This example documentation was created for students in the LTMS 636: Micro Instructional Design course in the Learning Technologies Master of Science program at Harrisburg University (www.harrisburgu.edu/learningtechnologies). This is an example of Pebble-in-the-Pond instructional design. I created the example documentation based on the information and examples presented by Dr. Merrill in his First Principles of Instruction book.

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Problem-Based Instructional Design Documentation
Project Name: Photographic Composition
Prepared by: Andy Petroski
Prepared for: LTMS 636 Example
Date: 10/22/14
Learning Goal: As a beginning photographer, using a single lens reflex camera, you will be able to take well-composed photographs of both
people and scenery.
Learning Objectives:
 Apply simplicity principles to photographic composition
 Apply the rule of thirds to photographic composition
 Use an appropriate photographic format
 Use framing to focus attention on the subject in a photograph
 Use line elements in the photograph to make it interesting and engaging
Problem Description: (What are the circumstances and details of the problem?, What is the solution and/or consequences that result from
solving the problem?, What set of activities turns the circumstances and details into the solution?)
Taking well-composed photographs is an ill-structured task in that there are a wide variety of ways that any picture can be composed; there is
not one correct answer. Taking photographs is a real-world activity that can take place in a variety of contexts. Using a camera is not a
dangerous activity and cameras are readily available for anyone to practice taking well-composed photographs. Well-composed photographs
capture moments and elements of people and scenery in a way that aides in communication, catalogs life moments for future reference,
impacts emotion, creates entertainment and tells a story. Combining simplicity, rule-of-thirds, format, framing and line elements appropriately
along with simple backgrounds and foreground objects through the viewfinder results in a well-composed photograph. Photographic
composition can also be enhanced after the photo is taken by cropping and editing.

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Describe the Demonstration of a Whole Problem:
Display a photo of a baseball pitcher. Have the learner click on the photo to see the steps used to create the composition in the photo. Show
the learner how the photo was cropped to implement the rule of thirds; resulting in the pitcher throwing into the frame. Show the learner how
the photo was edited to remove distracting objects from the background.
Note: Show-Q: Show an instance of the consequence (Q) for the whole problem (Kind-of); Show-C: Show instances of conditions (C) that lead to
the consequence (What-Happens); Show-S: Show instances of the steps (S) that lead to each of the conditions (How-To)

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Problem Portrayals: (Excellent, good, marginal and poor examples)
Problem Portrayal 1: Photograph of a man working at the base of a mountain for a model railroad
Doid = There is none. Problem portrayal 1 is a demonstration of a whole problem.
Doex =There is none. Problem portrayal 1 is a demonstration of a whole problem.
Problem Portrayal 2: Photograph of a man working at the rails of a model train with bench work and wires showing.
Doid = Ask the learner to identify whether the composition demonstrates the rule of thirds
Doex =None
Problem Portrayal 3: Photograph of a child looking out from foliage.
Doid = Ask the learner to identify whether the composition illustrates the rule of thirds; Ask the learner to identify whether the
composition illustrates effective format; Ask the learner to identify whether the composition illustrates simplicity;
Doex =Ask the learner to crop the photograph to improve the simplicity, rule of thirds, format and framing of the composition.
Problem Portrayal 4: Photograph of a mother holding a child at an event with others in the background.
Doid = Ask the learner to identify whether the composition illustrates the rule of thirds; Ask the learner to identify whether the
photograph illustrates simplicity
Doex =None

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Problem Portrayal 5: Photograph of a baseball pitcher.
Doid = Ask the learner to identify whether the composition illustrates the rule of thirds; Ask the learner whether the composition
illustrates effective format; Ask the learner whether the composition illustrates simplicity
Doex =Ask the learner to crop the photograph to improve its rule of thirds and format; Ask the learner to edit the photograph to improve
the simplicity of the composition
Describe the structural frameworks that will be used:
Direct the learner’s attention to the subject and action of the photograph:
 Simplicity is a photograph free of complex background or other distracting elements that would pull the line of sight away from the
subject
 Format (either landscape or portrait) allows the viewer’s line of sight to follow the action into the photograph
 Rule of thirds is placing the point of interest in the area of a photograph where the viewer’s line of sight tends to naturally look first
 Line is a diagonal or S-curved line that leads the viewer’s line of sight into the photograph
 Frame is an arrangement of secondary elements in the photograph that surrounds the subject and draws the viewer’s line of sight to
the subject of the photograph
Good photographic composition funnels the viewer’s line of sight into the picture. A funnel metaphor will be referenced throughout.
Describe whether peer interaction will be used and how it will be implemented:
Peer-Sharing for Photographic Composition
Post three of you best photographs of individuals, groups, and objects or scenery to a group wiki. For each photograph, write a brief answer to
the following questions: What features of this photograph contribute to its composition? What features distract from the composition of the
photograph?

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Study the photographs submitted by the other members of the group. For each photograph, write a brief answer to the following questions:
What features contribute to the composition of this photograph? What features distract from the composition of this photograph?
Peer-Discussion for Photographic Composition
Each group of students is given a set of photographs of individuals, groups, objects and scenery. These photographs vary in their
implementation of the principles of good composition. Each discussion group of three students is required to meet together, either face-to-face
or via conference software, to review and discuss the photographs using a peer-critique rubric to guide the discussion.
Peer-Collaboration for Photographic Composition
Edit a series of photographs that demonstrate effective composition. For each of the following categories, post two photographs to your group
wiki: individuals, groups, objects, and scenery.
As a group, work together to critique and edit these photographs. Everyone in the group should agree that all of the photographs represent the
best composition possible. Post your edited photographs to your group wiki for critique and evaluation. Your score for this activity will be the
average score for all of the photographs of your group.
Peer-Critique for Photographic Composition
Working together as a group, students will critique the photographs of two other groups using the peer-critique rubric to guide the critique.
Write an explanation for each of the ratings. Select a 1st
place photograph, a 2nd
place photograph, a 3rd
place photograph and an honorable-
mention photograph for each group critiqued. Strive for consensus among your group for your critique and awards.

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Problem Solving Event Analysis/Chart:
Properties Simple
No distractions
Point of interest at
intersection
Frame subject Frame subject Lea Attract attention
Hold interest
Tell story
Conditions Simplicity + Rule of Thirds + Format + Framing + Line = Good
Composition
Steps 
Viewfinder
Cropping
Editing

Viewfinder
Cropping

Viewfinder
Cropping

Viewfinder
Cropping

Viewfinder
Properties Simple background
Remove distractions
Place point of
interest at
intersection of
imaginary lines
dividing into thirds
Avoid mergers
Move into picture
Frame subject with
foreground objects
Draw viewer to
subject
Draw viewer into
picture
Note: Each problem-solving event consists of steps that lead to a condition; each step is defined by both defining and ordering properties; and
the resulting condition is also defined by both defining and ordering properties.
Problem and Component Skills Matrix: (Simple to complex)
Conditions and Steps
(Component Skills)
Problem Portrayal 1 Problem Portrayal 2 Problem Portrayal 3 Problem Portrayal 4 Problem Portrayal 5
Simple ? ? ? ?
Rule of Thirds X X ? X ?
Format X X ? X ?
Frame X
Line

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Pose X
Viewfinder X X
Crop ? ? ?
Edit ? ?
Note: Put an “X” in the cell corresponding with a condition for a given problem portrayal if the component skill is already present and a “?” if the
component skill needs to be applied for the desired condition.

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Instructional Event Table:
Portrayal Demo Condition(s) Demo Step(s) Apply Condition(s) Apply Step(s)
1 – Working on railroad Rule of Thirds, Format Pose, Viewfinder
2- Man running trains Simplicity Cropping Rule of Thirds
3 – Child in bushes Frame Rule of Thirds, Format,
Simplicity
Crop
4 – Mother with child Editing Rule of Thirds, Simplicity
5 – Baseball pitcher Rule of Thirds, Format,
Simplicity
Crop, Edit
Describe the guidance (G) that will be put in place to support component skill learning and whole problem application:
 Provide audio guidance in evaluating photographs for properties that result in good composition; referencing the funnel metaphor as
appropriate.
 Highlight elements of the photos that are being described via audio to emphasize the properties that result in good composition in the
photo.
Example:
For a portrayal presenting the composition condition of a line; provide a written definition of line, and illustrate a composition whereby the
composition condition of a line is the primary property of the composition. The audio/animation will provide guidance for the
demonstration based on the metaphor of a funnel for the viewer’s line of sight.
Describe how multimedia (M) will be used in general and in specific instances to support component skill learning and whole problem
application:
Photographs; image editing tool icons; and audio guidance, coaching and feedback will be the primary ways in which multimedia will be
leveraged.

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Example:
 The photograph of a man working at the base of a mountain for a model railroad will be displayed on the right-side of the screen.
 Information about Rule of Thirds, Format, Post and Viewfinder will be displayed on the screen in text.
 Learners will “Click here for demonstration” for Rule of Thirds, Format and Viewfinder.
 When the Rule of Thirds demonstration plays an audio narration will describe the application of Rule of Thirds in the photograph and
and grid lines will display over the picture.
 When the Format demonstration plays an audio narration will describe the benefits and constraints of landscape format versus
portrait format for the photograph.
 When the Viewfinder demonstration plays a wider view of the scene in the photograph will display and then move closer and then
back and forth to finally frame the picture. An audio description of the animation will describe the animation and suggest turning
the camera for a portrait format and composing the subject using the Rule of Thirds.
Describe how repetition (>) will be established in general and in specific instances to support component skill learning and whole problem
application:
Key composition conditions like Rule of Thirds, Simplicity and Format will be repeatedly demonstrated and applied by the learner.
Example:
Portrayal 1 will demonstrate key composition conditions. Portrayal 3, 4, 5 will each give the learner an opportunity to apply the key
composition conditions.
Describe how coaching (C) will be established in general and in specific instances to support component skill learning and whole problem
application:
Provide audio coaching in evaluating a photograph via a Help button when asked to identify properties that can be addressed to enhance the
photograph (Doid) and/or select editing tools to enhance the photograph (Doex).
Example:

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When asked to modify a photograph given a crop tool and an editing tool, the learner is given the option to receive help based on the
structural framework of a funnel.
Describe how feedback (F) will be provided in general and in specific instances to support component skill learning and whole problem
application:
Provide constructive feedback in the form of photographic composition examples that provide an audio account of how an example was edited
to address the photographic composition element(s) being addressed at the time.
Example:
When presented with a photo of a bird and asked to edit the photograph to improve its composition, an example modification of the photo
and an audio description of the composition analysis and editing that took place to achieve the modified photo will be provided.
Describe the Whole Problem Application:
Ask the learner to rate the photographic composition of the photograph. Ask the learner to identify the features that most contribute to the
composition of the photograph. Feedback will reinforce the properties that define the components of a well-composed photograph.
Note: Doex=Q: Predict a consequence (Q) from a set of conditions for instances of the problem (What-Happens); Doex-C: Find faulted conditions (C)
or steps for an unanticipated consequence for instances of the problem (What-Happens); Doex-S: Execute all of the steps (S) for instances of the
whole problem (How-To)