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8/3/2019 Learner Task Analysis 503
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Instructional Design Project I 1
Learner and Task Analysis Plan for Picasa Software Workshop
Michelle JenkinsBoise State University
EdTech 503: Instructional Design Project 1
Table of Contents
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Instructional Design Project I 2
Part 1.A Topic of Design Plan 3
Part 1.B Selected ID Model and Rationale 3
Part 2 Analysis of Learning Context 3
Part 3 Analysis of the Learners 5
Part 3.A Learner Analysis Plan 5
Part 3.B Learner Analysis Survey 5
Part 3.C Learner Analysis Report/ Data 6
Part 4 Analysis of the Learning Task 9
Part 4.A The Learning Goal 9
Part 4.B Learning Task Analysis 9
Part 4.C Learning Objectives 10
Part 5.A Assessment 11
Part 5.B Rubric 12
Reference List 13
Part 1A TopicThis project is an instructional design plan for a workshop about the desktop softwarePicasa.
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Part 1B ID ModelThe Morrison, Ross, and Kemp Model of instructional design is used for this project.Because an instructor in a classroom setting will deliver the training workshop, aclassroom model is more appropriate than a product-oriented model. It specificallyaddresses the needs of the learners, looks at the instructional problem and emphasizesobjectives, plans for selection and design of instructional materials, and offers morethan one opportunity for evaluation of the learners and the instruction.
Part 2 Analysis of Learning Context
The Washington County, South Carolina, school district has requested SCID to
create a workshop focused on the photo editing software, Picasa. Some of the logistical
information has already been decided. Workshops will be delivered onsite, in an
updated lab with broadband access that can accommodate up to 40 participants.
Because the superintendent has already requested that the workshop should be
designed, this needs assessment would likely prove that this workshop is warranted
because the staff currently is not demonstrating desired skills in photos and image
usage.
To get information about the current technology in the school district, a survey
will be created and given to members of the IT department at each school in the district.
The IT survey will ask about photo editing software that is currently installed or being
used in the district, what type and how many digital cameras are available in the
schools, if they are kept in teachers classrooms, or if they are available to check out.
There will be questions about the operating systems on the staff and student
computers. In regards to the computer lab where the workshops will take place, IT staff
will be asked about availability of USB ports or CD drives, or about other network
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Instructional Design Project I 4
functionality that might be used for sharing sample photos for the workshop. The
survey will also ask about availability and type of presentation equipment to be used by
the person teaching the workshop. All of this information will help the designer to create
instruction customized to the workshop setting, and also will reveal some background
context about previous photo editing activity used at the schools.
The designers will contact the superintendent or other administrators by phone or
email, and discuss timing options for the workshops, such as if the workshops will occur
during the workday at each specific building for small groups, or if staff will be required
to travel after school hours to a specific location. It will be useful to know if the staff is
receiving compensation for their attendance, if attendance will be a mandatory, or if
there has been interested expressed by the staff in this area of training. The designer
will also ask the superintendent in what ways the staff will apply their new knowledge
about photo editing and sharing, and if there are other technology or school
improvement goals related to the content of the workshop. Knowing the intended
outcome and workshop goals will definitely influence the designer in the creation of
practice materials that are meaningful to the learners. To collect information about
current image usage in the district, the designers could analyze the school district web
pages and look for evidence of the different ways images are currently being published.
Part 3.A Analysis of the Learners - Plan
In this instructional design plan for Washington County South Carolina, the
intended audience is adult learners, the teaching staff of approximately 160 people.
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When planning for the target audience, the designer will use information gathered from
the surveys of the learning context to determine what prior opportunities the staff may
have had available in the area of photo editing and publishing. This indirect information
may be helpful, but a direct survey of the audience will provide more evidence of
specific skills the learners have, recent experience with cameras and computers in
general, and their attitude towards learning technology skills. An online survey will be
distributed via direct email to all of the staff, and the responses recorded directly to a
spreadsheet for analysis. This learner analysis survey coincides with a prerequisite
analysis of skills of the specific learners. Collecting real data and information gives the
designer directed information for developing effective instructional materials.
Part 3.B
The learner survey contains 17 questions that will collect general information
about the teachers job duties and experience, computer experience, and some specific
information about the workshop topic, digital photo use, and editing skills. The
questions also draw from the learners opinions and impressions about the topic, and
about other tech training experiences.
Connect to the online survey: https://spreadsheets.google.com/viewform?
formkey=dE83UTZtMl85VEJmcm1wQkx5cUJMVkE6MQ
Part 3.C Report on Survey Results
Of the 160 staff members of the WSDSC, 95% are teachers and 5% are
classroom aides. Fifty percents have been employed by the district for 2-5 years, 10%
https://spreadsheets.google.com/viewform?formkey=dE83UTZtMl85VEJmcm1wQkx5cUJMVkE6MQhttps://spreadsheets.google.com/viewform?formkey=dE83UTZtMl85VEJmcm1wQkx5cUJMVkE6MQhttps://spreadsheets.google.com/viewform?formkey=dE83UTZtMl85VEJmcm1wQkx5cUJMVkE6MQhttps://spreadsheets.google.com/viewform?formkey=dE83UTZtMl85VEJmcm1wQkx5cUJMVkE6MQ8/3/2019 Learner Task Analysis 503
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Instructional Design Project I 6
for 5-10 years, and 40% for more than 10 years (figure 1). Sixty percent are elementary
grade teachers, 30 % are secondary teachers, and 10% teach multiple grade levels.
All of the respondents report using a computer every day, or several times a day,
indicating a target audience with a previous base of computer skills. They report using
a computer for a variety of tasks including record keeping, communication,
entertainment, research, and multimedia. Thirty percent prefer Apple operating system,
20% prefer Windows operating system, and 50% indicate they can use either of the two
main operating systems equally. Forty percent say they participate in formal technology
training a few times each year, while 60% report once a year, or less. All respondents
have participated in some form of organized computer training, and 70% prefer face-to-
face teacher led training over pursuing training individually by watching videos or
reading manuals. In their classrooms, 50% of teachers have students using computers
in class every day, and 50% of students use computers once a week.
In regards to working with photos, the topic of the training, there is a lot of
background experience. One hundred percent have uploaded pictures from a camera,
and also used a photo gallery tool to look at pictures. In editing skills, 60% have used
editing tools to correct lighting or crop a photo, while 40% have not (figure 2). In rating
their ability to edit photos, 50% report a high rate of confidence with these skills, and the
other 50% are not quite as secure in their skills, but none rated themselves in the very
lowest category (figure 3).
Figure 1
Figure 2
Figure 3
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Instructional Design Project I 7
This analysis of the learners indicates that the target learners have previous
knowledge in several important areas: general computer skills, transferring pictures
from a camera to a computer, and photo viewing skills. This will allow the instruction to
focus on tools specific to the software application, and on more detailed instruction and
practice with photo editing features. The analysis also shows that learners
overwhelmingly prefer teacher-led instruction, which should translate into the
development of the instructional methods and materials.
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Part 4 Analysis of Learning Task
Part 4.A Learning Goal
After participating in the Picasa workshop, participants will be able to edit photos byadjusting exposure, focal point, red eye, and color balance, so that the photo is in anatural, not exaggerated state. Participants will also export the photo for use in otherprograms.
Part 4.B Task Analysis
This flowchart shows the learning tasks for operating the Picasa photo application.Task Analysis flowchart 1 http://mywebspiration.com/view/478292a37635
This chart details the tasks to be learned in editing pictures.Task Analysis flowchart 2 http://mywebspiration.com/view/478750ad487
http://mywebspiration.com/view/478292a37635http://mywebspiration.com/view/478750ad487http://mywebspiration.com/view/478292a37635http://mywebspiration.com/view/478750ad4878/3/2019 Learner Task Analysis 503
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Instructional Design Project I 9
Part 4.C Learning Objectives
1. Given a set of pictures, the student will use available tools to view pictures.Given a set of pictures, the student will
1.2 View a single picture1.3 Move from one picture to the next with navigation arrows1.4 Move back to the library view1.5 Select a different set of pictures
2. Given a set of pictures, the student will activate the slideshow tool.
3. A student will operated designated tools to edit pictures.
3.1 When presented with a picture of many people, the student willmodify the picture so that it only includes one person.3.1.1 The student will demonstrate the crop technique.
3.2 When presented with a dark picture, the student will adjust the lightlevels.3.2.1 The student will define terms highlight, shadow, and fill
light.
3.3 When presented with a picture, the student will adjust the color to amore natural state.
3.4 When presented with a picture, the student will eliminate red eyes.
3.4.1 The student will analyze the amount of color distortion
in a picture that includes human faces.
3.5 After editing a picture, the student will save the changes.
4. Given a set of pictures, the student will select one or more pictures to exportto a folder.
4.1 The student will define export.4.2 The student will choose an image resolution.
4.2.1 The student will define image resolution.
Part 5 Assessment
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This plan is designed for a hands-on, teacher-led, instructional workshop. It
takes place during a single occurrence of time; it does not have multiple class meetings.
The learners will learn the skills and practice the skills during the same time period.
Because the tasks require the student to practice and demonstrate skills, then the
measure of achievement should reflect the demonstration of learning, not a written
description of what was learned. Therefore, a rubric will be used to assess the learning
of the participants during the instructional time. Because these are adult learners in an
informal setting, the rubric could be used as a self-assessment rather than a formal
evaluation by the instructor. Given the time frame, it might not be possible for an
instructor to evaluate all the students with a rubric, so self-assessment might be the only
realistic means of evaluation. For record keeping or professional development
purposes, a simple checklist could also be used to verify that the participants had
completed the tasks.
Based on the rubric, the instructor can identify which skills might be a target for
additional instruction, possibly via a video tutorial that could be posted on the school
district website. The rubric provides results to the superintendent about the success of
the workshop, and would determine how the new skills could be applied. Depending on
who designed the workshop, assessment data could also be communicated to the
instructional designer for summative evaluation of the course material.
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Rubric: Picasa photo editing software
Use a table for each student. Make a checkmark in the appropriate column.
NameTask Mastery Proficient Needs
Improvement
Picture
Viewing Tools
___Uses all
viewing tools and
library gallery with
ease
___Uses all
viewing tools and
library gallery
___Difficulty
selecting the
desired picture in
the edit window
Slideshow
Tools
___Uses custom
features of
slideshow
___Uses slideshow
but not
customized
features
___Unable to start
auto-play
slideshow
Editing - Crop ___Picture cropped
using sample croptools and custom
crop
___Can crop use
the sample cropareas
___Difficulty
selecting specificarea of picture
Editing
Exposure
___Uses auto
exposure tool and
custom light
sliders
___Uses auto
exposure tool
___Cannot
improve extreme
light/dark
Editing - Color ___Uses auto colortools and custom
color sliders to
obtain natural
coloring
___Uses auto color
tool or color
sliders
___Cannot
improve distorted
color in a photo
Editing Red
Eye
___Completely
removes red eye
with natural
looking face result
___Removes red
eye, but not
completely
___Cannot remove
red eye defect in
photo
Export Pictures ___Exportspictures to desired
folder with
resolution chosen
for picture
application
___Exports
pictures to desired
folder
___Cannot locate
pictures that have
been exported
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References
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th
ed.). New York: John Wiley & Sons, Inc.
Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective
instruction. New York: John Wiley and Sons, Inc.