Fairchild Final ID Project

7/29/2019 Fairchild Final ID Project

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1 | F a i r c h i l d

Ed Tech 503 Instructional Design

Creating Quality

High Dynamic Range (HDR) ImagesInstructional Design Final Project spring 2012

Submitted by Damon Fairchild

_________________________________________________


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Table of Contents Page No.

Reflective Synthesis Paper 3

Part One - Topic

Part 1a: Learning Goal 4Part 1b: Audience 4

Part 1c: Rationale 4

Part Two - Analysis Report

Part 2a1: Needs Analysis Survey 5

Part 2a2: Needs Analysis Survey Report 5

Part 2b1: Description of Learning Context 6

Part 2b2: Description of Transfer Context 7

Part 2c: Description of Learners 7

Part 2d: Learning Task Analysis 7

Part Three - Planning

Part 3a: Learning Objectives 8

Part 3b: Matrix of Objectives 10

Part 3c: ARCS table 11

Part Four - Instructor Guide 13

Part Five - Learner Content 17

Part 5a: Learning Materials 17

Part 5d: Formative and Summative Assessment Materials 17

Part 5c: Technology Tool Justification 18

Part Six - Formative Assessment Plan 18

Part 6a: Expert Review 18

Part 6b: One-to-One Evaluation 18

Part 6c: Small Group Evaluation 19

Part 6d: Field Trial 20

Part Seven - Formative Evaluation Report 21

Part 7a: Evaluation Survey 21

Part 7b: Results of Expert Review 21

Part 7c: Comments on Change 21

Part 8 - AECT Standards Grid 22

References 23


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REFLECTIVE SYNTHESIS

At the inception of this term we were asked as students to define from our current experience

what the meaning of design was. The definitions, while similar, varied quite a bit and I simply defined it

as creating with a purpose. I dont think I was too far off but we were later challenged to consider

then Instructional Design and Systematic Instructional Design and how adding those words into themix would change the meaning. In looking back at my interpretations of those was also reasonably

close but at the same time showed evidence of being extremely simplistic and I might even add nave.

While there is no question I am far from being the expert I one day wish to be I can say without

question that even if I lack the ability to create a well-designed course that is effective in

communicating the instructors duties, the learning objectives, the learners needs and motivations, the

methods of assessment, the technology needed to execute the plan, the context within which

instruction will be delivered, and the exact methods by which the plan will be implemented I am sure I

have a more full understanding of how in depth the process is and has to be.

At some point in most of our lives we have placed before us a heavy box with a brand new bar-

b-que, bookshelf, entertainment center, or childrens toy. We joke with those around us that in a rather

small font you can find, if you look for it, the phrase Some assembly required. To us this is funny

because of the word some. We know that some really means You will be assembling this piece by

piece. You will be hoping the entire time that all of the necessary pieces are contained in the box. You

will also be hoping, before you open the box, that the instructions are written in a language that you can

read and that the various pieces are still the same size and dimension as those that appear on the

instructions that quite possibly might not have been updated over the previous 3 revisions to the

objects design.

Despite these well-known challenges we, most of the time, are able piece things together, butnot without reaching a certain level of frustration and perhaps letting a curse word our two slip from the

tip of our tongue, through our teeth, across our lips, and out into the space around us!

Now imagine this same scenario in a classroom or in a boardroom at the corporate

headquarters. How long could the attention of the learners continue under such conditions? How long

would their motivation be at a peak or even manageable level? Without a well-designed, well planned,

detail rich and ultimately well executed plan the chances of course objectives being met are extremely

slim.

Ed Tech 503 has transformed my nave mind from believing that instructional design meant

something along the lines of planning instruction in a multi-sensory, multi media environment to

instructional design actually meaning a theory based, research re-enforced,system of developing well-structured instructional materials using objectives, related teaching strategies, systematic feedback, and

evaluation.


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PART 1:TOPIC

PART 1A:LEARNING GOAL

After a watching a series - 10 to 15 minute video presentations, intermediate to advanced

photography students will be able to use a digital SLR camera to capture the multiple exposures

necessary to create an HDR image, import the RAW images into Adobe Lightroom, and then create an

HDR image using Nik HDR Efex Pro.

PART 1B:AUDIENCE

Learners for this course will consist of intermediate to advanced photography students. The age

group and formal education range from high school students to doctors and the only requirement to

enroll in the class is previous photography experience and sound understanding of how to make manual

adjustments to camera settings.

PART 1C:RATIONALE

In todays world of high definition televisions, retina displays, and a 159 foot 1080p jumbotron

at Cowboys stadium we are becoming more and more accustomed as a society to see the world through

almost unrealistic glasses. Real or not, it has become the norm and the expectation from most all

sources of media and there is no exception to photographers. As we try and keep up with the

competition and expectations of our customers or even print competition fellows, amateur and

professional photographers alike have a need to keep up with the times.

This course will allow the professional to maintain or build the foundation for a competitiveedge and will also help propel the amateur into a field of photography with limitless possibilities.

Interestingly though with as much creativity is typically associated with photography as an art form this

course is mainly supplantive instruction as the processes and systems by which the images will be

created are strictly laid out. On the other hand the work being performed for the final project takes on

much more of a generative feel as the learner will use their own creative juices to put together the

final project. I would say it is a 65-35 split.

Finally, the motivational strategy that most closely would be associated with my course is

procedural. It is a step by step process that must be learned and followed, for the most part, with

exactness in order to ensure the desired result.


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PART 2:ANALYSIS REPORT

PART 2A1: NEEDS ASSESSMENT SURVEY

I used the following survey to determine the needs of those intermediate to advanced learners who

would be taking the course:

1. What is an F-Stop?

2. How can the F-stop affect an image?

3. Which would F-stop would cause more to be blurry in an image: F 2.8 or F 22?

4. What is the Shutter speed?

5. How can shutter change an image?

6. Which shutter speed would be more likely to stop the motion of a humming birds wings: 1/20th

or 1/2000th?

7. What is ISO?

8. How does ISO affect an image?9. Which ISO would most likely have more grain: ISO 100 or ISO 800?

10.What is Bracketing?

11.What is Dynamic Range?

12.What does HDR stand for?

13.What are the benefits of HDR?

14.Where is the Automate menu found in Adobe Photoshop?

15.What is a levels adjustment in Adobe Photoshop?

16.Which File type is of higher quality: JPEG or TIFF?

PART 2A2: NEEDS ANALYSIS SURVEY REPORT

0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Percentage

Correct

Question Number

HDR Survey Results

HDR Survey Results


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I was interested to find the above results from the survey I gave to 12 recipients. Of the 12, 3

were high school students in an Advanced Photography course and the remaining 9 were photography

enthusiasts. What I found was that adults ranging from ages 19-35 did not miss a single question but

the Advanced Photography students who were actively involved missed all of the questions that were

missed! In their defense, their high school does not offer any courses specifically dedicated to HDR

photography and the majority of the questions the missed were related to HDR specifically.

If I had to determine whether or not these potential learners were ready for the class I would

have to say yes. In fact, I might even be able to say that the 9 adults were over prepared and that this

basic HDR class might not be as challenging for them while the high school students would have a much

more significant learning experience. All students had a strong understanding of the camera, its

functions, and how each of those functions affects the output of the camera.

PART 2B:DESCRIPTION OF THE LEARNING CONTEXT

PART 2B1: LEARNING CONTEXT

This course will be offered completely online although it will not be completely self-paced. It will be

important for learners to share their progress as well as give feedback to their peers throughout the

course.

In order to perform the tasks necessary students will need the following:

Camera Gear

1. Digital SLR Camera

2. Light Meter

a. Professionalb. In camera

c. Mobile App

Hardware

1. Windows or Mac operating system

a. Windows 7 or OSX preferred

b. Can work around with older versions but will not operate the same

Software

1. Adobe Lightroom

2. NIK Color Efex Pro

3. Both can be downloaded as a free 30 day trial if necessary


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2B2: TRANSFER CONTEXT

Learners will study and share online, but will ultimately put skills learned into practice in a

variety of ways. The high school aged students will use their newly acquired knowledge of HDR to

prepare for and create images to be entered into the local and state print competitions. Some of these

students will be seeking art degrees after high school and a strong showing at competition and aportfolio with high quality samples of their abilities can make a tremendous difference.

The adult learners in this case are all hobbyists. The learned skills will serve them in having

more impactful personal blogs, Faceboook pages, higher number of flikr views, and the ability to just

plain have more fun and feel a sense of pride an accomplishment.

PART 2C:DESCRIPTION OF THE LEARNERS

The learners for this particular course happen to all be between the ages of 16-35 and have an

interest in photography. Their knowledge of the key components of a camera is excellent and their

understanding of how the three key components (F-Stop, Shutter Speed, ISO) allows them to alreadycreate good quality images. While I have not yet seen sample images I feel confident in knowing even if

I subjectively dont like the images or if the creator lacks knowledge of areas like composition or

impact that their images should still be technically sound. Between all individuals surveyed of the first 9

questions which were directly related to camera settings, only 5 missed missed 1 question and no one

missed 2.

100

101

102

103

104

105

106

107

108

109

1

Possible Answers

Answered Correctlly


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By the same token, there were 3 individuals who took the survey who have virtually no

knowledge of more advanced photographic concepts. All three missed every question regarding

dynamic range, high dynamic range (HDR), and 2 of the 3 missed all questions concerning file types.

PART 2D: LEARNING TASK ANALYSIS


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PART 3:PLANNING

PART 3A:LEARNING OBJECTIVES

Using a Digital SLR, Adobe Lightroom Software, and Nik HDR Efex Pro the learners will be able to:

1. Measure intensity of lighta. Use light professional light meter, in camera meter, or mobile app meter

b. Determine proper camera settings based initially on desired aperture.

2. Adjust camera settings to capture multiple exposuresa. Set Camera to bracket at desired settings.

3. Import images into Adobe Lightrooma. Connect camera card to computer via card reader

b. Create database in Adobe Lightroom

4. Organize images, select and label preferred imagesa. Organize by file name

b. Highlight with 3 star rating to indicate favorites

5. Import Images into Nik HDR Efex Proa. Open software and browse to desired images6. Select Appropriate Pre-Set Effects

a. Determine if any of the NIK presets are to your liking

b. Test a variety of presets

7. Make manual global adjustmentsa. Adjust the following

i. Levels

ii. Saturation

iii. Contrast

8. Create control points and make adjustments to thema. Adjust the same settings as with global only over selected areas

b. Add control point to eliminate changes to area not desired

9. Save final image in several formats and sizesa. TIFF

b. JPEG


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PART 3B: MATRIX OF OBJECTIVES

Learning

Blooms

Taxonomy Format of Description of Sample

Objectives Classification Assessment Test Form Items

1 Evaluation Performance

Perform measurement

of light

Using either a professional light

meter, a light meter

app for your phone, or the built

in light meter in the

camera, determine the

intensity of light on your

subject

2 Application Performance

Perform adjustments

to camera settings

Manually adjust the exposure

settings on your camera

to the appropriate ISO, Fstop,

and shutter speed based

on desired outcomes

3 Application PerformancePerform act usingcomputer software

After capturing images, importthem into Lightroom

4 Evaluation Performance

Perform act using

computer software

Browse through images and

label your favorite series

with 3 stars for each image


Perform act using

computer software

After selecting you favorite

images, make not of the

image numbers and import

your favorites into Nik HDR

Efex Pro

6 Evaluation PerformancePerform act usingcomputer software

Upon opening Nik software,decide which preset HDR

effects you would like to apply

to your image and make

the selection


Perform act using

computer software

After Nik software has created

the HDR image, make

manual adjustments to the

image exposure


Perform act using

computer software

After making manual global

adjustments to image,

make adjustments to specificareas of the image


Perform act using

computer software

After completing final

adjustments, save file first as a

PSD or TIFF


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PART 3C:ARCS TABLE

Categories & Subcategories Process Questions

ATTENTION

A.1. Perceptual arousal

A.2. Inquiry arousal

A.3. Variability

Students will viewthis videodemonstrating the uses of NIK

HDR Efex Pro and sample images created from it.

Ask questions: What type of photography do you enjoy? What

subject matter do you prefer to photograph?

Show samples of HDR images in varying categories i.e.

landscape, commercial, portrait, wedding.

RELEVANCE

R.1. Goal orientation

R.2. Motive matching

R.3. Familiarity

Ask learners what their objective in taking the course is. Whatdo they intend/hope to learn and how do they expect the class

will change their current practices whether they be business or

personal.

Learners will be allowed to choose the subject matter of their

photographs, but will be asked, in advance, to report what that

subject matter will be.

Prior to instruction, the students will fill out a survey to assess

their ability level, but will also submit sample images of their

prior work. Instructor will give learners feedback on at least 1

of those images upon receipt.

CONFIDENCE

C.1. Learning requirements

C.2. Success opportunities

C.3. Personal control

Points of emphasis: HDR is a process that if followed precisely

offers all those who use it a high level of success. Sharing

samples of images with standard dynamic range compared to

the same image in HDR will show students the success they can

achieve. They will also be given a rubric with requirements to

fill each step of the process.

Because this class is extremely task oriented, students will be

able to measure their success simply by seeing theimprovement in their work. Instructor will also give positive

feedback and constructive criticism of final projects.

Learners will compare their work/process with the rubric

provided to ensure that they arent missing any steps in the

process and finish the task completely and appropriately.
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SATISFACTION

S.1. Natural consequences

S.2. Positive consequences

S.3. Equity

Students will either be engaged armatures or working

professionals. The nature of their work provides them with real

life, every day opportunities to use the knowledge gained from

this course.

Student images will be posted in a gallery or discussion forum

for others to view and give feedback on. Specific instruction

will be given to give feedback only on items found in rubric

rather an art critique as our opinions on such things are

clearly subjective.

Immediate positive feedback will be given. Yes, some critique

will come from the instructor in order to promote future

growth, but congratulations for new found knowledge and

success are extremely important.


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Part Four - Instructor Guide

Introduction

Active Attention or Gain Attention

As this is an online course, the instructor will send welcome email with contact information

offering to answer questions or make clarifications prior to the first lesson.

Establish Purpose or Inform Learners of Purpose

1. Initial email will state name of course: Creating High Quality HDR Images using DSLR,Adobe Lightroom, and NIK Color Efex Pro.

2. Upon visiting course homepage learners will find introductory message detailing the courseobjectives which upon completion will ensure ability to do the following:

1. Measure intensity of light

2. Adjust camera settings to capture multiple exposures3. Import images into Adobe Lightroom

4. Organize images, select and label preferred images

5. Import Images into Nik HDR Efex Pro

6. Select Appropriate Pre-Set Effects

7. Make manual global adjustments

8. Create control points and make adjustments to them

9. Save final image in several formats and sizes

Arouse Interest and Motivation or Stimulate Learners Attention/Motivation

Students will watch this video

Preview the Learning Activity or Provide Overview

After a watching a series of 10 to 15 minute video presentations, intermediate to advanced

photography students will be able to use a digital SLR camera to capture the multiple exposures

necessary to create an HDR image, import the RAW images into Adobe Lightroom, and then create an

HDR image using Nik HDR Efex Pro.

1. Lesson 1 Measuring Light and Using your DSLR

a. Measure light using professional light meter, mobile phone light meter app, or built inlight meter in camera.

b. Adjust camera settings appropriately

c. Capture multiple exposures using bracketing technology built into DSLR camera.

2. Lesson 2 Adobe Lightrooom

a. Import images into Adobe Lightroom

b. Organize images, select and label preferred images
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3. Lesson 3 NIK Color Efex Pro

a. Importing Images

b. Selecting Presets

c. Making global adjustments

d. Using Control Points

e. Saving Images in multiple formats

Body

Recall relevant prior knowledge or Stimulate recall of prior knowledge

1. As an introduction to the course students will be required to do the following:

a. Share in class forum their prior experience in photographyb. Submit at least 1 and up 3 images to be reviewed and discussed by peers under

strict guidelines of providing positive feedback. The objective at this point is not

to critically judge each others work but rather to share personal experiences.Each image submitted will also be accompanied with a short excerpt as to why

the learner had taken the picture and under what conditions it was created.

c. Learners will also complete the following survey in order to analyze needs:

1. What is an F-Stop?a. How can the F-stop affect an image?b. Which would F-stop would cause more to be blurry in an image:

F 2.8 or F 22?

2. What is the Shutter speed?a. How can shutter change an image?b. Which shutter speed would be more likely to stop the motion of

a humming birds wings: 1/20th or 1/2000th?

3. What is ISO?a. How does ISO affect an image?b. Which ISO would most likely have more grain: ISO 100 or ISO

800?

4. What is Bracketing?5. What is Dynamic Range?6. What does HDR stand for?7. What are the benefits of HDR?8. Where is the Automate menu found in Adobe Photoshop?9. What is a levels adjustment in Adobe Photoshop?

10. Which File type is of higher quality: JPEG or TIFF?


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Process information and examples or Present information and examples

Lesson 1 Measuring Light and Using your DSLR

Watch the following Videos:

1. Using Light Meter

2. Capturing Brackets Important note: Every camera setup is different. It willbe important for learners to use camera manual how to set up automatic

bracketing.This videogives some great information for once it is done.

3. Here are some additional reading resources:

a. HDR How to Photographing

b. Capture More Light

Lesson 2 Adobe Lightroom

Learners willread thisand watch the accompanying video after the article.

Lesson 3 NIK Color Efex Pro

Watch this tutorial

Focus Attention or Gain & Direct Attention

Lesson 1 Require learners to submit low resolution images showing multiple exposures

to class forum and discuss challenges, accomplishments, and ideas. Also require to

comment on 2 of their peers posts.

Lesson 2 Require learners to submit screen shot of images after import into Adobe

Lightroom to class forum and discuss challenges, accomplishments, and ideas. Also

require to comment on 2 of their peers posts.

Lesson 3 Require learners to submit final image to class forum. Also require to

comment on 2 of their peers posts.

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies

Accomplished in completion of each lesson requirements.

Practice or Provide for and Guide Practice

Accomplished in completion of each lesson requirements.

Evaluate Feedback or Provide Feedback
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Be sure to give prompt, detailed feedback in class forums and encourage interaction

among peers. Ask thought provoking questions when necessary or an appropriate

opportunity arises.

Conclusion

Summarize and review or Provide summary and review

After each lesson provide a brief summary of the previous lesson and use as transition into

subsequent lesson.

Transfer learning or Enhance transfer

Have learners do final reflection on course. Discuss skills learned and how they plan to use HDR

in the future in class forum.

Remotivate and Close or Provide Remediation and Closure

After Final images are submitted to class forum and commented on by you and by

classmates send a congratulations email to entire group with like to Animoto Video you create

using all of their final images set to music. This will help to re-emphasize the growth they

experienced in the course.

Assess Learning or Conduct Assessment Evaluate

Evaluate final images as well as feedback from learners throughout the course. The

ability to produce a final product that meets the criteria of an HDR image is the most important

and clear method of discerning whether or not learning has occurred.

Feedback and Seek Remediation or Provide Feedback and Remediation

Comment promptly on final images as students will not wait long before they dont visit

course site again. Encourage learners to continue with future photography courses and to

immediately put into practice principles learned in this course.


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PART 5LEARNERCONTENT

PART 5A:LEARNING MATERIALS

Learning Material Purpose When Used

HDR Video Motivate and Introduce HDR Images

Introduction to

course

Sekonic Light Meter

Instruct how to use professional Light

Meter Lesson 1

Video

Capturing Brackets

Instruct how to capture multiple

images at once Lesson 1

Video

How To Article Additional Reading Lesson 1

Capture More light Additional Reading Lesson 1

Article

Lightroom Article Introduce Basics of Lightroom Lesson 2

Lightroom Video Introduce Basics of Lightroom Lesson 2

Tutorial

NIK Video Tutorial Introduce Basics of NIK Color Efex Pro Lesson 3

PART 5B:FORMATIVE/SUMMATIVE ASSESSMENT

Assessment Material Purpose

Pre-Quiz Determine prior knowledge

Final Image Rubric Ensure HDR process followed

The Pre-quiz is found in the instructor guide

Instructor will use the following rubric for grading final image project:

Task Evident Not Evident

Original 3 Images submittedScreen Shots from

Lightroom

Screen Shots from NIK

Final HDR Image
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PART 5C:TECHNOLOGY TOOL RATIONALE

Technology Tool Rationale

Camera Gear

Light Meter To determine quality of light

Digital SLR To capture images

Tripod To Hold Camera Steady

Hardware

Camera Card To record captured images

Camera Card

Reader To copy images from camera card to computer

PersonalComputer To process, organize, and edit images

Software

Adobe Lightroom Software Used to process images

Nik Color Efex Pro Software used to manipulate HDR Images

PART 6:FORMATIVE EVALUATION PLAN

PART 6A: EXPERT REVIEW

My SME is Shawn Murphy. Shawn has nearly 20 years of teaching experience as a High SchoolPhotography instructor. He is also the Art Department Chair and works professionally as a photographer

outside of school. Shawn began his career as an art teacher and soon after designed a photography

curriculum that not only has helped to turn out photographers such asJon Johnson, who later graduated

from the prestigious Brooks Institute of Photography, but his courses have become wildly popular

among students at his high school in Richland Washington. He teaches 5 classes a day with anywhere

from 30-35 students in each class many of whom regularly win awards at local, regional, and state

competitions. His expertise in both the field of education and photography make him a perfect SME for

this project.

PART 6B: ONE-TO-ONE EVALUATION

I will have two learners, high school photography students, complete the course. I will have their high

school photography teacher administer the course using the instructors guide provided so that I can get

some perspective from both the learner and instructor. The instruction will take place online as the

course is designed to be online with a facilitating instructor and the evaluations will take place via

telephone or Skype as the learners are quite a distance from me.
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I would ask the learners the following questions:

1. Do you feel you learned what was intended to be learned in the course?

2. If you did not learn the intended material, what did you learn if anything?

3. Was the instruction too short, too long, or just enough to learn the desired material?

4. If it was too short or too long, what would you recommend?5. Was the order of instruction precise?

6. Was the instruction motivating?

7. If it was motivating, what was the most motivating portion?

8. What was the least motivating portion?

9. How easily were you able to access the necessary materials in order to complete the

instruction?

10.What suggestions would you make to improve the instruction?

I would ask the instructor the following questions:

1. Was the instructors guide clear?

2. If not, what areas need more clarity and what would you suggest?

3. Was the order of instruction appropriate in order to achieve objectives of course?

4. Were there any typographical or grammatical errors in the instructors guide or instruction

materials?

5. Can you see yourself teaching this course again?

6. Why or why not?

PART 6C:SMALL GROUP EVALUATION

My small group instruction will take place similarly to the one to one instruction but the group will be 5

students. I will have a new instructor facilitate so that I can get yet another perspective on the

instruction. Of course prior to administering the small group instruction I will have modified the course

based on the information gathered from the one to one instruction. I will observe the progress of the

course and make my evaluation based my findings.

I would ask the learners the following questions:

1. What percentage of learners was actively engaged in the instruction and forum discussion?

2. Were learners able to complete the task for each section on time?

3. Based on the answer to number 2 was the time allotted for completion of assignments too

long or too short?

4. Were learners able to effectively complete assignments?

5. Were revisions made from one to one evaluation effective?

6. What new revisions might need to be made based on small group evaluation?


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2. If not, what areas need more clarity and what would you suggest?

3. Was the order of instruction appropriate in order to achieve objectives of course?

4. Were there any typographical or grammatical errors in the instructors guide or instructionmaterials?


6. Why or why not?

PART 6D: FIELD TRIAL

After completing revisions based on small group instruction I would conduct a field trial consisting of 20

high school photography students. 5 would come from Richland High School, 5 from Hanford High

School, 5 from Kamiakin High School, and 5 from Pasco High School. The instructor would be Shawn

Murphy, the photography teacher from Richland High School. Shawn would be familiar with the content

as he would also have been the original instructor from the one to one. This way he could offer more

feedback given the perspective from the beginning and give feedback on whether or not it appears we

have improved the instruction. After having completed the course learners will complete a short survey

asking the following questions:

1. Did you find the instruction to be consistent with what you expected to learn in the course?

2. Do you know feel qualified to create HDR images on your own?

3. Was the order of instruction logical?

4. Was the instruction complete?

5. If it was not complete, was steps were missing that should be included in the learning process?6. Did you find any typographical or grammatical errors?

7. Were there any technical problems with the web delivery?

8. Do you feel you would like more or less instructor feedback?

9. Did the course offer you sufficient time to complete the necessary tasks?

10.What would you change about the course?



2. If not, what areas need more clarity and what would you suggest?3. Was the order of instruction appropriate in order to achieve objectives of course?

4. Were there any typographical or grammatical errors in the instructors guide or instruction

materials?


6. Why or why not?


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PART 7: FORMATIVE EVALUATION REPORT

PART 7A : EVALUATION SURVEY

The Survey for my SME included the following questions:

1. Did you find any typographical or grammatical errors in the learning materials or instructors

guide?

2. Does the sequence of instruction appear to be logical?

3. If not, what order would you change?

4. If you were a student would you feel motivated to take this course? Why or why not?

5. If you were assigned to teach this course would you feel motivated to teach it? Why or why

not?

6. What modifications would you recommend to the course?

7. Do you have any additional instructional materials that you would recommend for the course?

8. Did you learn anything from facilitating this course?

PART 7B:RESULTS OF EXPERT REVIEW

The results of my expert review were encouraging as well as informative. I was pleased to learn that the

order of instruction seemed logical and that a reasonable level of motivation could be had from the

imagery used in the instructional videos. In addition my SME mentioned that while the structure of

the course was rigid enough it also allowed for flexibility in creativity which is important in an art

environment.

PART 7C:COMMENTS ON CHANGE

My SME suggested that I introduce learners to some alternative shareware that would reduce the cost

and need for using NIK Color Efex Pro. I agree that if this course was intended for high school students

that cost reduction is a wonderful idea, but as the target audience of this class is online adult learners I

will not make any changes to my plan. In addition, it is possible to download a 30 day free trial for use

during this short class and students will not have to pay anything. The only drawback would be that the

trial version has a watermark over all images produced.


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PART 8:AECTSTANDARDS GRID

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and Technology (AECT),

and used in the accreditation process established by the National Council for Accreditation of Teacher Education

(NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers

next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student

work.

Assignments meeting standard in whole or part

Standard 1: DESIGN

1.1 Instructional Systems Design (ISD) X ID Project

1.1.1 Analyzing X ID Project

1.1.2 Designing X ID Project

1.1.3 Developing X ID Project

1.1.4 Implementing X ID Project

1.1.5 Evaluating X Selected Discussion Forums; ID Project

1.2 Message Design

1.3 Instructional Strategies X ID Project

1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project

2.1 Print Technologies X Reading Quiz; ID Projects

2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X (all assignments)

2.4 Integrated Technologies

Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X (all assignments)

3.2 Diffusion of Innovations3.3 Implementation andInstitutionalization X

ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT

4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management

4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management

Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 Criterion-Referenced Measurement X ID Project

5.3 Formative and Summative Evaluation X ID Project

5.4 Long-Range Planning


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REFERENCES

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Canon DLC: Article: Capture More Light: How to Capture High Dynamic Range (HDR) Images with

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HDR How to. (n.d.). Retrieved from

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HDR Tutorial Part 1: Capturing the Brackets - YouTube. (n.d.). Retrieved from

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HDR with Nik Software HDR Efex Pro and Photoshop Lightroom - YouTube. (n.d.). Retrieved from

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Nik Software, Inc. | HDR Efex Pro. (n.d.). Retrieved May 3, 2012, from

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Instructional Design Central | Instructional Designer Resources and Community Collaboration. (n.d.).

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