Concurrent Design

Project Timeline


WBI Timeline/ Gantt Chart
Tasks Time 9/26 to 10/02 10/03 to 10/09 10/10 to 10/16 10/17 to 10/23 10/24 to 10/30 10/31 to 11/06 11/07 to 11/13 11/14 to 11/20
Conduct Preplanning activities Est
Actual
Write Objectives Est
Actual
Write assessment items and tools Est
Actual
Evaluate objectives and assessment items Est
Actual
Cluster and sequence objectives Est
Actual
Create WBI Strategy Worksheet Est
Actual
Identify media Est
Actual
Evaluate instructional strategies and media selections Est
Actual
Flowchart and storyboard lesson Est
Actual
Evaluate flowchart and storyboards Est
Actual
Design website Est
Actual
Convert storyboards to web pages Est
Actual
Conduct evaluation of course site Est
Actual

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Objectives (revised TOAB)


Learning Task:
Item Number
Learning Objective Learning Outcome: Intellectual Skill Assessment Item
1.0 Use your camera and post to Moodle intro to class Using the camera learners will demonstrate the ability to define major parts of the camera, terminology of images, and begin collaborating with peers. Knowledge, Comprehension, Application, and Synthesis Completion of profile, exercise with feedback
1.1 Create profile

1.2 Post to discussion board intro to self-reflect on 2 peers intro

1.3 Identify major parts of camera

1.3.1 State major parts of camera

1.4 Define pixels

1.5 Define storage

1.6 Define resolution
Given provided access to the Moodle website, learners will successfully create an online profile and communicate with at least 2 peers.




Given a digital camera, the learner will be able to successfully identify and analyze major parts of a camera.
Application/
Evaluation/
Knowledge
Completion of profile, exercise with feedback
2.0 Using camera & basic uploads Using the camera learners will demonstrate the ability to capture images, upload images while using basic upload functions of Lightroom software, and critique images of peers. Knowledge, Comprehension, Application, and Synthesis Uploaded images, discussion board and exercise with feedback
2.1 Take pictures

2.1.1 Take sunny day pictures for effects of lighting

2.1.2 Take cloudy day pictures for effects of lighting

2.1.3 Take portraits of people, animals, and surroundings

2.2 Upload images using Lightroom editing software

2.2.1 Watch tutorial

2.2.2 Create folder for images

2.3 Critique images of 2 peers using netiquette
Given a digital camera, the learner will successfully capture images using digital camera.

Given a digital camera, the learner will compare and contrast images captured on a sunny/cloudy days.

Given a digital camera, the learner will demonstrate ability to capture portrait images.

Given a camera and Adobe lightroom software, the learner will demonstrate ability to upload images to Adobe Lightroom software and create folders to organize workflow.

Given directions, the learner will analyze and critique at least 2 peers captured images using netiquette.
Application/
Synthesis/
Comprehension/
Evaluation
Uploaded images, discussion board, and exercise with feedback.
3.0 Demonstrating principles of good photography Using the attained knowledge of sound photography principles the learners will display good quality photography. Knowledge, Comprehension, Application, and Synthesis Discussion board with feedback and uploaded images
3.1 Define color principles

3.2 Explain harmony in pictures

3.3 Explain balance in pictures

3.4 Explain Rule of Thirds

3.5 Explain effects of aperture

3.6 Explain ISO setting on camera

3.7 Explain exposure

3.8 Demonstrate learned principles (3.1-3.7) visually in photography
Given principles of good photography, the learner will analyze the components of a well produced photograph.

Given principles of good photography, the learner will compare/contrast good photographs while applying principles.

Given principles of good photography, the learner will demonstrate understanding of good photography through uploading images to discussion board.
Knowledge/
Comprehension/
Application/ Synthesis
Discussion board with feedback and uploaded images
4.0 Demonstrating editing & workflow Using the Adobe Lightroom software, the learners will demonstrate the ability to select, upload, edit, process, save, and export appropriate, high quality images. Knowledge, Comprehension, Application, and Synthesis Discussion board with feedback, uploaded images
4.1 Watch Lynda tutorials on Lightroom on internet

4.2 Watch Adobe tutorials on internet

4.3 Use JPG, TIFF, GIF format to view photo images

4.3.1 Explain file format

4.4 Apply corrections using standard menu in Lightroom

4.4.1 Apply contrast tool to photograph

4.4.2 Apply reduce noise in photograph

4.4.3 Apply adjust sharpness in photograph

4.4.4 Apply tune color in photograph

4.4.5 Apply presets to photograph

4.4.6 Apply watermark to photograph

4.5 Save image to hard drive for easy access

4.5.1 Explain storage on computer

4.6 Save photograph to backup on external hard drive for emergency location

4.6.1 Explain backup storage
Given a computer and internet access, the learner will interact on the computer through demonstrations with the Lynda and Adobe tutorials.

Given tutorials, the learner will compare/contrast using the standard corrections in Adobe Lightroom.

Given tutorials, the learner will compare/contrast using the contrast tool in Adobe Lightroom.

Given tutorials, the learner will compare/contrast using the noise reduction tool in Adobe Lightroom.

Given tutorials, the learner will compare/contrast using the sharpness tool in Adobe Lightroom.

Given tutorials, the learner will compare/contrast using the tune color tool in Adobe Lightroom.

Given tutorials, the learner will compare/contrast using the presets tool in Adobe Lightroom.

Given tutorials, the learner will apply a watermark to images in Adobe Lightroom.

Given tutorials, the learner will compare/contrast file formats for quality image choice.

Given tutorials, the learner will be able to successfully demonstrate the process of saving images to computer hard drive and external hard drive.

Given tutorials, the learner will identify and analyze backup storage.

Comprehension/
Application/
Evaluation/
Synthesis
Discussion board with feedback, and uploaded images
5.0 Creating, sharing & printing Using the Adobe Lightroom software, the learners will demonstrate the ability to save, print, share, and export appropriate, high quality images. Knowledge, Comprehension, Application, and Synthesis Discussion board with feedback, shared online web album
5.1 Print images at home

5.1.2 Load photo paper into printer

5.2 Print images locally

5.2.1 Install flash drive

5.2.2 Export images to flash drive

5.3 Create online folders of images

5.3.1 Create Flickr account

5.3.2 Upload images to Flickr account

5.3.3 Create Google account

5.3.4 Upload images to Google web album

5.4 Share web folder with peers & family
Given the Adobe Lightroom software, the learner will demonstrate the process of printing images at home.

Given a computer, the learner will successfully demonstrate exporting images to a flash drive.

Given a computer and internet access, the learner will successfully create an online folder.

Given a developed understanding of creating an online web folder, the learner will successfully upload and share images.
Application/
Synthesis/
Comprehension
Discussion board with feedback, shared online web album of images

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Cluster of Objectives

Chunking of information is critically important for transfer of learning to occur. Manageable chunks used for this course are realized into five modules, each pertaining to using the camera to capture images then building onto it using editing software. The goal of this course is to have the participants be able to use their digital camera, editing software and maintaining an organized workflow without assistance.

  1. Getting started (Objective 1.0)
  2. Defining camera parts (Objective 1.3-1.6)
  3. Using the camera/uploading images (Objective 2.0-2.3)
  4. Demonstrating editing/workflow (Objective 4.0-4.6)
  5. Creating/sharing/printing digital images (Objective 5.0-5.4)


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instructional Strategy


Orientation to Learning Instructional Strategies
1. Provide overview for entire course Learners are introduced to WBI by:

  • Welcome statement and description of course.
  • Introduction video of software to be taught.
  • Introduction of instructor with picture and brief profile.
2. State goal and main objectives
  • Outline of objectives.
  • Short video of why to create web albums with edited images.
3. Explain relevance of instruction
  • Participants will be shown examples of edited images through web albums.
  • Participants will be invited to participate in icebreaker.
  • Provide link to completed web album.
4. Assist learner recall of prior knowledge, skills, and experiences
  • Icebreaker asks participants to introduce themselves to peers and instructor.
  • Participants are asked to share any experience with digital camera, capturing images, and use of computer in general.
  • Discussion helps to build trust and frame of reference among participants.
5. Provide directions on how to proceed through WBI
  • Link to instructions on how to use Moodle.
  • Participants will be asked to create a Flickr and Picasa web album, links will be provided with instructions on how to create account.
  • Participants will install Adobe Lightroom software.
  • Participants will be asked to watch tutorials on Adobe and Lynda, links will be provided.
Learning orientation for lessons strategies repeated at beginning of each lesson Overview of instructional strategies for lessons 2-5:

  • Introductory statement for lesson either by audio and/or video.
  • Pose question to stimulate recall from previous lesson.
  • The lesson objectives are presented.
  • Directions for getting the lesson started are provided.
Instruction of the Content subcomponents Instructional Strategies
1. Present content information Each lesson will consist of:

  • Video introduction to module.
  • Text outline of module.
  • Links to other resources.
  • Links to other examples of published web albums.
2. Provide learning cues
  • Relevant examples of images will be presented.
  • Access prior knowledge of capturing photographs as related to new content.
  • Checklist of task to be completed for each lesson.
  • Published accessible web albums.
3. Present opportunities for practice
  • Each activity will have an assignment for practice.
  • Discussion board to share ideas, problems, comments, questions, and feedback.
  • Assignment section to upload completed assignments and receive feedback.
  • Optional practice exercises for those who want additional guidance.
4. Provide feedback on practice
  • Peers will post feedback on assignments both practice and completed assignments.
  • Instructor will post feedback on additional assignments or practices completed.
  • Specific questions will be addressed via email by instructor.
5. Provide review of and close the lesson
  • Instructor will provide a summary of each unit of lesson of instruction and "lead" to next module of instruction.
Measurement of learning subcomponents Instructional Strategies
1. Assess performance or progress toward goal
  • Posted assignments in discussion area reviewed by peers as formative assessment and monitored by instructor.
2. Advise learner of progress
  • Posted assignments in assignment area reviewed with feedback by instructor as formative assessment indicating goals were met.
Summary and Close Instructional Strategies
1. Provide opportunities for retention
  • Summarize the main goal and objectives and review the lesson through graphics and text.
  • Wrap up remarks about major points of lesson.
  • Additional examples to reinforce learning.
  • Participants will share web albums through WBI.
2. Provide remediation for unmet objectives
  • Have participants review feedback to understand errors.
  • Directions to review instructional materials based on unmet objective in course summary.
3. Enhance and enrich learning
  • Remarks to wrap up and close lesson.
  • List additional exercises to promote extended learning.
  • Invitation to wiki or google site to promote shared experiences, images, and web albums. These albums will be used for future offerings of digital photography.

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Motivational Strategy


Wlodkowski and Ginsberg's Motivational Framework
Element Strategies
1. Establishing inclusion by creating a learning community and atmosphere that includes respect for learners and teachers and an interconnectedness they exhibit.
  • Use an icebreaker activity to help facilitate learner trust and build a sense of community.
  • Offer synchronous or asynchronous chats to talk about prior experiences, the course, online learning, etc.
2. Developing of learner attitudes that facilitate the learning experience by emphasizing and choice.
  • Allow participants to choose subject matter as it relates to personal experience or interest.
  • Allow participants to suggest alternate tools or software as possible and can be adapted to course lessons.
Creating challenging and reflective learning environments to enhance learner understanding.
  • Encourage participant reflection and application of WBI to real-world scenarios.
3. Promoting competence through continued learner success in the content, skills, and abilities that are valued by the learner.
  • Align practice activities with participant's personal and professional interests.

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Factors for Consideration


Plans for Handling Other Factors Related to WBI Project
1. Class size
  • Class size will be limited to 20 participants because of the interactivity level designed within the course.
  • This is an initial class offering online and the instructional strategies are being tested as part of the formative evaluation.
  • Because of experience level of instructor, class size should be limited to 20 but as experience is gained class size could increase.
2. Navigation and learner control
  • Buttons, links, icons, and graphics will be located in the same place on each page for ease of navigation and consistency.
  • Participants will have access to current and past modules.
3. Feedback
  • The instructor will have an active role in feedback.
  • Participants will be encouraged to play an active role in feedback through conversational tone.
  • Tutorials will be given for each module.
  • Email response to questions will occur within 24 hours by instructor.
4. Interactivity
  • Participants will be required to post projects to WBI.
  • Participants will be required to post peer feedback to discussion boards.
  • Interaction will be promoted through email, Skype, and discussion boards as needed.
  • Instructor will email feedback to all participants.

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Media Selection


Types of Media to be used in WBI
  • Short video clips and photos will be used for digital photography basics lessons.
  • Content will be delivered with text and graphics.
  • Include supplemental video to provide examples of practice.
  • Media will be activated through the LMS so learners will not need to download plug-ins.
  • Links to tutorials will be in same spot on every lesson to reduce cognitive load

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Message and Visual Design


Feature/Principle Application Ideas
1. Text Elements
  • Text will be written clearly and concisely in easy readable fonts.
  • Long paragraphs of text will be avoided.
  • Scrolling (vertical and horizontal) will be kept to a minimum.
  • Tables will be used as needed to highlight important information.
  • Directions as to how to proceed through WBI will be provided.
2. Graphic Elements
  • Consistent navigation will be evident throughout the site.
  • Links will be clearly defined throughout the site.
  • Tables will be used as needed to organize information.
  • Color default settings will be used or marked contrast of colors will be used.
3. Media Elements
  • Use media that is relevant, meaningful, and compressed to minimize download time.
  • All videos will be consistent in structure.
  • Alternate text will be provided in the event of being unable to access graphics.
4. Simplicity
  • The lesson modules will be kept simple and consistent- avoiding overcrowding.
  • The text will follow basic reading patterns of left to right and top to bottom.
  • Lesson modules will be chunked using buttons and links to move to next sections to avoid cognitive overload, an minimize scrolling.
  • Use of colors will be limited to selected choices.
5. Balance
  • Web pages will vary in symmetry but will be balanced using basic design principles.
  • Links will be located on the left, header at the top, and content beneath on all pages.
6. Emphasis
  • Color, bold font, and type face will capture participants attention and denote important information. Use of this practice will be done sparingly to avoid cognitive overload or confusion.
  • Cues, arrows, or shapes will be used consistently throughout to highlight important details.
7. Harmony
  • Consistent use of color, shapes, objects, and sizes will be used to keep modules connected (unified) throughout the WBI lesson.
  • Navigation icons will be consistent in style and located throughout the WBI to signify unity among objects.

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WBI Flowchart


Click here to view WBI Flowchart



WBI Storyboard


Click here to go to WBI Sketch

Click here to go to WBI Storyboards


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Technical issues


Server Questions Site Support Questions
  • How do I get access to the development server?
  • What server should I develop on?
  • What is the URL or address of the site?
  • How will learners gain access to the site/LMS?
  • How can the LMS be used?
  • Do I need a password to the site?
  • What security authority do I need to develop the site?
  • Will my learners need any special access or security authority?
  • How much space is available at the server?
  • Are there download timeout parameters for large graphics?
  • How is the site backed up?
  • When is the site backed up?
  • What are the server access hours?
  • Who will provide tech support when problems arise?

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Technical Issues Summary
General technical Issues:
  • Learners will be able to access the site via home computers, work, or computer lab machines.
  • The development server (Moodle) is always available except when pre-announced down times.
  • The visuals, videos, and graphics will be kept to a minimum to ensure that download speed is maximized.
  • The participants that enroll in this course on Basic Digital Photography will have a basic understanding of what their computer needs are.
Server Capabilities:
  • Participants will be entered into the Moodle course by the Boise State University Extended Studies IT staff.
  • The Boise State University help desk will will be responsible for technical support during the implementation of this WBI course.
Cross-Browser Functionality:
  • The WBI course offering will be tested for compatibility using Firefox, Internet Explorer, and Safari. Participants will be urged to use these browsers when accessing the course.
ADA Requirements:
  • The Boise State University Extended Studies program mandates that all instruction be ADA compliant.
Copyright Issues:
  • All graphics and text will be created on the site. Some third-party video (YouTube) may be used, and permission will be obtained as needed.
Use of Web Editors:
  • The use of Dreamweaver 4 or 5 will be used as an editor when developing this WBI course.

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Formative Evaluation Tryout



Formative Evaluation Tryouts
The one-to-one evaluations should be scheduled early in the development process. The participants will be:

  • one novice internet learner with digital photography skills
  • one expert internet learner with novice digital photography skills
  • one expert internet learner with expert digital photography skills
  • Small group tryout will consist of 3 to 5 participants of similar varying degrees of learner skills as in the one-to-one tryouts. Written feedback will be sent via Google docs.
  • Field trials will be 15- 20 participants of the target audience who will work through the completed lesson of Basic Digital Photography during the initial offering.

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