Composed PortraitsOTEC 603 - Spring 2010Michael Childers - John ConeyJean Javellana - Myla Gumayagay
If you saw a man drowning, and you could either save him or photograph the event, what shutter speed would you use?
Instructional GoalA picture is worth a thousand words.Defining a well composed portrait requires guidance. The instructional goal is to teach university students and staff to be able determine the components of a well composed portrait. Portrait may be perceived differently by different people, however we will introduce several key concepts to better define the components to a well composed portrait.
Target AudienceThe setting for this training will be for college students and staff of the University of Hawai`i System who recently upgraded from point and shoot to digital Single Lens Reflex (SLR) cameras. The SLR is defined as a type of camera which incorporates a viewing system where the subject is seen through the lens. Many students and staff share an interest in photography for artistic reasons as well as to support teaching. Today, with social networking, portraits are often posted online shortly after the pictures were taken.
Instructional AnalysisGagne's Condition of LearningFocus of Theory - Intellectual Skills
Instructional AnalysisGoal AnalysisSubordinate Skills Analysis
Instructional Goal: Given samples of portraits, the learners will be able to determine the components of well composed portraits.
Instructional Goal: Given samples of portraits, the learner will be able to determine the components of a well composed portrait.
Content AnalysisPre-Instructional, Assessment, and Follow-through ActivitiesSequence and Clustering of Objectives
Gagne's Nine Events of Instruction Worksheet
Content Presentation and Learner ParticipationSkill #11 - Define ApertureSkill #12 - Define Shutter SpeedSkill #13 - Define Focus
Transition to Prototype Module
Table of ContentsPre-testIntroductionPART 1 - Camera Settings
Introduction - Module
Best Design FeaturesTerms were defined with ExamplesInstruction was clearIncreased Understanding of Module Objectives
Formative EvaluationModule Evaluated by UH Students/StaffInterested inSLRDigital Photography One on One Format Each Team Member Conducted One Evaluation(One Member Conducted Two) N=5 Conducted on Campus in "Quiet Place"Each Evaluation took about One Hour
Likert Scale 1-51.Strongly disagree 2.Disagree 3.Neither agree nor disagree 4.Agree 5.Strongly agree
PretestEvaluationN=5Understand Questions?Skill Level?Photography Interest?Identify Controls?Understand Aperture?Understand Shutter Speed?Understand Focus?220.127.116.11.18.104.22.168
Module EvaluationN=5Module Hold Attention?Appropriate Length?Easy to Follow?Challenging?Illustrations Appropriate?3.44.04.02.63.8
Post TestEvaluation N=5Understand questions?Understand Aperture?Understand Shutter Speed?Understand Focus?Tests Measure Materials? 22.214.171.124.44.2
Formative Evaluation SummaryWhat Went WellEach Term was defined with ExamplesInstruction was ClearIncreased Understanding of Module Objectives
What Went WellAperture and Depth of Field (DOF)The Depth of Field is the distance wherein objects are in focus.
Formative Evaluation SummaryWhat Went Wrong Pictures Too SmallSome Questions Difficult to Understand
What Went WrongSome Images too Small
Next Time...Paper format was OKInstruction could have been better using a different format, would allow larger imagesUse powerpointE - Pictures - Module online as a web pageTime and Money No object Overall Objective is to take better potraitsModule may have been better presented if Instructor ledLearn by Doing - Havestudents use an SLR