Instructional Design Case Project 360 Virtual Tour Course Andrew …schneider-id.com/docs/Instructional Design Case_Final Project_360V… · skill for architects and designers. Learners

Instructional Design Case Project

360 Virtual Tour Course

Andrew “Drew” Schneider

University of New Mexico

Instructional Design Case Project: 360 Virtual Tour Course

Schneider, A. 2

Project Overview - Panoramic Virtual Tours

Emergent technologies have presented the opportunity for historians, educators, researchers, and

the general public to develop and distribute 360º content that allows the general public to explore

the physical environment and historical locations in an immersive format across the globe. This

project aims to educate potential immersive content creators on the hardware, software, and

processes for creating their own content. By the end of the training, users should be able to

produce and share their immersive images across a variety of platforms. The format of the course

is a face-to-face instruction lasting several weeks. The direct customers for this project include

Professor Tim B. Castillo (client) of the UNM School of Architecture and learners in the

Emerging Technology for Designers course. Indirect customers include individuals who will

experience 360º content that will be developed by the learners in this project. The first objectives

of the client is to improve access to and understanding of life in various towns, cities, and

historic landmarks in New Mexico through use of this technology. The second objective is to

have learners develop the ability to create 360º virtual tours, which is an emerging workplace

skill for architects and designers. Learners will need to gain an understanding of both the

hardware and software necessary for producing 360º virtual tour content. The design solution is a

project based instructional program that will guide users through the process of developing 360º

virtual tours. The course is problem/project based and provides learners with scaffolding and

feedback as they develop the skills, knowledge, and abilities to create 360º virtual tours. The

design will instantiate experiential and cognitive learning theory in which learners will

experiment with the design of the 360º virtual tour, receive feedback, and then revise the design.

Scaffolding will be used to assist learners during stages of the project that are more difficult.

Some elements of self-directed/group learning will be utilized in the course design. The course is

evaluated by the user’s ability to develop 360º virtual tours. The first evaluation is a group

project that focuses on the learner’s ability to use the hardware and software. Feedback from this

group project will help learners complete their individual project. The individual project is a

360º virtual tour of a location in New Mexico of cultural or historical importance. Instruction

that allows learners to create 360 virtual tours will establish that a successful instructional

design.


Schneider, A. 3

Problem Definition

Problem Statement

At the end of this training, learners will be able to capture, process, and share 360 panoramic

virtual tours of location in New Mexico that are culturally or historically important.

Participants in this course are upper division undergraduate and Master’s degree students in the

Architecture or Film & Design programs will utilize Ricoh Theta S Cameras to capture images

and Kolor’s Panotour Pro software to distribute digital images that provide end users with 360

virtual tours. The course will be face-to-face instruction covering several weeks. The ability to

create 360 virtual tours is emerging as an important method to showcase a physical location on

the internet. Upon completion of the course, participants will be able to successfully create 360

degree panoramic tours.

Learners will engage in project based instruction that allows for scaffolding and incremental

development of the skills needed to create a 360 virtual tour.

Design Brief from Client

Client: Tim B. Castillo, UNM ([email protected])

Client Background:

Tim B. Castillo is the Associate Dean for Academic Innovation at the School of Architecture and

Planning at the University of New Mexico. Professor Castillo has been researching new tools for

digital cultural preservation and documentation.

Recently, new panoramic tools have emerged that allow for 360º content to be presented in a

variety of virtual platforms that create greater access to historical sites around the state of New

Mexico. The tours are created to allow audiences to gain a better understanding of the

complexity of the towns and cities in the state of New Mexico.

The 360º panoramic platform is a tool that brings the built environment to a students globally

through the means of emergent technologies.

Objective:

Students should learn how to capture, augment and disseminate 360º panoramic virtual tours.

Format:

Students would be presented a variety of digital photographic equipment to understand the

technique for immersive development. Each student would then create a series of spherical

content that would then be augmented in software to be disseminated in a variety of platforms.


Schneider, A. 4

This would include, web based content, mobile platforms and VR gear (such as Oculus, Vibe,

and others).

Target Audience:

The audience would include historians, educators, research and the general public.

Context

The client for this design is an instructor at the UNM ARTS Lab. This course is for Architecture

or Film & Design Program learners with the aim to develop real world skills in using technology

to showcase a physical space in the virtual (online) world. Learners will develop the 360 virtual

tour skills in the context of showcasing a location in New Mexico that has cultural or historical

importance.

Orienting Context Instructional Context Transfer Context

Lea

rner

Fa

cto

rs

Learners are adults with a mixed

background and may enter

training with mixed goals. Goal

setting will be addressed in the

first week of the course. Learners

will be involved with class

projects to increase perceived

utility/accountability. Learners

will be tasked and graded on the

creation of an end product that

allows other individuals to view

360 virtual images of historic and

social importance in NM.

Instructor role is to provide

scaffolding of the 360 virtual tour

creation task and to break the task

into manageable sub-tasks.

Instructor will be required to

provide technical support and

direction due to the complex nature

of the process. Learner role

perception will be expressed in the

initial course interaction and via

project assignments, and the

assessment of those projects.

Learner task perception will be

managed by the concept “How do

you eat an elephant...small chunks.”

The tasks will be broken down to

allow learners to gain competence

and provide effective scaffolding.

Project guides and other support

materials will be used as needed.

Utility perception is supported by

the fact that learners will be

creating an actual 360 virtual

image for distribution. Perceived

resource availability will be

supported by peers (group project),

instructor (content expert), and

other resources (user guides and

online materials). Experiential

background will be increased by

using a module approach and by

using a group project that is

focused on learning the technical

aspects of the project. Learning

from the group project will be

applied to the final individual

project: 360 virtual tour of a

location in NM of

historical/cultural importance.


Schneider, A. 5

Imm

ed

iate

En

vir

on

men

t F

act

ors

Social Support is completed by

creating a 360 virtual tour as a

group. This group project will

allow learners to share skills,

knowledge, and abilities. Learners

will also gain feedback from

fellow learners and the instructor.

Sensory conditions are a mixture

of classroom and other locations.

The instruction is hands-on with

computers and specific hardware.

The classroom is a design lab at

the UNM ARTS building. The

room is configurable to needs of

the instructional module. It should

be noted that the floor and walls

are black. Lighting can be

adjusted as desired.

Images/information projection is

heavily needed. Learners are able

to set computer settings to their

preference. Several parts of the

homework are off-campus and

require various level of travel.

Learning schedule is set in a

modular configuration where one

step leads to the next. These

modules are broken down by sub-

tasks of the whole task. Content

culture is set by the instructor(s)

stressing the importance of

successful completion of each

module and by providing time for

experimentation of 360 virtual

tour design.

Transfer opportunities are

immediately available since

successful learning will allow

participants to use SKAs to create

360 virtual images. 360 virtual

tour development is an emerging

design skill for the workplace.

Client and learners reported in

interviews that 360 virtual tours

are becoming heavily desired in

the industry. Social support may

develop in the form a new

community that focuses on the

creation and sharing of the 360

virtual images. Other social

support will be from peers and

faculty.

Org

an

iza

tio

na

l F

act

ors

The learning culture is a mix of

undergraduate and graduate

university programs. Participants

chose to take this elective course

and want to be part of the process.

A new learning community based

on this technology and the sharing

of the 360 virtual images may

develop or expand due to the

course. Primary incentive is the

successful creation of usable 360

virtual tours for course

completion. Other incentives is

the development of SKAs that

allow learners to develop a

marketable workplace skill.

Rewards and values include the

successful creation of a 360 virtual

tours that will be viewed on the

internet by countless people.

Rewards also include the ability to

provide photo history of a location

and capture images over time

showing how that location has

changed. The other reward is the

development of a workplace skill

that is becoming valued in the

industry. Learning and teaching

supports are not well developed

at this time. Primary support

comes from the instructor and

other content experts. Secondary

support comes from the hardware

and software vendors in the form

of user guides. Continued

development of this course and the

larger project will require

additional support in the future.

Transfer culture may become

enhanced by the development of a

new community of individuals that

create and share the 360 virtual

images/tours in New Mexico.

There currently exists several

large online communities

(360cities.net as an example) that

share 360 virtual tours.

Incentives include the ability to

capture historical and culturally

important locations with the intent

to document those locations and

share them with individuals

around the world. Other

incentives include the

development of graduates with

skills desired in the workplace.


Schneider, A. 6

Customer Needs Assessment

Procedures: Information was obtained from interviews with the client and the current learners. Current learners were the first to

experience this content. It is not 100% clear what methodology was used in the initial instruction. I did not wish to know

specific details except what changes the learners would have made or what sub-tasks were difficult for them. This was a

deliberate attempt to not get focused on an instructional method in the early stage of development. Additional information

was obtained from product research. I gained further information by learning the software and hardware used in this course.

This allowed me to better understand the specific tasks and what skills, knowledge, and abilities might be required to be

successful.

Data Gathering and Analysis:

The client was able to provide some initial information on the tasks and goals of the instruction module. It was clear that

computer, photographic, and image editing will be key tasks. Specific entry level requirements have not been fully

established since the client has only had one prior class of this instruction. However, after interviews with the learners it was

clear that some knowledge/skills did not need to be as high as expected to be successful. The instruction is project based and

has several incremental tasks that must be completed as part of the whole.

The client has several special cameras that can be used to create 360 images with relative ease. The cameras (Ricoh Theta S)

allow users to capture 360 images with ease. Due to this technology advantage other methods of capturing 360 virtual images

are not going to be addressed in this instruction. For example, how to capture 360 images using a digital SLR camera will not

be covered. Using the Theta S camera also removes another complex task, stitching images together to create a 360 image.

This allows users to capture an image, perform several minimum edits, and then import them into the tour creation software.

This has the effect of saving 3-5 weeks off instruction and speeding up the overall process of 360 virtual tour development.

The 360 virtual tour software is complex. The bulk of the instruction will center on this software. The software (Panotour

Pro by Kolor) has many dynamic features that allow for many types of designs and features of the end 360 virtual tour

product. The client stated that learners did not do as many features as he expected during an interview. Interview with the

learners revealed that they wanted more time to experiment with the software. The initial course was over 4 weeks. I have

found that it has taken me the equivalent of roughly two weeks to gain enough experience with the software to be able to add

features and elements that the client desired.

See table on the next pages for more information.

Design implication are listed in the far right column. LEARNER

CHARACTERISTIC

SUB-

CATEGORY(S)

STABLE OR

MALLEABLE

VARIABILITY/

RANGE

MEET ENTRY-

LEVEL?

DESIGN

IMPLICATIONS

General Descriptors

(Age, ethnicity, etc)

Age/Gender Malleable but

shows trends in

relationship with

UNM. Most

learners are either

seniors in Film

and Digital or

they are Grad

students in

Architecture

Moderate

variations

possible. For

example, a lower

division student

was given

permission to take

the course in the

past.

N/A Age and gender

do not impact

instruction as

much as other

factors. Learners

are enrolled in a

technology course

and prior

technology

experience has a

greater impact on


Schneider, A. 7

design than

age/gender.

Ethnicity Malleable but

may/can shows

trends in

relationship with

UNM.

Variable. UNM

has a large ethnic

mix. In the

current course

learners were all

white or Hispanic.

N/A Language barriers

may impact

instruction if

learners are not

able to read

English at a high

level since the

software and

hardware have

English

instructions.

Knowledge/Skills Computers Stable: It can be

expected that a

high level of

computer

knowledge/skills

are required to be

successful for the

course.

Low Variation. A

minimum level is

needed to be

successful. There

is little time to

provide assistance

for some tasks.

Ideally the learner

has

knowledge/skills

beyond minimum

level.

Learners must

have minimum

level to be

successful.

Learners with

borderline

knowledge/skills

will need

resources to get

up to speed.

Group project will

be used to allow

sharing of SKAs

of learners.

Instruction starts

at a point and

expects learners

to have pre-req

knowledge and

skills.

Photography

Malleable:

Moderate to high

knowledge and

skills needed.

Special 360

camera reduces

the need for

learners to have

high knowledge

as client suggests.

However,

advanced

skills/knowledge

will allow

learners to use the

Theta S camera in

more expert ways.

High Variation.

The Theta S

camera removes

most

requirements to

have high

camera/photograp

hy

knowledge/skills.

Learners must

have some

experience with

digital

photography to be

successful.

Depending on the

hardware chosen

the level of

instruction

changes. The

Theta S is slightly

more complicated

than a point-and-

shoot digital

camera.

About an hour of

experimentation

was required for

mastery of the

Theta S camera.

Facilitated

experimentation

will be needs in

the course design.

Camera user

guide is excellent.

No additional


Schneider, A. 8

manual or guide

needed in

instruction.

Digital Image

Editing

Stable: Client

spoke of using

Adobe Photoshop

for making

minimum edits to

the image before

using them in the

tour.

Moderate

Variation. A

minimum level is

needed to be

successful. This

is not part of the

course and

learners are

expected to do

this without

specific

instruction.

Learners must

have some

experience with

image editing.

I was able to

figure out how to

make these edits

in about 2 hours

without prior

knowledge of

how to do in

Adobe Photoshop.

I found useful

guides online and

in Lynda.com.

Links to those

resources are

added to the

Learner’s and

Instructor’s

Guides.

In addition, the

use of a group

project will allow

learners to share

tips and tricks on

how to

successfully

complete the

minimum edits

needed.

History of

SW/NM

Malleable: While

the goal is to

capture images of

historical/cultural

importance prior

knowledge is not

required.

High range of

variation.

Not an entry

requirement. It is

an exit

requirement.

Part of the task is

to select a

location of

historical/cultural

importance in

NM. Learners

must research this

aspect and then

provide rationale

for what location

they select.

360

Virtualization

Software

Malleable: Prior

knowledge is

helpful, but not

required.

High range of

variation.

However, since

this technology is

still new it is

likely that most

learners for the

next 5-10 years

will not have

experience.

Not an entry

requirement. It is

an exit

requirement.

This is the second

key task of the

instruction.

Panotour Pro

software is

complex and

scaffolding and

feedback will be

needed to

effectively teach

learners how to

use this software.


Schneider, A. 9

Domain Specific

Aptitude

Historical/Cult

ural

Importance

Stable. It is part

of the course to

explore this

concept of

historical and

cultural

importance.

High range of

variation.

Learners are not

history majors. It

is expected that

they may not

enter the course

with background.

However, learners

are expected to

evaluate locations

for importance

and defend

choice.

Not an entry

requirement.

This becomes the

3rd key task. The

ability to

determine what

location is of

importance and

why will need to

be addressed in

the instruction

content. This

includes selection

guidelines/criteria

.

Attitudes/Goals Malleable.

This instruction is

part of a larger

course and covers

several weeks.

We can assume

three goals from

the learners: 1)

that they are

interested in the

topic/technology

or 2) they are

interested in

passing the course

3) they want to

know how to

create 360 virtual

tours since it is a

marketable job

skill.

High variation

possible.

However, this is

an elective course

and it is most

likely that

learners enter the

course with high

motivation.

Learners will

need to enter

instruction willing

to learn to be

successful.

Instruction is

project based so

the goals will be

well defined and

the identification

of

photography/soft

ware tasks will be

clear.

Motivation Malleable. See

Attitudes/Goals

High variation

possible.

Learners may be

goal-oriented or

they could be

knowledge

oriented. These

factors may

impact how

learners approach

the tasks.

Learners will

need to be

motivated to

complete the

tasks. In addition,

there may be

periods of heavy

self-directed

research and

exploration of the

key tasks.

The project based

approach should

help maintain

motivation of the

learners.

Learners will

produce a

“physical”

product at the end

of instruction.

Disabilities/

Limitations

Near or

Complete

Blindness

Stable. Learners

will be creating a

visual product.

Learners must be

able to see

location,

hardware,

software to be

successful.

No variation. This condition

will not meet

entry

requirements.


Schneider, A. 10

Direct and Indirect Customers:

Customer Brief description of relation to instructional

design

How/if needs were sought (n=10)

Film & Media or

Architecture

Undergrad Student

Target audience, direct impact, learners Originally a survey was attempted to gather

information from learners. There were

several delays and no responses were

collected from learners. The client

arranged for me to interview the learners

on Oct 10th. (n=6)

Film & Media or

Architecture

Masters Student

Target audience, direct impact, learners

Architecture Faculty Indirect impact: Course is an elective seminar on

new technology for designers. KSAs from this

course will be useful for learners and provide

them with means to document physical locations

and projects.

Interview with client who is the primary

faculty (n=1)

Film and Media

Faculty

Indirect impact: Course is an elective seminar on

new technology for designers. KSAs from this

course will be useful for learners and provide

them with means to document physical locations

and projects.

none

Community

Members

Indirect impact: Final instruction project is the

creation of a virtual image or tour of a location of

cultural/historical importance in NM. Projects

will be added to a web page where outsiders can

view/learn about these locations.

Focus Group consisting of community

members. (See methods) (n=3)

Data Collection Methods:

Learners:

This instruction is part of a seminar on new technology for designers and is a combo of senior

(400 level) and Masters students in Architecture and Film and Media programs. This content has

been taught only once (first four weeks of the Fall 2016 Term). The learners (n=10) are a source

of good information on how the initial instruction worked. The class meets once a week and a

survey was created to gather information. The link was sent to the client. No learners had

Others Malleable.

Physical or

learning

disabilities do not

automatically

exclude learner

from success.

High variation.

Depending on the

limitation the

learner may need

adjusted

instruction, or

they may need

assistance with

parts of the tasks.

Depends on

situation.

Due to the

technical nature

of this instruction

disabilities/limitat

ions will need to

be discussed with

the instructor in

advance of the

course starting. It

may not be

possible to secure

the needed

resources with

short notice.


Schneider, A. 11

completed the survey by Sept 28th. The client allowed me to conduct a group interview on Oct

10th. There were 6 learners in class on that day.

Faculty:

This course is a seminar on new technology for designers and the larger course focuses on

learners in the Architecture and Film and Media programs. The client is also the instructor for

this course. During an interview the client was asked about the needs in relationship with the

overall goals of the course. Four primary needs were expressed and they closely relate to the

learning goals and objectives. There was only one need that was expressed that extended beyond

the course itself. That need was the ability to create an “catalog” of 360 virtual images of

historical/cultural locations in NM. The primary idea was virtual tourism.

Community Members:

The learner’s end projects are going to be added to a “catalog” on the web and available to be

viewed by members of the community and anyone with internet access. A focus group of three

members of the CNM Simulation Team was held. The group was selected for several reasons.

The first was the ease of access and that these individuals are technology users. The second

reason was that these individuals have experience in a wide range of technology/software and

often point out design issues or create solutions to design problems. The final reason I chose

these focus group was the diversity of experience. One individual has an IT/database design

background, another is a former EMT and current Respiratory Therapist with clinical medical

background, and the last individual has a psychology background with some treatment

experience. The focus group was asked what features and information they felt were important

for the 360 virtual images to be useful. Three web sites were used as examples and a

pro/con/”wish it had” approach was used to identify needs of the end users of the 360 virtual

images.

Links to sites used as examples:

http://www.canadiannaturephotographer.com/sphericalpans.html

https://gulfphotoplus.com/news/467/How-we-made-a-360-degree-panoramic-image-of-the-GPP-

Space

http://www.360cities.net/image/rome-colosseum-spherical-panorama

http://www.canadiannaturephotographer.com/sphericalpans.html

https://gulfphotoplus.com/news/467/How-we-made-a-360-degree-panoramic-image-of-the-GPP-Space

https://gulfphotoplus.com/news/467/How-we-made-a-360-degree-panoramic-image-of-the-GPP-Space

http://www.360cities.net/image/rome-colosseum-spherical-panorama


Schneider, A. 12

Results and Analysis:

Color Key:

Yellow= Learners White= Faculty Gray= Community End User

Need Example from transcript or evidence

from data

Learners

(Undergrad

and

Masters)

Architecture/

Film &

Media

Faculty

Community

Members

Ability to create 360

virtual tours

Per interviews, the SKAs for creating a

360 virtual tour are becoming an

important job skill.

High High High

(No tour=

no product

for

community

to view)

More time to experiment

with Panotour Pro

software

Most learners stated that they wanted

“more time to experiment” with the

software during the interview. This

need was also expressed by the client

when he stated that learners did not do

as many interactive elements as he

expected.

High High Low

Clear Guidelines for

Project/Clearer

expectations

Several learners stated in the interview

that they were not sure what was

expected of them and the project.

High Medium Low

Ability to engage

audience with virtual

space

During the interview learners stated

that the ability to engage an audience

and have an experience that is more

immersive is important. Learners

stated that 360 virtual tours are

becoming more common and are useful

to “showcase” a space/location since

the ability to appreciate size, scale, and

dimensions are improved vs. a 2D

image.

High High High

(More

likely that

community

will enjoy

the virtual

tour)

Create 360 Virtual Tour Interview with client/instructor:

Learners must be able to create a tour

as a course project. This includes

image capture and software skills.

High

Grade is

dependent

on success

and 360

virtual tour

design is an

emerging

job skill.

High High

(No image=

no product

for

community

to view)

Understand the

importance of location

captured

From interview: Part of the project is to

research and identify importance of

location. In addition, learners must

specify why it is important. Per

Medium Medium Variable

Some may

visit just


Schneider, A. 13

interview the location is not as

important as the learner justification for

picking the location.

because it

is there in

360

Online catalog of 360

images (NM historical

and cultural importance)

From interview: Overall goal is to

create a catalog of these images for

community. The idea is to allow

community, including world, to visit

NM virtually. As a specific need this is

considered a work in progress and will

build up over time. A sudden creation

of a large number of 360 virtual images

is not considered.

Low Medium Low

Some may

visit just

because it

is there in

360

Ease of navigation in the

360 virtual images

From focus group: Consensus of the

group was the interface controls need to

be easy to use.

Medium Medium High

Simple Interface From focus group: Group did not like

the “cluttered” interface of the

www.360cities.net web page. Extra

elements and add-ons the image were

not desirable.

High Medium High

Extra info

(Text/image/video/audio)

added to the image

should not be automatic

From focus group: The idea of hotspots

that showed up when the cursor moves

over a part of the image was appealing

as a means to provide more information

on the image such as the cultural and

historical importance. The group asked

how would the various types of users

be accommodated for. For example,

those just looking for interesting

images have different extra info needs

than those who want technical

information on the construction of the

location.

Medium Medium High

Design Decisions:

It should be noted that the primary goal, creation of 360 virtual tours is highly regarded by all

those interviewed. The course should be desirable to learners for the practical aspects and that

they learn job skills that are marketable to employers.

Per interviews and research by the designer it is clear that more than four weeks is needed to

effectively teach/learn the Panotour Pro software. In addition, several learners did not self-

identify as having the “high level” of SKAs identified by the client as pre-requisite to being

successful in the course. It has become apparent that learners need additional feedback to ensure

that they are on the right track.

To meet these needs I will add a group project to allow for the sharing of SKAs and tips/tricks.

In addition, the group project will not be another historical/cultural location project. It will be a

project that does not require research and focuses on the process and software. Learners will

http://www.360cities.net/


Schneider, A. 14

benefit from task sharing and the ability to collaborate during design development to solve

problems. There will be a class session dedicated to formative feedback from the instructor on

group project design.

Learners will complete an individual project after the group project to meet the final goal of

creating a 360 virtual tour of a location with historical/cultural importance. This final project

will benefit from the feedback and SKA sharing of the group project. In addition, the final

project will ensure that all learners did in fact gain the ability to create a 360 virtual tour.

It is important that learners design a virtual tour that is easy to use and view. This increases the

likelihood that it will be viewed and appreciated by the community. The instructor must keep

this in mind when providing feedback and when giving guidelines on the projects. General

design “rules” regarding contrast, text/background contrast, color scheme, etc. must be

considered. At this time it is unknown if a set of standard “element” or style should be used.

While this may increase the usability of the virtual tours once posted online, it greatly decreases

learner design options and creativity.

Learning Goals, Objectives, & Task Analysis

Task Overview

The learner’s ultimate goal is to create a 360 virtual tour of a location that has historical/cultural

value to New Mexico. This task included selecting a location, researching the location, creating

a 360 spherical images using a Ricoh Theta S camera, editing the 360 spherical images,

exporting the edited images to the tour creation software (Panotour Pro), and adding interactive

elements to the image, linking images together to make the full virtual tour, and then creating the

final tour.

The task is a project based unit of instruction. The overall project is linear in nature where each

step needs to be successfully completed before the learner can move to the next stage. Primary

instruction will be face to face. Learners will be led through a series of steps to complete the

project. The final product is a usable 360 virtual tour that can be loaded in a web page for access

by interested parties and the community.

Cognitive elements: Learners will be required to apply moderate to advanced techniques

to computer and photography tasks. These cognitive abilities include selecting the best

method to perform sub-tasks and problem solving during the image capture and image

editing stages. Problem solving is centered on physical tasks for much of the

instructional project. Other cognitive elements deal with selecting a location, research to

collect data on that location, selecting the most important data to add to the tour, and

justification for why the location meets the selection criteria.

Behavioral elements: This task is heavily behavioral and requires the learners to develop

the knowledge, skills, and abilities to successfully carry out photographic 360 image

capture, photo editing, and new software utilization tasks. While problem solving at


Schneider, A. 15

specific stages might not be easily visible, the ability to identify what tasks learners

can/cannot do will clearly evident at each stage. Other than the location selection

process, this task is primarily behavioral.

TASK ANALYSIS FLOWCHARTS ON NEXT PAGES

Task Analysis Flowchart Version 2.0

Capture 360 ImageOf Location

Page 2

Export Image &Edit Image to

Photo Editing SoftwarePage 3

Import Image IntoPanotour

Page 3

Create & EditTour UsingPanoTourSoftware

Page 4

Export CompletedTour

“Build Tour”Page 5

Basic Task Overview

Identify Possible Location to Use for

Project

Determine Historical/Cultural Value of

Location

Research Location

Meet Criteria?

Document Information on Location.

“Why is location important?”

Who, what, when, where, why, how, historical/cultural

impact?

Determine best time to capture images of

location

YES

Sch

edu

le t

ime

to c

aptu

re(M

ay n

eed

to

mak

e ap

po

intm

ent)

-NO-Find Another

Location

360 Virtual Tour: ID ProjectAndrew “Drew” SchneiderOILS 543-IDFall 2016

PAGE 1

16

Capture 360 Image: Ricoh Theta Camera

Power on Theta S CameraSelect Camera Control MethodSelect Location & Set Up

Camera

Press theTake Image Button

(Camera should make a beep sound to indicate an image

was taken)

MANUAL CONTROL

Repeat Until All Desired Vantage Points Have Been Captured

Turn on Theta S Camera

Has the Smartphone App BeenInstalled on Your Device?

Locate the Theta S App and Install it on your Device

Link to Apps in Learner’s Guide

Press the Wi-Fi Button on the side of the camera and wait

for the blue wi-fi icon to light up on the front of the camera

Open Smartphone Wi-Fi settings and find the camera’s

wi-fi

“THETA…#”

Connect to camera’s wi-fi(create a peer-to-peer

connection)

Wi-fi password will be provided by instructor

Locate and start the THETA S app

Access Camera from App

Select Desired Camera Settings

Tap the take picture Icon to capture image

Select Location & Set Up Camera

-RECOMMENDED-SMARTPHONE

CONTROL

NO

YES Repeat Until All Desired Vantage Points Have Been Captured

All Vantage points captured?

All Vantage points captured?

Proceed to Export and Editing of Images

Page 3

YES

YES

Install Completed

DetailedUser

GuideAvailable in App

or on Web

DetailedUser

GuideAvailable in App

or on Web


PAGE 2

17

Export Images and Edit Images in Photo Editing Software

CRITICAL NOTE:

SKAs OF IMAGE EDITING IN SOFTWARE SUCH AS PHOTOSHOP ARE REQUIRED PRE-REQUISITES FOR THIS

COURSE. LEARNERS ARE EXPECTED TO BE ABLE TO PERFORM THE BARE MINIMUM TASK OF REMOVING THE

TRIPOD FROM THE IMAGE BEFORE IMPORTING THE IMAGE INTO PANOTOUR SOFTWARE.

LEARNERS ARE ENCOURAGED TO FIND OTHER WAYS TO CREATIVELY EDIT THE IMAGE FOR THE PROJECT.

***LINKS TO HOW-TO GUIDES FOR ADOBE PHOTOSHOP LOCATED IN THE LEARNER’S GUIDE***

Import Edited Images to PanoTour Software

Remove Tripod from Image

Export Images into Editing Software

Minimum Required Edits

Remove Unwanted People from Image

Edit Image Quality

(Light, Contrast, Sharpness, etc…)

Image Ready for Export?

Save image in JPEG Format

Open PanoTour Software

Start New Tour

Import Images Into New Tour

All Images Imported?

Begin Tour CreationPage 4

YES

YES

NORepeat Import

As Needed

User guide is available on the web from vendor.Link to this material is in the Learner’s Guide

User guide is available on the web from vendor.Link to this material is in the Learner’s Guide

Image Export Process Depends on Image Capture Method


PAGE 3

18

Create and Edit Tour in PanoTour Software

Select 360 Image For Editing

Insert Extra Elements

Hotspots, Overlays, additional images, video, etc...

Add Supplemental Information

To Image Using PanoTour Software

Information Collected

In Location SelectionProcess

Page 1

Link all 360 Images Together

Images Imported into

PanoTour Software

Page 3

Decide what information should be placed in each

360 Image

All Supplemental Info Added to Every 360

Image?

All 360 Images Linked?

See web user guide from vendorSee web user guide from vendor

Export Completed TourPage 5

Called “Build Tour” in Software

See web user guide from vendorSee web user guide from vendor

YES

YES

NO

NORepeat Link

Process


PAGE 4

NOTE:

IN SOME SITUATIONS IT IS EASIER TO START BY SELECTING/MODIFYING THE “STYLE” ELEMENTS

BEFORE ADDING HOTSPOTS.

SOME USERS MAY PREFER TO ADD IMAGES, CHOOSE HOTSPOT STYLE/DESIGN, AND THEN ADD THE

SPECIFIC HOTSPOTS.

19

Export Completed Tour (aka “Build Tour”)

Continued from Page 4

Learner is still working inside the PanoTour Software

Learner Clicks on “Style” Control in PanoTour

Menu Opens

Control Bar

Controls

Effects

Image Zone

Maps

Text Zone

10 Other Options

All Style Components Set as Desired?

NOMake Changes

Learner Clicks on “Build Tour” Control in PanoTour

Learner Selects from a List of Options

Options Selected as Desired?

Learner Clicks the “BUILD” Button at the bottom of the

window.

Software will render the tour

Learner must select a location (folder) where the tour will be

sent when created

Learner will make a copy of the tour and give it to course

instructor.

Instructor will post tour on a web page.

YES

NOMake Changes

YES

See web user guide fromVendor.

See web user guide fromVendor.

See web user guideFrom vendor

See web user guideFrom vendor

Project CompletedProject Completed


PAGE 5

20

Instructional Design Case Project: 360 Virtual Tour

21

Alternative Conceptions:

Learners will be required to enter this instruction with a working understanding of photography

and digital image editing. Learners without a high level (near mastery) of these pre-requisites

may experience difficulty in some of the sub-tasks.

Expected Issues:

Ability to edit digital images in Photoshop to remove camera tripod and person taking

the photos so it appears that those elements do not exist in the final images.

For advanced photographers- the ability to find the Point of Non-Parallax and setting up

a pano-head for capturing images that will be stitched together to make the 360 spherical

image.

Learning the process as a whole. This is a complicated, multi-step process that has many

steps. I anticipate that user guides/job aides will be needed to assist learners to perform

tasks. I also anticipate that scaffolding and formative assessment will be needed in

strategic points of the process.

Learning Goals:

The learners of this instructional unit will develop…

1) An understanding on how 360 virtual tours can be used to exhibit physical locations in

New Mexico that have historical/cultural value.

2) An understanding of the process to capture and edit 360 spherical images.

3) Comprehension on how to create a virtual tour using the PanoTour software.

Learning Objectives:

By the end of the instruction, learners will be able to… Goal

Addressed

Provide justification using research as to why a location has historical/cultural

importance.

1

Discover information on a physical location in New Mexico of

historical/cultural value.

1

Demonstrate effective 360 spherical image capture technique using the Theta S

or other camera.

2

Evaluate captured images to determine usability for 360 virtual tours. 2

Choose images with proper exposure, lighting, and focus for 360 virtual tours. 2

Create 360 spherical image by using Theta S Camera. 2

Manipulate 360 spherical images in photo editing software. 2

Produce an image that has the tripod removed, unwanted people removed, and

has been optimized in regard to light, contract, sharpness, and color.

2

Transform initial 360 spherical image into a format that PanoTour can utilize. 2

By the end of the instruction, learners will be able to… Goal

Addressed

Design a 360 virtual tour using PanoTour software. 3


22

Modify 360 spherical images by adding interactive elements. 3

Demonstrate how to use “Plug-ins” and “Spots” in the Panotour Pro software to

create interactive elements in the virtual tour.

3

Build a virtual tour using three or more 360 spherical images of the

historical/culturally important location.

1 & 3

Assessment Item:

Learning Objectives Assessment Item

Provide justification using research as to

why a location has historical/cultural

importance.

Justification paper with research citations.

Required sections: Location description,

location information/address, rational for

selection/what makes location have

historical/cultural value in New Mexico

Discover information on a physical location

in New Mexico of historical/cultural value.

Final Project (360 virtual tour): The vast

majority of this information will be added to the

virtual tour as interactive elements. Rubric will

be used to score.

Demonstrate effective 360 spherical image

capture technique using the Theta S or other

camera.

Sub-part of the final project. Formative

assessment point where images will be

evaluated by instructor (maybe peers) for

quality.

Rubric to score final images selected for

project.

Allow for revision to that can increase score for

final project.

Evaluate captured images to determine

usability for 360 virtual tours.

Choose images with proper exposure,

lighting, and focus for 360 virtual tours.

Create 360 spherical image by using Theta

S Camera.

Manipulate 360 spherical images in photo

editing software.

Sub-Part of final project. Rubric to score

manipulations based on level of difficulty,

creativity, and value to the final project.

Produce an image that has the tripod

removed, unwanted people removed, and

has been optimized in regard to light,

contract, sharpness, and color.

Rubric to score minimum editing equired.

Allow for revision that can increase score for

final project.

Transform initial 360 spherical image into a

format that PanoTour can utilize.

No official assessment needed. Failure of this

objective results in not completing final project.

Design a 360 virtual tour using PanoTour

software. Formative assessment process with scaffolding

and time for experimentation, revision, and

redesign of the virtual tour. Modify 360 spherical images by adding

interactive elements.

Learning Objectives Assessment Item

Demonstrate how to use “Plug-ins” and

“Spots” in the Panotour Pro software to

Formative assessment process with scaffolding

and time for experimentation, revision, and

redesign of the virtual tour.


23

create interactive elements in the virtual

tour.

Build a virtual tour using three or more 360

spherical images of the historical/culturally

important location.

Final Project. Rubric to score final product

(360 virtual tour) created by learners.

Learning Theory

The primary learning theory guiding the design of this project is Experiential Learning Theory

(ELT), in particular Kolb’s (1984) version of ELT. This instruction requires learners to

experiment with 360 spherical image technology and the software to edit and create a 360 virtual

tour. During this process learners will need to explore methods to solve specific problems with

minimal direct instruction from the educator. This creates a process where learners are given a

project, experiment with hardware and software, identify and solve problems associated with

image capture and editing images, evaluate the effectiveness of their solutions, revise solutions,

and conduct a new experiment. For this course, there will be two evolution of the experiential

learning cycle. The ability to evaluate and revise is an important aspect of learning a skill.

Seldom do individuals get the best result the first time. In some situations it may take learners

years to fully develop their skills.

Design Decision: Learners complete a project based instruction on creating a 360 virtual tour.

Learners will be given a project that has a purpose. In this situation, they will create a tour of a

location in NM that has historical or cultural importance. These tours will added to a UNM web

page where the general public may tour a location virtually. As Konak, Clark, and Nasereddin

report in research using Kolb’s ELT to study the instructional design of a computer security

course, “In control experiments, students who performed hand-on activities whose design is

based on Kolb’s ELC perceived higher levels of competency development and increased interest

relative to students who performed the control version of the activities. Hands-on activities

designed based on Kolb’s ELC can also encourage students to gain a deeper understanding of the

subject matter (2014, p. 21).” Learners in the needs assessment stated several times that the 360

virtual tour is something that they use or will use to showcase the design of a location or space.

Design Decision: Learners will complete an initial project in teams.

Team based learning is ideal for this instruction since the project has many complex steps and

requires specialized knowledge. During learner interview it was discovered that about half of all

learners did not have knowledge/experience using photo editing software. In addition, only one

learner stated that they had all pre-requisite SKAs that were identified by faculty as necessary to

successfully complete the 360 virtual tour. There were no learners that had no SKAs; however,

most learners interviewed demonstrated a lack of SKAs in one to two important areas. Placing

learners in teams for the initial project will allow for information sharing. A study by Zhao and

Chan (2014) on group learning found that group improvements correlated with individual

improvements. In other words, learning in a group improved the abilities of each individual


24

learner. Meggs, Greer, and Collins (2012, p. 30) noted in a study on using the virtual world

Second Life that when they had learners with prior experience with the virtual world that the rest

of the class benefited. These learners with prior experience became knowledge resources for

other learners.

Design Decision: Learners will be given two projects. The first project will be team based and

require learner to create a virtual tour with a humorous/fun topic. The second project will be the

required virtual tour of a historical or cultural location in NM.

Humor has the ability to enhance learning if done correctly (Wanzer, Frymier, and Irwin, 2009).

In one study by Wanzer, Frymier, and Irwin, instructor humor related to the content was shown

to increase learning (2009, p. 10). For this proposed instructional design the learners will create

a virtual tour with a humorous focus. The primary purpose is to focus on the process and the

software and not the content. In addition, the historical/cultural location tour requires research to

be completed. My goal is to reduce cognitive load and the amount of homework for the learners

while they are learning the software. Examples of humorous topics can be an animal, object

large enough to see in the image, or a “manikin challenge.” This first virtual tour will allow

learners to experiment with the technology and software while creating a low risk project. This

project will allow learners the ability to learn the software with a less serious topic. The hope is

that the humorous tour will promote motivation and decrease the negative effects of stress while

learning to perform tasks. Chauvet and Hofmeyer (2007) report on using humor in problem

based learning and that effective use of humor in the process of instruction must have ground

rules (p. 289). These ground rules for humor include not using inappropriate, racist, sexist, and

humor intended to ridicule another (p. 290). During learner interview several learners reported

difficulties with learning the virtual tour software. My hope is that by allowing learners to have

the additional time to experiment with the software, by decreasing the stress, and allowing

learners to create the first tour as a group learning outcomes should be improved. This improved

learning will be reflected in the second virtual tour that meets all of the primary learning goals

for the instruction.

Citations:

Kolb, D. (1984). Experiential learning as the science of learning and development. Englewood

Cliffs NPH.

Konak, A., Clark, T. K., & Nasereddin, M. (2014). Using Kolb's Experiential Learning Cycle to

improve student learning in virtual computer laboratories. Computers & Education, 72,

11-22.

Zhao, K., & Chan, C. K. (2014). Fostering collective and individual learning through knowledge

building. International Journal of Computer-Supported Collaborative Learning, 9(1), 63-

95.


25

Meggs, S. M., Greer, A., & Collins, S. (2012). Virtual reality in interior design education:

Enhanced outcomes through constructivist engagement in Second Life. International

Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 7(1), 19-35.

Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An explanation of the relationship between

instructor humor and student learning: Instructional humor processing theory.

Communication Education, 59(1), 1-18.

Chauvet, S., & Hofmeyer, A. (2007). Humor as a facilitative style in problem-based learning

environments for nursing students. Nurse Education Today, 27(4), 286-292.

Learning Theory Diagram on next page.

Project Based Instruction

Andrew “Drew” SchneiderOILS 543- IDLearning Theory- Design Decisions Integration

Team Based Project1st Project Funny

Tour

2nd Project:Individual Historical or Cultural Location

Learners experiment with technology and solve problems

Learners Eval solutions

Learners search for better

solutions to fill gaps in KSAs

Learners make revisions

Instructor (Peer?) Feedback on 1st

Project

Learners experiment with technology and solve problems

Learners Eval solutions

Learners make revisions

Learners search for better

solutions to fill gaps in KSAs

2nd Project Complete

Learners continue with the Experiential Learning Cycle until project tasks

completed. Goal for 1st project is not mastery. Goal is high level of familiarity and ability to use technology. Lessons learned in this part of the educational process will be

applied to the 2nd project.

Learners will apply what has been learned to complete the 2nd project.

Goal is a level of mastery (exact criteria TBD) with the process, technology, and

techniques of creating a 360 virtual tour.

26


27

Design Solution

The final product is available online at my personal web page. The following documents and

images were created for this course:

Instructor’s Guide

Learner’s Guide

Several demonstration/sample 360 images

Click here to access the product. (www.simminion.com)

Evaluation

Formative Evaluation Plan:

Primary Evaluation Questions:

Do learners adequately master the process of creating 360 virtual tours? (Also

summative) (Faculty & Learner Need/ Goals and Objectives)

Do learners gain enough time to experiment with the Panotour Pro software? (Learner

Need)

Are there any gaps in the instructional process? (Faculty Need)

Is the overall pace effective? (Faculty & Learner Need)

Does the group humorous tour project have the intended effects? (Increase

experimentation with software, SKA sharing, ability to effectively create a virtual tour.)

(Faculty & Learner Needs/Goals and Objectives)

Do learners like the instruction/instruction method? (Learner Need)

Methods & Data Types:

Under ideal situations I would run a “beta” test of instruction before formal or large scale

deployment. I use the “beta” test to look for gaps in instruction and for instructional failures. In

an ideal situation I would want to run this course with a small number of learners (less than 10)

and potentially 1-2 SMEs. Since this is a seven-week long course this may be difficult to pull off

a “beta” test. Based on the design of this course (weekly lessons) I would have weekly

evaluations (survey/interviews) and then a final evaluation to look at course outcome measures.

I would also use observations to gather data. I would focus on comparisons between what is

expected vs. what was actually observed. The goal for the formative evaluation is to identify

content/methodology that needs revision.

Since a full “beta” test is not going to be possible this term I propose the following formative

assessments.

http://simminion.com/graduate%20courses.html


28

Conduct a “beta” on Week 1 Modules 1A and 1B. These are introductory presentations

that can be mocked with virtually anyone as learners. Feedback from surveys or

interviews could be gathered on the instruction and instructional content.

Conduct a “beta” on Module 2A regarding the minimum photo edits. Ideally, this would

be done with individuals with some photo editing ability. This would be conducting the

presentation Module 2A and then allowing test learners use the resources provided to edit

some sample images. The goal is to discover if the learners can figure this out on their

own/or in a small group of 2-3 people and make the required edits. Surveys would be

given to learners and two items of interest will be assessed via observation. How much

time do learners spend on the process and can they effectively edit the images?

Conduct a “beta” on Module 2B for the introduction to Panotour Pro. This is a

presentation module that introduces the software for the 1st time. Survey would be given

to learners to provide feedback.

If possible, find individuals with skill sets close to the course leaners and conduct a

“beta” of Module 3A. This is where learners get into small groups and experiment with

designated parts of the Panotour Pro software and present on the “Plug-in” or “Spot”

features of the software. Learner survey/interviews would be used to collect feedback.

Observation on effectiveness would be collected.

Use a focus group to get feedback on the Learner’s Guide and the Instructor’s Guide.

How user-friendly are they? If someone became competent in the Panotour Pro software

could they use the Instructor’s Guide to teach others? Does the Learner’s Guide have all

the needed links and information? Survey or interviews would be used to gather

feedback.

Notes on Surveys:

Bare minimum would be a Start/Stop/Go style survey. (What should we do that we are

not currently doing? What should we stop doing? What should we continue to do?)

Specific Likert-scale items would be added depending on the content being evaluated.

Data Analysis:

Surveys:

Primary goal is to look for trends in responses. The other goal is to look for positive and

negative feedback and conduct a mini-analysis of those items. An attempt to understand “why”

for the survey responses are needed for the responses to be actionable.

Observations:

The primary goal of observations is to evaluate outcomes. Simply put, can the learners do tasks

(sub-tasks) that we ask them to do? Have we created tasks that need more time, or worse yet, are

unrealistic under the current conditions of the content. Does content need to be added, deleted,

or changed?


29

Subjective Measures:

The learners for this course have a specific set of pre-requisite skills, knowledge, and abilities

(SKAs). This creates some problems if “test subjects” do not have matching SKAs. The

reasonableness, time required, and final product quality for this course may/may not need to be

altered based on the performance of “test subjects” that do not have similar SKAs. However, if

“test subjects” have matching SKAs then the ability to make inferences based on their

performance increases.

Summative Evaluation Plan:

To conduct the Summative evaluation effectively I will focus on the stated learning objectives

for the course. (Note: I have not had the chance to revise these from the earlier assignment and

will use them as written for this draft.) I will examine cost, attitude/reactions, and long-term

benefits after the learning objectives.

Learning Objectives:

By the end of the

instruction,

learners will be

able to…

Method Data Type Data Analysis

Provide

justification using

research as to why

a location has

historical/cultural

importance.

Homework

assignment &

content in

final project

Written

assignment and

project (360

virtual tour) rubric

for scoring.

This course has undergraduate and

graduate learners. Research criteria

will need to be different for each

group. Look for the quality of

information on the location.

Discover

information on a

physical location in

New Mexico of

historical/cultural

value.

Homework

assignment &

content in

final project

Written

assignment and

project (360

virtual tour) rubric

for scoring.

Look for the quality of information

on the location in the individual

project.

Demonstrate

effective 360

spherical image

capture technique

using the Theta S

or other camera.

Group and

individual

project

Observation made

by instructor when

viewing 360

virtual tour.

(yes/no or part of

the larger project

rubric).

In the group project the instructor

will look for issues and address

image quality as needed. This will

allow learners to make changes and

use images that meet standards for

the final individual project.

Evaluate captured

images to

Group and

Individual

project

Observation made

by instructor when

viewing 360

See item above.


30

determine usability

for 360 virtual

tours.

virtual tour. Did

learners capture

usable images?

Part of project

rubric.

Choose best images

for 360 virtual

tours.

Group and

Individual

project

Observation made

by instructor when

viewing 360

virtual tour. Did

learners capture

usable images?

Part of project

rubric.

See item above

Manipulate 360

spherical images in

photo editing

software.

Group and

Individual

project

Project Rubric.

Extra credit?

It is possible to make advanced edits

to the images. These edits would

need to enhance the project and not

be done for just artistic reasons.

Produce an image

that has the tripod

removed, unwanted

people removed,

and has been

optimized in regard

to light, contract,

sharpness, and

color.

Group and

Individual

project

Project Rubric. Rubric score would be based on how

well min edits were completed.

Group project assessment would

allow instructor to address issues

with class so improvements could be

made for the final individual project.

Design a 360

virtual tour using

PanoTour software.

Group and

Individual

project

Project Rubrics. Group project assessment would

allow instructor to address issues

with class so improvements could be

made for the final individual project.

Goal is to have learners create the

best possible individual project since

it will be posted online for the

community.

Modify 360

spherical images by

adding interactive

elements.

Group and

Individual

project

Project Rubrics. See item above

Experiment with

360 virtual tour

design and

interface options.

Group

presentation

on design

interface

options.

Rubric. See item above

Build a virtual tour

using three or more

Individual

project

Project Rubric. This is the “final” for the instruction.

If learners are able to successfully


31

360 spherical

images of the

historical/culturally

important location.

create a 360 virtual than course

instruction can be considered

effective.

Cost:

There are upfront costs associated with this instruction that will need to be officially tabulated.

Those costs include the costs for the Theta S cameras and the software so learners can convert

the projects made in trial versions to the official versions for placement on the web. There was

an indication that more cameras were needed to make it easier to allow all learners time to take

images.

Method/Data Type:

Cost of item x warranty/service costs per year= total cost.

Total cost/number of years that the item will be used (or how long till it breaks)= Annual cost of

that item.

Instructor costs will need to be calculated. I am not sure how UNM tracks this cost. (Hourly,

credit hour, etc…)

Data Analysis:

Once costs determined then a per hour or per credit hour cost can be determined. The common

evaluation is a comparison to other courses and other technology courses. Cost per learner is

another common determination.

Attitude/Reactions:

The primary questions in this part of the assessment is if learners like the instruction and to

determine what parts they like and dislike. It is important to determine why parts of instruction

are liked or disliked.

Methods/Data Types:

This will done via learner surveys. Bare minimum is a Start/Stop/Go style survey. Other key

evaluation items can be added as needed/desired.

Data Analysis:

As with the formative the goal is to look for trends either positive or negative. This information

would be used primarily to revise and improve instruction.


32

Long-term Benefits:

There are two primary long-term benefits that were identified from needs analysis.

The first is from the instructor. This benefit is the creation of an online catalog of virtual tours of

locations in NM. These virtual tours provide many functions including, NM and UNM outreach,

catalog of historical locations, potential “preservation” or recording of endangered locations in

NM, and cultural outreach to people outside NM and the United States.

Evaluation Questions for this long-term benefit include metrics on how often the web page is

visited and what visitors think of the 360 virtual tours. An examination of cost of course vs.

community benefit would need to take place at some point. I would recommend a cost vs.

community benefit assessment be completed yearly. It will take a few runs of this course to

develop a catalog large enough to expect serious interest.

Methods and Data Types:

These would be a cost vs return on investment evaluation and community survey feedback to

determine impact of the online catalog of 360 virtual tours.

Data Analysis:

This long term benefit begins to move into another project…the online catalog. While the two

are connected I do not think it is appropriate to fully tie the online catalog with the course. The

online catalog is simply what is done with the finished projects from the course.

The second is from the learners. They identified the ability to create 360 virtual tours as being

an emerging skill important or critical for architects and designers of physical space. They stated

that 360 virtual tours were critical for “showcasing” a location or space.

To evaluate this long-term benefit refer to evaluation of the learning objectives. If learning

objectives are met then learners will have the SKAs to create 360 virtual tours for other

school/work projects and “showcase” locations.


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Sample Evaluation Instruments:

These sample instruments are taken from the Instructor’s Guide.

Group Project Grading Rubric:

Criterion: 0 Points

No Completed

1 Point

Developing-

Needs Work

2 Points

Shows

Competence

3 Points

Shows Mastery Total

All images have

tripod/monopod

removed and are

edited effectively

0 1 2 3

Tour uses

Hotspots

effectively

0 1 2 3

Tour uses Plug-

ins effectively 0 1 2 3

Tour design is

user friendly 0 1 2 3

Content is free

from grammar

and spelling

errors

0 1 2 3


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Individual Project Grading Rubric:

Criterion: 0 Points

No Completed

1 Point

Developing-Needs

Work

2 Points

Shows

Competence

3 Points

Shows Mastery Total

All images have

tripod/monopod

removed and are

edited effectively

0 1 2 3

Tour uses Hotspots

and Plug-ins

effectively

0 1 2 3

Tour effectively

demonstrates the

historical/cultural

importance of the

location

0 1 2 3

Tour design is user

friendly 0 1 2 3

Content is free from

grammar and spelling

errors

0 1 2 3


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Individual Project Selection Homework (Historical/Cultural Location):

Name: _________________________________________________

1) Name of Location: ______________________________________

2) Describe your rationale for selecting this location and why it has historical/cultural

importance. (500 words min/1000 words max)

3) Supporting Citations:

Minimum Learner Surveys:

Tell us if there are things we should START doing that we currently are not doing.

Tell us if there are things we should STOP doing in this course.

Tell us if there are things you liked and we should continue to do them in the course.

Analysis of Evaluation Data:

Participants:

For this task I was able to recruit three co-workers. Two have medical backgrounds, two have

been users of high end simulation technology (hardware/software), and one recently joined our

team in the past two months. One has a computer background. All work with diverse and

complex software/hardware systems. The test group do not have backgrounds in architecture,

film, or design. I would expect the test group to be able to successfully complete the course with

minor difficulties and potentially needing slightly more time on a few steps. The only potential

confounding variable is that I am a quazi-supervisor to the test group. I am not the direct

supervisor for the individuals in the test group. I do share the same “pay grade” as their direct

supervisor, but I am considered 2nd in command in the workgroup. My relationship with the test

group can be described as mentor/educator and rapport with them is high. These individuals

have come to me with professional and personal issues as needed. One of my official roles is


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professional development and I encourage/enable them to attend development

experiences/courses that they are interested in. I trust these individuals and their

opinions/recommendations. They have never hesitated to voice a concern with me in the past.

For these reasons, I am not concerned about the quality of the feedback that they provided.

Analysis:

The proposed course would take seven weeks to complete. This made it impossible for a “dry

run” and made evaluation of elements of interest difficult. Each week builds upon the last and it

is not possible to pull a week out and just test it. Ideally, I would want to find a way to dry-run

this. However, this was not possible. I was not able to follow many of the original formative

evaluation plan components. I was able to get feedback on most of the Primary Evaluation

Questions.

I was able to spend three hours with my test group and verbally walk through the process. I was

able to get feedback from the group. The test group posed interesting procedure and content

questions of value. If a set in the process was unclear or confusing I walked through that part in

finer detail. The group had me demonstrate parts of the instruction that they did not fully

understand. I gave the group a copy of the Instructor’s and Learner’s Guides. We met in a

conference room where I was able to display images, screen shots, and guides on a large screen.

If there was a comment or concern that all test group members shared I found that important to

explore. I would ask questions to make sure I understood and took notes of the conversation.

Other things I noted were points of confusion that came up during the walk though. These

indicated to me points where extra time needed to be taken by the instructor to ensure learner

understanding. The final area of interest was process and procedure questions. The test group

performs procedures and processes that are just as complex as those in the 360 virtual tour

course.

Results:

For this section I will note the Primary Evaluation Questions from the Formative Plan and state

feedback related to each.

Primary Evaluation Questions:

Do learners adequately master the process of creating 360 virtual tours? (Also

summative) (Faculty & Learner Need/ Goals and Objectives)

o Unable to determine. Test group stated that they think the two project process

will allow for more time to experiment with software and should be able to master

it. Test group stressed the need for instructor feedback and approved with the

deliberate feedback session in the course schedule.

Do learners gain enough time to experiment with the Panotour Pro software? (Learner

Need)

o Unable to fully determine. Test group was floored that the original course was

four weeks long. The agreed with feedback from the prototype event that four


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weeks is not long enough. One person in the test group wondered if seven weeks

was enough to master the process. Test group liked the group project and liked

the planned feedback sessions in the lesson schedule.

Are there any gaps in the instructional process? (Faculty Need)

o One person stated that he would like a glossary since he did not understand some

of the terms that were discussed. Most of the terms dealt with photography

concepts. Several minor areas were identified that may need the instructor to

pause and check for understanding. Most of these were in the Panotour Pro

software parts of the course. Group also stated that a step-by-step guide would be

very useful for the software.

Is the overall pace effective? (Faculty & Learner Need)

o Group voiced concerns about the pace at first. After explaining the schedule in

better detail they stated that the time is tight, but should be do-able. Group

pointed out that there is virtually no room for learners to fall behind.

Does the group humorous tour project have the intended effects? (Increase

experimentation with software, SKA sharing, ability to effectively create a virtual tour.)

(Faculty & Learner Needs/Goals and Objectives)

o Group really liked the concept. They also stated that there needs to be better

examples of what this means. One person suggested doing a “manikin challenge”

with the images. After explaining how only a few learners had all the pre-

requisite SKAs identified and that most were close to having the SKAs they

agreed that the group project would be an important part of the learning process.

One person was concerned about the size of the groups and was very happy when

I sated that a group was 3 people max.

Do learners like the instruction/instruction method? (Learner Need)

o The group frequently asked me to teach them how to make 360 virtual tours and

stated that this would be a fun class to take. The group stated they liked the mix

of presentations, hands on, and software tasks. The group really liked the content

links in the PDF guides. They stated that they think they could learn how to edit

images via the content provided. Group liked the web page as a source for the

guides electronically.

Design Inferences:

I like the glossary idea. Most of the terms will be photography or related to Photoshop image

editing. If possible, I will add links to content. Most learners reported shooting in auto mode. If

learners are able to shot images in manual mode they will have more artistic options available for

them, including high dynamic range (HDR) images that can be valuable when taking images of

architecture.

I will create some demo “manikin challenge” 360 images. These will be added to the guides and

downloadable version for 360 viewing software will be added to the web page. In addition, I


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will create a page in the guides giving better explanation of the humorous tour idea. This part of

the design has been the most questioned until it is fully explained. After explanation, everyone I

have spoken to love the idea.

Future Directions:

One area of large concern is a better guide for the Panotour Pro software. The vendor guide does

explain what things are, but does a poor job on describing how things work. I do agree a combo

of video tutorials and print step-by-step guide is needed. I estimate that this would take 90-110

hours to complete this project to a satisfactory level. I do think that this may be needed to

maximize the effectiveness of this course. Unless several weeks are added for detailed software,

learners will still need to experiment more with the software to be able to do more with it.

Documents

Instructional Design Case Project 360 Virtual Tour Course Andrew …schneider-id.com/docs/Instructional Design Case_Final Project_360V… · skill for architects and designers. Learners