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Instructional Design Project 1 Ed Tech 503, Fall Semester This is an instructional design project for the Washington County, SC school district. It contains a detailed project analysis of implementing Picasa editing software into the district. In the classroom 2009 Lora Evanouski Boise State University, Dept. of Educational Technology 10/17/2009

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Page 1: ID Picasa Project

Instructional Design Project 1 Ed Tech 503, Fall Semester This is an instructional design project for the Washington County, SC school district. It contains a detailed project analysis of implementing Picasa editing software into the district.

In the classroom

2009

Lora Evanouski Boise State University, Dept. of Educational Technology

10/17/2009

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Table of Contents Table of Contents ........................................................................................... Error! Bookmark not defined.

Overview ....................................................................................................................................................... 3

ID Model and Rationalization ....................................................................................................................... 4

Context Analysis ............................................................................................................................................ 5

Learner Analysis ............................................................................................................................................ 6

Survey............................................................................................................................................................ 8

Learning Task .............................................................................................................................................. 11

Learning Goal .......................................................................................................................................... 11

Task Analysis ........................................................................................................................................... 11

Learning Objectives ................................................................................................................................. 12

Main Objectives .................................................................................................................................. 13

Assessment ................................................................................................................................................. 13

Formative Assessment ................................................................................................................................ 14

Summative Assessment .............................................................................................................................. 14

Appendix A .................................................................................................................................................. 15

Appendix B .................................................................................................................................................. 16

Learning Objectives Table 1 .................................................................................................................... 16

Appendix C .................................................................................................................................................. 17

Learning Objectives continued ............................................................................................................... 17

Appendix D .................................................................................................................................................. 18

Learning Objectives continued ............................................................................................................... 18

Appendix E .................................................................................................................................................. 19

Learning Objectives continued ............................................................................................................... 19

Entry Level Skills .......................................................................................................................................... 19

Trouble shooting ......................................................................................................................................... 19

Bibliography ................................................................................................................................................ 21

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Overview

The Washington County School district has requested an in-service training workshop be

conducted for the 160 teachers within their district for the use of Picasa, free editing software.

It has been predetermined that all teachers are fluent in English and computer skills range from

novice to expert. There will be a 3 hour time limit on training available to all participants.

There are a limited number of computers, 40, so the arrangement of groups will be; two groups

of 80 participants each receiving 1.5 hours of training on the computer. Because of the

arrangement of computers, pairs of learners will also be grouped together. Each group will

follow the same pattern of learning.

The training will start out with approximately 15 minutes of explaining what Picasa is

and demonstrations of what Picasa can be used for via projected images on a whiteboard. The

following hour will culminate with the teacher/learners navigating through the Picasa program

(formative assessment). In the remaining 15 minutes having utilized all tools within the tool bar

of Picasa, there will be a demonstration of the Picasa project by creating an online portfolio

with uploaded images through the use of blogs or class web page. Finally, the teacher/learners

will teach their own classroom of students the same program to show mastery of learned skills

(summative assessment).

Picasa is as stated above, free editing software, and can be implemented with ease.

Picasa was acquired by Google in 2004 (Wikipedia, 2009). By going online to the internet,

anyone can have instant access to this program. It is very user friendly and will support many

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different platforms and operating systems. The benefits to teachers implementing such a

program are countless. For example, a teacher can create an online diary of class projects. This

is just one versatile application for Picasa. The following Instructional Design Plan is how this

course was created.

ID Model and Rationalization

This plan will follow the Gagne model of 9 Events (Smith & Ragan, 2005). The 9 events

include the following items gain attention, inform learners of objective, stimulate recall of prior

learning, present stimulus material, provide learner guidance, elicit performance, provide

feedback, assess performance and enhance retention and transfer (Smith & Ragan, 2005). The

9 events are laid out in a hierarchy procedure starting with gain attention following thru to

enhance retention and transfer.

I chose this plan because it is considered a systematic approach to learning for

inquiry based learning. Instead of tying a training module to “just pass the test” the trainer

must dig deeper to stimulate and arouse new skills to transfer to the work environment. It

can be adapted to a group or individuals based on learner needs. These 9 events are

related to the learning outcomes while the instruction supports the internal process (Smith

& Ragan, 2005). Because the model is highly saturated with outcomes based on behaviors

resulting from the training, learning will occur.

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Context Analysis

Because the Washington SC has already implemented a training program, there is

sufficient need to have the training. There are various stakeholders involved in this

process. First, I will start with the technology coordinator at the school site along with the

administrators. An interview or survey must be done to gain understanding of the

complexities of the technology environment. This interview could be done over the phone,

in person or thru email. Follow up is to be expected to resolve any unclear directives. The

next set of surveys’ would be to gain any and all information about the location from the

major stakeholders in the lesson which includes the administration, teachers, technology

techs and teacher assistants. It would be necessary to gain as much information as

possible about the history, culture, morale and social aspects of the school. This could be

done thru email for expediency. I would pose questions such as; how much the computers

are used? What are they primarily used for? Who primarily uses them? How the

educational faculty views technology? These would all be asked in a general broad category

to gain a better grasp for the atmosphere of the educational community at Washington, SC.

The next concern to be addressed is the physical location of the computer lab. How

is the lab laid out? Are there 40 working computers? Will there also be laptops available or

desk tops or both? Will the computer room allow for group interactions? Will it allow for

group demonstrations? When filling the seats at the training session will there be physical

room for groups of 2 or more? These questions would be addressed by walking the site and

visiting with educational administration on the premises.

Beyond the physicality of the lab the consideration of broadband access must be

addressed. What type do they currently sustain? Is there internet access allowing Google

Picasa to be implemented? Do they allow backup storage of any computer files and

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images? Is there internet access allowed at any time or are there constraints? Who usually

takes care of the lab, is it all the teachers or a specialized teacher? Who or what is the help

desk? When can they be reached or accessed? What happens if breakdowns occur? Do

they have a backup plan?

Finally, accounting for reasons why the administration and other stakeholders want

to implement new technology into their existing program needs to be addressed. Questions

such as is this; technology that the district will insist all teachers utilize? Will the district

want to integrate this technology into everyday applications? Will the learners have the

tools, time, space etc. to put these new skills to use? Will there be a support program for

the new technology?

These questions and considerations need to be addressed through surveys and

interviews whether face to face, phone or email. Proper understanding of the learning

environment cannot happen without proper clarification of context.

Learner Analysis

The analysis of the learner will be done primarily through phone surveys and

interviews. The basis for this plan of attack is to make contact with the stakeholders on an

intimate level, calling with a human voice. In doing so and making this connection, the

learners will assume a role of responsibility in their own learning. A series of 10 questions

will be asked to probe the emotions of using technology and editing in the classroom on an

everyday basis. This survey will be done at random generated from the computer choosing

30% of the names from the 160 participants.

The survey will be a survey in the form of an email sent out to the learners to

evaluate their entry level skill and experience, attitudes, preferred learning styles and

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motivations/interests. First and foremost the survey needs to address the entry level skills

of the learners. The questions need to be specific and pointed to find out where they have

experience using technology i.e. computer and also software. The basic question is, do you

own a computer? What kind of computer do you own? The next set of questions concern

software usage such as; what types of software are you familiar with and are you familiar

with editing software?

The applications portion of the survey will need to be considered to evaluate how the

learner uses the computer. The questions such as; have you ever used image editing

software, which ones are you familiar with, and how have you used them, are important to

establish for skill level and also comfort level. Indicating if the learner has ever installed a

program is equally necessary. Learning style can also be an issue when teaching adults.

Asking questions such as, what type of learning style do you prefer (Visual, Auditory,

Kinesthetic) can set the tone for the design course. Other important aspects of adult

learning to consider are group work, collaborative work but work independently or solitary?

These answers will generate what type of layout in the physical room to be used; groupings

of learners or individual work. It will also define the layout of the training module; work

with a large group or with the intent of using the entire 90 min for 2 groups on “show” and

send them home to practice with a follow up 90 of “tell” and display the work or something

completely different.

Finally attitudes, motivation/interest would need to be considered. If the learners

have a lack of motivation and interest the course of training would be a waste of time,

money and effort. In assessing these qualities, questions need to be raised about their

“feelings” or comfort levels towards technology and using it in the classroom. Additional

questions about why they want to use editing software, comfort level of using editing

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software, how they plan to use the software in real life situation and what the expectations

of the software come must be addressed.

The needs of the learners must be assessed in order to form an actionable design

plan. If the right questions are asked then the needs, wants, desires and expectations of

the learners can be accomplished.

Survey

The survey will be 16 questions sent out through email to their school email address

using Google Documents. It will be sent out 4 weeks before the training is to take place

allowing for 5 day response time. It will be sent to all 160 participants. The survey link is

http://bit.ly/3LkBj7

The survey indicates that 150 teachers responded within set time frame. Of the 150

respondents, 4 indicated little or no use of computers in their daily lives. While in contrast,

7 respondents indicated extensive use of the computer. The rest of the respondents, 139

indicated varying degrees of use. The course design should reflect most learners fall into

the midrange category of usage. Strong experienced learners should be grouped with less

experienced learners. This grouping does two things: it encourages both parties to

collaborate and both can learn from each other. This chart reflects usage:

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The next chart indicates what types of software used. It reflects more wide spread

usage with windows rather than with a mac. The programs used with all 150 respondents

reported using most often include word and excel. There were 7 respondents that have

fully utilized Picasa, Fireworks and Photoshop. The 139 respondents stated varying degrees

of use of editing software. While the 4 remaining respondents had no experience using

Picasa or any editing software. While the varying degrees of usage and experience of

editing software will show the designer that collaborative groups should be utilized; this

revelation indicates the experienced users will be utilized in helping and coaching less

experienced users. The chart indicates:

computer usage

4 have little to no experience using computers

7 have extensive use of computers

139 have varying degrees of usage on the computer

Types of software used

4 respondents have little or no experience using editing software

7 have fully utilized editing software

139 have varying degrees of using editing software

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This chart indicates how the participants learn the best, their preferred learning

style. The majority are visual and/or kinesthetic. The survey indicated 2 learners are

auditory, 8 “other”, 80 visual and 60 kinesthetic. For the designer, this is important

information to consider. This will be the building blocks of the class- how to set up the

groups. The charts reflect using groups and collaboration for effective learning to occur.

Because the majority of learners are either visual and/or kinesthetic learning style this must

be the dominant learning path for the designer. The use of visual aids (white boards,

computer and handouts) and hands on style must accompany this training module. Having

highlighters at the ready will also increase the effects of learning. In the instruction,

emphasizing key points with activities will be very effective in retaining information. The

chart reflects:

Finally motivation/interest and attitudes must be considered. In the survey, 2

participants indicated no or low interest in using editing software. In contrast 43

respondents indicated high interest in using editing software, while the remaining 105

0

10

20

30

40

50

60

70

80

Auditory

"Other"

Visual

Kinesthetic

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respondents indicated varying degrees of interest and motivation. Determining the

motivational needs and attitudes of the learners will help shape and define the course.

Because there is an overwhelming desire to learn and implement editing software, grouping

the highly motivated with lesser motivated will increase and generate more learning. The

chart indicates:

In conclusion the survey respondents have a need, desire and motivation to fulfill

this training module. The designer must consider grouping experienced learners coupled

with physical hands on activities in order for learning to be enhanced and retained.

Learning Task

Learning Goal Given Picasa editing software the learner will utilize it to create an online image album in a

class web page or blog.

Task Analysis This task consists of taking pictures from the following source digital camera, preexisting

images, memory stick or cd. Following the creation of an online album or movie/slideshow,

Attitudes and Motivation

2 with little or no desire to learn

43 with high desire to learn

105 with varying degrees of desire to learn

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it will be uploaded to either the class web page or a preapproved blog location. A concept

map has been provided for the task. (Larger view on p. 19, use as handouts if needed)

Learning Objectives

The objectives consist of 4 main learning objectives. The objectives have various

subordinate objectives. Because of using technology, entry level skills must be met before

entering the training module. Overview tables are shown in Appendix B-E.

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Main Objectives:

1. Download, install and Navigate Picasa

2. Edit, enhance and correct images using basic tools and techniques

3. Share images through creation of online web album or blog

4. Backup images to secondary location

Assessment

The assessment for the training module of Picasa will be two fold; formative and

summative. The formative assessment will be in the form of positive and corrective

feedback during the project. It will be conducted by the trainers and trainer helpers.

During the 90 min class the learner will upload Picasa, save albums, use editing tools to

make pictures perfect, learn how to share, print, email and export images to various

locations and back up the image file to a secondary location. At the end of the 90 min

class, each group will create and share an online album or movie. If the learners do not

have digital images ones will be made available. It will evidence at least 10 pictures that

have been modified with the tools buttons (crop, red eye, auto color/contrast, text and

retouch) in the editing of the images. The tuning effects editing tools will be evidenced in at

least 1 picture. Mastery is shown upon sharing the album or movie in a web page or blog.

Positive and corrective feedback will be given.

The summative assessment will be guided by the administrators. The assessment

will be in the form of teaching your own class the steps in using Picasa to create a web page

or blog. This assignment will be conducted within approximately 1 week following the

training module. This is included to reinforce and enhance learning. The teachers will be

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given a paid in-service lunch of pizza as agreed upon by the administrator as incentive to

complete the training.

Formative Assessment

Does not Meet Expectations

Meets Some Expectations

Exceeds Expectations

Downloads, installs and navigates Picasa

Did not install or navigate Picasa

N/A Used Picasa to navigate through

Edits, enhances and corrects photos

Did not use edit to enhance images

Used editing to enhance less than 5 images appropriately

Used editing to enhance more than 5 images appropriately

Shares images through creation of online web album or blog

Did not share images online

Shared less than 10 images online in a web page or blog appropriately

Shared 10+ images online in a web page or blog appropriately

Back up of photos to secondary location

Did not back up images

N/A Backed up image to secondary location

Summative Assessment

Does Not Meet Expectation

Meets Some Expectation

Exceeds Expectations

Conducted classroom training to students using same plan as learned in training

Did not conduct lesson to students

Conducted lesson but enhanced less than 5 images

Conducted lesson and enhanced and edited more than 5 images

Students created online web album or blog

Did not create any images in web album or blog

Students created and changed less than 10 images of online album or blog

Students created and changed 10+ images of online web page or blog

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Appendix A Telephone Survey: It should take approximately 5 min per call with the following questions. (Indicated comfort level: 1 is low comfort and 5 high comfort)

1. Do you own a computer? What kind?

2. What type of software have you used in the past?

3. On a comfort scale of 1 to 5 how do you feel about using editing software?

4. Do you own a digital camera?

5. On a comfort scale of 1 to 5 how do you feel about taking pictures?

6. On a comfort scale of 1 to 5 how do you feel about sharing pictures online?

7. On a comfort scale of 1 to 5 how do you feel about having a web page and/or blog?

8. On a comfort scale of 1 to 5 how do you feel about setting a web page blog up?

9. What purpose would editing software do for you?

10. Why are you taking this training session?

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Appendix B

Learning Goal: Given Picasa editing software the learner will utilize it to create an online

photo album in a class web page or blog.

Learning outcomes based on Bloom’s Taxonomy (Forehand, 2005).

Learning Objectives Table 1

Learning Task Objective Outcome Assessment type

1.0 Download, install and navigate Picasa

1.1 Download and install Picasa

1.2 Navigate through

Picasa software

1.3 Upload images using a camera, memory stick or images stored on computer or cd

1.4 Demonstrate the difference in saving images to hard drive and folder

-When given Picasa editing software the learner will install -Using the Picasa software the learner will evidence knowledge in using tools bar -given images learner will successfully upload to computer inside the Picasa software -learner will evidence the difference between saving to hard drive and folders within Picasa

What level accomplished Knowledge Understanding and Application Understanding and Knowledge Application and Analysis

Formative or Summative Formative: observation Formative: observation Formative: observation Formative: observation

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Appendix C

Learning Objectives continued

Learning Task Objective Outcome Assessment Type

2.0 Edit, enhance and correct images using basic tools and techniques 2.1 Demonstrate how to use the edit tool button 2.1.a use crop, redeye, straighten, retouch and text tools 2.1.b use tuning sliders and effects

-learner will locate editing buttons -learner will locate and apply appropriate editing tools to images -learner will locate and apply appropriate tools to images

Application Application Application

Formative: observation Formative: observation Formative: observation

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Appendix D

Learning Objectives continued

Learning Task Objective Outcome Assessment Type

3.0 Share images through creation of online Web album or blog 3.1 Create online albums and folders 3.2 find location of folders and albums 3.3 Demonstrate the following: a. print album or image b. print album or image share albums through email c. export album to location such as blog or web page

-learner will demonstrate the creation of images to albums and folders -learner will identify location of album and folder -given uploaded images learner will print images. The next step is to share through use of class email. Following demonstration of email exporting images to either class web page or blog

Synthesis Application Application

Formative: Observation Formative: observation Formative: observation

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Appendix E

Learning Objectives continued

Learning Task Objective Outcome Assessment

4.0 Backup images to secondary location 4.1 Create a secondary backup location for images and folders 4.2 Teach classroom students same steps to show mastery

-after completing the sharing and exporting of images learner will evidence identification of a backup source for files and albums -Teacher/learners will teach unit using same steps on Picasa to implement into own classroom

Synthesis Evaluating and Creating

Formative: Observation Summative

Entry Level Skills

Must have in order to attend training:

1. Operate a computer using keyboard and mouse

2. Be able to open programs on desktop of computer

3. Log onto internet and navigate with basic level skill

Trouble shooting

Considerations for the instructor:

1. Have back up plan if computers are not functioning i.e. have some spare laptops

available if possible.

2. Have sample pictures or images if needed.

3. Have Picasa solution center open on desktop for precise strategies to walk learners

through steps in detail.

4. Have phone number of support desk for Washington County, SC school district.

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Bibliography Forehand, M. (2005). Bloom's Taxonomy. Retrieved from Wikipedia:

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Smith, P. L., & Ragan, T. J. (2005). Instructional Design 3rd Edition. Hoboken: John Wiley and Sons.

Wikipedia. (2009, october 16). Wikipedia, Picasa. Retrieved from Wikipedia:

http://en.wikipedia.org/wiki/Picasa