tied to color, paper size, and photo quality.
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Body Recall Relevant Prior Knowledge (10 Minutes) ! Emphasize to students that there will be a premium placed on effort and collaboration in this workshop. ! Explain that collaboration will involve working together, sharing ideas, peer review, and helping one another. ! Review the student responses on the whiteboard and ask the students to keep in mind some of these comments while looking at the past three school yearbooks (Appendix E) and the sample yearbook spreads we will be accessing using the internet. Present information and examples (10 Minutes) ! Play up the notion that creativity has no limit and that the only limit for their spreads lies in their imagination and willingness to learn. ! Have the students take some time to consider some of the following yearbook spreads. ! Sample 1 - http://www.memorybook.com/View_Sample/2012_MemHighSchool/ index.html ! Sample 2 - http://www.yearbooks.biz/?event=Showcase.Gallery&category=5 ! Sample 3 - http://www.yearbooks.biz/?event=Showcase.Gallery&category=4 Focus Attention or Gain & Direct Attention (15 Minutes) ! Do a whip around and ask each of the students to identify one thing from one of the spreads they have seen today that they really liked. ! Explain to the students that creating some of the things that they liked is a complex process but that they can do it if they are willing to learn. ! Clearly relate to the students that initially the user-interface of both InDesign and Photoshop will seem overwhelming but that once they have spent some time working with it, the complexity will decrease as they increase their familiarity with it. ! Encourage the students to pay close attention to the seminar lessons as they will provide a sound foundation moving forward and into the class itself. Employ Learning Strategies or Guide or Prompt Use of Learning Strategies (5 Minutes) ! Stress to the students that the skills they will learn in this seminar will aid them in the yearbook class. ! Encourage the students to work hard and to pay close attention as they follow along with the instructor through each of the stages of these lessons. Practice or Provide for and Guide Practice (Last 30 Minutes of Session 1, First 40 Minutes of Session 2) ! Provide students with ample time to work on each step of the assignments. ! Demonstrate each of the steps on using the computer and projector. ! Move around the room and observe students practicing and setting up their documents. ! Review steps with students who may need additional assistance. Evaluate Feedback or Provide Feedback ! Explain to the students that the evaluation of this activity will take place in the creation of their final project and that they should be working to meet each of preference and design elements identified by their instructor. ! Observe student participation and encourage quiet partner assistance when needed. ! Encourage and support students who are having difficulty following along with the lesson
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Conclusion Summarize and Review (10 Minutes) ! Review the steps of the lesson remind the students that they have learned a variety of valuable skills in the seminar: ! How to navigate an InDesign file. ! How to navigate a Photoshop file. ! How to adjust InDesign and Photoshop file settings. ! How to apply design elements in InDesign. ! How to alter images in Photoshop. ! How to save, organize, and link files. Transfer Learning (5 Minutes) ! Explain to the students that they will be learning skills in this class that can not only be used to create a yearbook, but can also be transferred to other classes when working on creative-based projects. Further, these skills can be used in their free time to alter photos or prep pages to share on a social network. Re-motivate and Close (5 Minutes) ! Spotlight for the students that periodically there will be an opportunity to share their design work with the other students in the class and that the goal is to learn from each other as we develop skills that will allow us to create a product together. ! Express to the students that there is a direct connection between producing a quality yearbook that is accurate, complete, and visually pleasing to the amount of time they are willing to devote to learning the software being used in this class and experimenting with it. Assess Learning ! Evaluate the student files at the end of the lessons considering the overall design combined with the use of appropriate file settings. Use a variety of measures outlined in the Learning Objectives. Provide Feedback and Remediation ! Review the activity and engage in a discussion with students using the following questions as a guide. ! What did you learn? ! How would you rate the level of difficulty of the lessons? ! Can you see a link between what you learned in these lessons and the final design of a yearbook? ! What went well in this activity? ! What would you chance about this activity to improve it?
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These sample images will be used by the students in the development of their individual yearbook spreads. These sample images have been uploaded to Dropbox for easy downloading. All of the images were shot on November 20th and 21st by the designer of this project. All persons featured have signed a school photo permission waiver.
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5c: Technology Tools and Justification The following technology tools will be used to support the learning project. Technology Tools iMacs with OSX Mountain Lion YouTube.com Rationale This workshop has been designed using the Mac and OSX platform as our campus is currently transitioning from Windows to Mac. YouTube is a familiar tool to share videos. The tutorial screencasts created for this workshop have been uploaded and shared for the instructors use. Dropbox is a common tool used to share documents easily and securely. The sample images for this project have been loaded into a shared folder and linked from the learning materials section. InDesign is the software program used by students in the ASK Yearbook Class to produce our annual yearbook. Photoshop is the software program used to alter and adjust all photos for the ASK Yearbook and is the software program taught in the course. This tool will allow the instructor to show the tutorials to the students and to guide students through the InDesign and Photoshop userinterfaces. The color printer in the Yearbook Lab will allow students to print off their spreads at the conclusion of the workshop.
DropBox
Hitachi StarBoard
Color Printer
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Please use the rating scale below and rate each of the elements below: 1 (Strongly Disagree), 2 (Disagree), 3 (Agree), 4 (Strongly Agree) Individual Section Evaluation 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 The material as a whole was clear and easy to follow. Comments: The graphics were presented in proper sequence. Comments: The activities followed a logical and sequential order. Comments: The timeframe was appropriate for the material to be covered. Comments: This workshop will benefit students. Comments: The terms used were clearly defined. Comments: The examples used were appropriate for the lesson. Comments:
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COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. Create and conduct various aspects of a front-end analysis
ii. Identify methods and materials for communicating subject matter that are contextually relevant b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. Construct clear instructional goals and objectives
ii. Develop a motivational design for a specific instructional task iii. Develop assessments that accurately measure performance objectives c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions
d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation 30
12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication
2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.
3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.
4.0 Management
(none specifically addressed in 503)
5.0 Evaluation
5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies 32
Appendix A
InDesign Template Self-Evaluation Checklist 1 2 3 4 5 6 7 Did you create a folder and title it Spreads? Did you set the intent to Print? Did you set the number of pages to 3? Is the width of the document set to 210mm? Is the height of the document set to 280mm? Did you save the new document as Yearbook Spread? Did you save the new document inside the Spreads folder on your desktop?
Yes
No
# 6-7
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Appendix B
# 1-2
# 2-6
#7
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Appendix C
6x4 Photoshop Template Self-Evaluation Checklist 1 2 3 4 5 Did you set the width to 5 inches? Did you set the height to 3 inches? Did you set the resolution to 300 pixels per inch? Did you set the color mode to CMYK? Did you name the template 3x5 and save it inside the psd folder nested inside the Spreads folder?
Yes
No
# 1-4
#5
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Appendix D
3 Points
The document settings are all set appropriately. The background is created, color applied, opacity adjusted, and the frame is locked in place. The title was created with the rectangle frame tool, text was entered, font size adjusted, default font changed. 6 - 3x5 photo frames were created, some were adjusted, aspect ratio intact, frames are placed in appealing manner. 6 - 4x6 photo frames were created, some were adjusted, aspect ratio intact, frames are placed in appealing manner. 12 text boxes were created, appropriate text entered with correct spelling. Photos are linked and proportions are adjusted. 3 design elements are evident. PDF is exported with print quality, bleeds, and saved in the Spreads folder. The Spreads folder contains images, psd, and sample images folder, with all requisite files.
2 Points
One of the document settings is incorrect. One of the identified elements is not completed.
1 Point
Two of the document settings are incorrect. Two of the identified elements is not completed.
0 Points
More than two of the document settings are incorrect. More than two of the identified elements is not completed.
Document Settings
Spread Title
3x5 Boxes
4x6 Boxes
Text Boxes
One of the identified elements is not completed. One error in placing and linking photos. 2 design elements are evident. One of the identified elements is not completed. One of the identified elements is not completed.
Two of the identified elements is not completed. Two errors in placing and linking photos. 1 design element is evident. Two of the identified elements is not completed. Two of the identified elements is not completed.
More than two of the identified elements is not completed. More than two errors in placing and linking photos. No design elements are evident. More than two of the identified elements is not completed. More than two of the identified elements is not completed.
Linked Photos
Design Elements
Exported PDF
Folder
36
Appendix E
These images are samples of the spreads created for the ASK Yearbook. These are for your reference and inspiration. Remember, we are starting at the beginning of the process with this workshop - but we need to begin with the end in mind.
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Appendix E
38
Appendix E
39
Appendix E
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