![Picasa for Seniors2009Instructional Design #2Lora EvanouskiDr Ross Perkins, Boise State UniversityFall semester Boise State University<br />Contents TOC quot;
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Synthesis Reflection PAGEREF _Toc247370970 4Topic PAGEREF _Toc247370971 6Learning Goal: PAGEREF _Toc247370972 6Audience: PAGEREF _Toc247370973 6Rationale: PAGEREF _Toc247370974 6Learning Context: PAGEREF _Toc247370975 7Description of Learners: PAGEREF _Toc247370976 8Planning: PAGEREF _Toc247370977 9Learning Objectives: PAGEREF _Toc247370978 9Matrix of Objectives, Bloom's Taxonomy, Instructional Strategies, and Types of Learning PAGEREF _Toc247370979 10Instructor Guide: PAGEREF _Toc247370980 14Introduction PAGEREF _Toc247370981 14Body PAGEREF _Toc247370982 14Conclusion PAGEREF _Toc247370983 16Learning Content PAGEREF _Toc247370984 17Learning Materials PAGEREF _Toc247370985 17Formative/Summative Assessment PAGEREF _Toc247370986 17Formative Evaluation Plan PAGEREF _Toc247370987 18Expert Review PAGEREF _Toc247370988 18One-to-One PAGEREF _Toc247370989 18Small Group Evaluation PAGEREF _Toc247370990 19Field Trial PAGEREF _Toc247370991 20Formative Evaluation Report PAGEREF _Toc247370992 21Report from the SME PAGEREF _Toc247370993 21Comments on Change PAGEREF _Toc247370994 22AECT Standards Grid PAGEREF _Toc247370995 23Appendix A PAGEREF _Toc247370996 29Appendix B PAGEREF _Toc247370997 30Appendix C PAGEREF _Toc247370998 31Appendix D PAGEREF _Toc247370999 32Appendix E PAGEREF _Toc247371000 33Appendix F PAGEREF _Toc247371001 34Appendix G PAGEREF _Toc247371002 35Bibliography PAGEREF _Toc247371003 36<br />Synthesis Reflection<br />What is Instructional Design? As defined by Smith and Ragan, instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation CITATION Smi05 1033 (Smith & Ragan, 2005). As I entered into this class I had never given much thought into what happens in “making” a class module, course unit or even a section of instruction! I, as you could say, came in blind not knowing what to expect from taking such a course. If you break down the words, instruction means to give direction to some material or action. The word design means to make or build something. These words have a new meaning to me based on my experiences from being enrolled in this class. <br />Instructional design is like gardening to me. Most of us can do a little gardening. We all have a little green thumb in us with just minimal effort. But by cultivating and appending the soil, you can grow some really fabulous vegetables. You must know the quality of the soil, the type of plants that can be sustained in the region, where and when to plant them. Instructional design is built on knowing which tools to use, how and when to use them (hoes, picks, shovels, etc. and planting the plants). You must also account for your audience (soil). Year after year the same instruction (crops) needs to be modified or rotated due to learning changes in entry level skills as well as learning context (depletion of vitamins in the soil). Sometimes a subject matter expert is needed (farmer) to instruct to the finer points of raising a great crop. In gardening as well as instructional design, creating a great product in the end should be first and foremost while using formative evaluation along the way to change and modify as needed.<br />As I look back on this semester in Ed Tech 503, I have learned from not only the process of reading the text book and projects completed but also from my peers. The reflective strategies used in the weeks and months have been enlightening. The first entry to my forum was in deciding which was to be considered first the technology tool or design instruction. Coming from a background of several large corporations that used the tools to accomplish the job of learning, I had a slightly skewed look at the process. I was the only participant to choose the tool first in my forum, it was intimidating. As I learned through collaborating with my peers, I was not alone. Many times we find a great new gadget or tool and think, how I can use this in my lesson? It is incumbent on a designer to choose the learner first then find the most stimulating and rewarding way to encourage and utilize authentic learning to take place. Instructional design should be a process to which the designer needs to employ the sound practices of learning theory, such as ADDIE or Gagne’s 9 steps CITATION Smi05 1033 (Smith & Ragan, 2005). These practices should and must be applied. In ID #1, I chose to use the Gagne’s model because of the sound principals it is based upon. Without basing instructional design on a sound theory and model, the designer would be throwing up the seeds in his garden and hoping for the best. This is neither the process nor action I intend to achieve through my learning of instructional design. <br />As I discussed with Dr. Perkins, I received formal training as an elementary education teacher back in the early 80’s. I did not have the benefits of learning instructional design in any of my past curriculum. Upon taking this class, I can see the benefits it would be to any and all education majors. For example, I felt when I started my teaching career that I was just sent out into the teaching realm to figure out lesson plans and strategies to teach on my own. No real sound grounding in learning theory or models to fall back upon. I see now what I missed then! Implementing such a course would benefit all teachers. I also learned in ID #2 the process is just that a process. It is meant to be an investigation; lots of integral parts designed to fit together to make a whole, like a puzzle. If one piece is missing you may get the idea but the more pieces you are missing, the worse the understanding is. In addition, I also learned the instructional design process cannot be hurried or rushed and you must anticipate problems and setbacks. The instructional design process can be complicated or it can be simple and that is also the beauty of instructional design. The process of making a puzzle whole is the same as making a worthy instructional design. Try and fit the best pieces into place and if that doesn’t work try another strategy.<br />Instructional design and educational technology go hand in hand; they are dependent upon each other. They are both systematic approaches to learning. Instructional design is involved in the materials and instruction to be learned where as educational technology is the tools themselves to accomplish the process of learning. These two interdependent processes are a way to find solutions to educational/training problems. As I march towards my MET, I will consider the experiences in using instructional design as my first approach to a logical process in building a foundation for which I can now lean upon. <br />Topic<br />Learning Goal: Given Picasa editing software the learner will create an online image album.<br />Audience: The target audience will be senior citizens (above 55 years old) of the Treasure Valley in Idaho.<br />Rationale: <br />The reason for choosing this topic is to address the needs of senior citizens who will use the internet for social discourse as well as in business relationships. It also allows me to explore the opposite end of the spectrum because when you hear the word teaching most assume that it will be for young people. As I approached teaching my mother a senior citizen how to use the software, I realized how many senior citizens do not know how to use this product. The senior community is one of the fastest growing populations in the country. The baby boomers are coming of age. This population has also been one of the forgotten communities when it comes to developing instructional materials. As instructional designers we need to be cognizant of this fact. Even though the aging population has limitations, it is our job to enrich the experiences by designing with this population in mind. It is my intent to develop instructional materials for the aging population. <br />The workshop focuses on the effectiveness of using editing software for not only social interactions and connections but also for business applications. The main foci of the workshop will be to allow seniors to interact with editing software then apply it to different contexts. The specific knowledge gained from the workshop will better prepare the seniors to address the emerging technologies and associated comfort levels in using technologies in real world contexts. <br />The strategy to be used in this project will be primarily supplantive. Supplantive strategies work very well with procedural learning. Supplantive strategies have high levels of scaffolding for a well defined task and limited amount of time. It is useful for learners with limited levels of prior knowledge. This is a step by step process of leading the audience through the use of Picasa. Procedure learning can be simple to complex, and the aging population has many inherent factors to take into account. As we age we naturally lose certain abilities, vision, motor or dexterity, hearing and sometimes brain function. This leads to a subcategory of psychomotor. Because of the limitations of the aging population, psychomotor strategies need to be considered. Because of common ailments within the aging community, for example poor vision acuity, screens can be made to zoom so items appear larger and therefore easier to see. When using a procedural strategy the items to be learned can be chunked into groups. This needs to be taken into account for the attention levels in older populations tend to shrink as well as anxiety levels and tension levels that rise because of frustration. Generative strategies will be used in choosing which images will be used to import and edit.<br />Procedure strategies contain repetition. You gain the attention, preview the lesson, recall prior knowledge, focus attention, employ learning strategies, practice, evaluate feedback, summarize and review, remotivate and finally assess CITATION Smi05 1033 (Smith & Ragan, 2005). The instructor will have them learn a chunk of information then immediately practice the step. Once the step is mastered the instructor will have them learn another step. Once that next step is learned the instructor will then combine the two steps, and achieve mastery in order to move on to the next step. This process of combing the previous step to the next step allows the learner to master through repetition. Because of the amount of practice that is contained within a procedural strategy, psychomotor skills should be considered when practice and repetition happen. Psychomotor skills involve both the physical movement coupled with cognitive abilities CITATION Smi05 1033 (Smith & Ragan, 2005). With this in mind and because of arthritis, repetition can be quite painful. It affects not only the joints but also the mind. Consideration needs to be paid in how keyboard functions will be handled. Functions that can be made with a single keystroke should be a consideration. Tremors and poor eye/hand coordination also need to be factored into the instruction.<br />Learning Context:<br />The learners will be at the local library (Meridian, ID). The library has a conference room with six 6ft tables and approximately 48 chairs. It has wall/floor outlets and a pull down screen to project any slideshows or demonstrations. Wireless internet access is available. The library is open to everyone and is a willing participant in facilitating learning. Water and restrooms are available to the public. The learning sessions will be during school hours as to keep traffic to a minimum throughout the library. The learning session will be a 90 minute session. The entry level skills demand that each participant has a computer and have basic knowledge of the internet. The participants also have a working knowledge of computer terms such as mouse, keyboard, and hard drive. The instructor will have their own laptop plus the ability to project on the screen to provide examples. <br />The learners will be able to transfer this learning to several different situations. In learning about editing pictures, the learner will be able to edit, save, organize and showcase their vast memories on the digital format. If the learner does not live in the immediate area of family or any loved ones this will be a way to connect and stay connected. Being able to successfully upload a perfect picture to a web album to share with family can be quite pleasing to all parties involved. For example, if the learner has not been able to communicate regularly with a loved one or has lost touch and learns how to establish a web album; communication can be renewed with visuals. <br />The learner can also apply this editing, organizing, saving efforts to business applications. Because the learners are still in the workforce (depending on age and mobility) these applications can be used in other computer applications. For example, the learner has an email account and needs to display a project for their employee; using Picasa can enhance the photo quality as well as tell a story through visuals. Another application is to enhance the learned technical skills of using technology. By using technology and achieving success the learner gains confidence and may be more accepting of and trying other free technology to enhance their social lives and/or business relationships.<br />Description of Learners: <br />The learners that are included in this workshop will be learners over 55. They will have a basic understanding of computers i.e. basic entry level skills in how to turn a computer on, downloading software, understanding of how to use a mouse and keyboard, knowledge of basic computer terms, and basic navigation of the internet. The learners will be derived from the Treasure Valley. It has been ascertained that of the 30 participants 26 of them have used windows where 4 have used the Mac system. The participants have all reported having used computers for personal use and 20 of the 30 have used them for some type of business related function. In addition, the survey revealed all participants would like to work in groups and/or collaborate. The participants have some or little knowledge of using editing software. The academic motivation is based on wanting to learn new technology based on sample survey’s collected. All have reported some level of frustration when using a new technology or software. All learners have reported having at least a high school education, with 12 having some college experience and 6 holding higher education degrees. This is a volunteer workshop designed to enhance and create a social outlet for the senior citizens of the Treasure Valley.<br />Planning:<br />Learning Objectives:<br />,[object Object]](https://image.slidesharecdn.com/idproject2final-110131103452-phpapp02/85/ID-Project-2-1-320.jpg)
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Picasa for Seniors Instruction
- 2. Given a computer the learner will open internet through a browser window
- 3. After discussion about browser windows and Google search engine the learner will locate Picasa
- 4. After discussion about downloading learner will download Picasa to computer
- 5. Learner will locate Picasa on desktop by opening/closing Picasa
- 6. Given open browser window and installation learner will navigate Picasa
- 7. After discussion learners will navigate general layout of Picasa
- 8. Learners will demonstrate knowledge by answering questions about where functions are located and what function does
- 9. Learners will demonstrate knowledge by applying knowledge about where functions are located with mouse.
- 10. Learners will demonstrate knowledge by importing images using import tab
- 11. After discussion learners will choose pictures to edit
- 12. Learners will demonstrate knowledge by answering questions about where functions are located and what function does to picture
- 13. Learners will demonstrate knowledge by applying knowledge about where functions are located and what function does to picture
- 14. After discussion about tool board and functions learners will navigate basic fixes tab
- 15. After discussion learners will choose pictures to edit
- 16. Learners will demonstrate knowledge by answering questions about where functions are located and what function does to picture
- 17. Learners will demonstrate knowledge by applying knowledge about where functions are located and what function does to picture
- 18. After discussion about tuning tab learners will navigate tuning tab
- 19. After discussion learners will choose pictures to edit
- 20. Learners will demonstrate knowledge by answering questions about where functions are located and what function does to picture
- 21. Learners will demonstrate knowledge by applying knowledge about where functions are located and what function does to picture
- 22. After discussion about special effects learner will navigate special effects tab
- 23. After discussion learners will choose pictures to edit
- 24. Learners will demonstrate knowledge by answering questions about where functions are located and what function does to picture
- 25. Learners will demonstrate knowledge by applying knowledge about where functions are located and what function does to picture
- 26. Given installation and navigation learner will share edited pictures to web album
- 27. After discussion of web album learners will locate pictures to create album
- 28. Learner will demonstrate knowledge by creating album
- 29. Learner will demonstrate knowledge by publishing an online album
- 30. Learner will demonstrate mastery by sending album to instructor
- 31. Given Picasa album learners will save album or pictures
- 33. Given open browser window and installation learner will navigate Picasa
- 34. Given installation and navigation learner will share edited pictures to web album
- 36. Do the learners know what to do during the practice?
- 37. Can the learners interpret all graphics in the text or computer?
- 38. Can the participants perform the entry level skills?
- 40. Did they succeed because of or in spite of entry level skills? Why?
- 41. Were there any skills not predicted?
- 42. How long did it take participants to complete instruction?
- 43. How did they feel about the instruction?
- 44. If negative feelings, how can I improve the instruction?
- 45. Did I make the necessary revisions from the one-to-one evaluations?
- 46. Was the workshop too difficult? Too easy?
- 47. How were the examples- good, bad or confusing?
- 49. Are there any administration problems?
- 50. Can the instructor give the workshop without any guidance or help?
- 51. Can the learners attain the objectives
- 52. Do the learners have the expected entry level skills?
- 53. Are the time estimations correct?
- 54. Did the participants like the instruction?
- 55. Did the improvements from the small group evaluations make the instruction more effective?
- 56. How did the instructor feel about the workshop?
- 57. Was the instruction implemented as designed?
- 59. Did I have the all the available equipment and materials?
- 60. Was the Library a sufficient place to teach the workshop?
- 61. Was the intention clear to the participants on the strategy of instruction?
- 62. Did the workshop require any adaptations? Further implementations?
- 63. Was the unit easy to teach? Interesting?
- 64. Did the participants learn from the workshop?
- 65. Was the in-service unit a good preparation for instructing the workshop?
- 67. Photos, images, cd, camera, thumb drive or media stickThe workshop will last approximately 90 minutes. Restrooms are available and bring your own refreshments if needed. <br />If you have questions or concerns please feel free to contact me at either my cell or email listed below.<br />Thanks,<br />Instructor Joe Smith<br />208-888-8888<br />joesmith@email.com <br />Appendix B<br />Video Release Form<br />I allow Evanouski Designers to videotape the training sessions for use only in development of instructional materials. This video recording will not be used for any other means by Evanouski Designers or any subsidiary of Evanouski Designers. Sign and date below at the x please.<br />Appendix C<br />Checklist for Observation (Instructor to use during workshop)<br />Make sure the participant can:<br /> Locate Picasa on the internet<br /> Download Picasa to computer<br /> Locate Picasa on the desktop<br /> Locate basic edit tools <br /> Locate import tab on tool bar<br /> Apply import to images properly<br /> Properly apply basic edit tools<br /> Locate tuning slider tools<br /> Properly use slider tools<br /> Locate special effects tools<br /> Properly apply special effects tools<br /> Locate “share” on tool bar<br /> Properly apply “share” to images<br /> Locate save tool<br /> Apply save tool to folder, album or collage<br /> Share web album with group in workshop<br />Instructor notes and feedback (any instance of unintended effects of course should be noted here)<br />Appendix D<br />Pre workshop survey questions to be answered via email by small group participants and field trial participants. Note this survey can be printed off to hard copy. Survey link located here: <br />Pre workshop survey to be used in small group and field trials: http://bit.ly/3W8FNq<br />Appendix E<br />Post survey questions to be answered via email by small group participants and field trial participants. Note these survey’s can be printed off to hard copy. Survey links located here: <br />Link to survey for participants: http://bit.ly/49j2Lq<br />Link to survey for instructor: http://bit.ly/62NUwM<br />Appendix F<br />Copy of email to participants on follow up. This will be sent out at the end of the workshop date. <br />Thank you for coming to the workshop. This is just a reminder of items we worked on in the Picasa workshop. I have added links for tutorials for you to continue practicing your editing skills. If you need help or advice on how to edit you can reach me at:<br />joesmith@email.com <br />208-888-8888<br />Links to tutorials:<br />Evanouski Tutorial http://www.screencast.com/t/MDEwMTQ4M<br />YouTube video http://bit.ly/dyBl8<br />Picasa support desk http://bit.ly/4G0gp3<br />Appendix G<br />Bibliography BIBLIOGRAPHY Smith, P. L., & Ragan, T. J. (2005). Instructional Design, Third Edition. Hoboken: John Wiley and Sons, Inc.<br />