Justin Raisner December 2010 EdTech 503 INSTRUCTIONAL DESIGN PROJECT: ADOBE INDESIGN LAYOUT SKILLS For teaching basic indesign skills to student journalists who will edit the school newspaper.
TABLE OF CONTENTS Reflective Synthesis Paper 3 Part 1 5 Part 1A: Goal 5 Part 1b: Audience Description 5 Part 1c: Rationale 5 Part 2 6 Part 2a1: Needs Assessment Survey 6 Part 2a2: Needs Assessment Survey Data 7 Part 2b1: Description of Learning Context 8 Part 2b2: Transfer Context Description 8 Part 2c: Description of Learners 8 Part 2d: Task Analysis Flow Chart 9 Part 3 10 Part 3a: List of Instructional Objectives 10 Part 3b: Objectives Matrix Table 11 Part 3c. ARCS table 13 Part 4. Instructor Guide 15 Part 5. Learner Content 17 Part 5a. Learning Materials 17 Part 5b. Formative and/or Summative Assessment Materials 38 Part 5c. Technology Tool Justification 39 Part 6. Formative Evaluation Plan 39 Part 6a. Expert Review 39 Part 6b. One-to-one Evaluation 39 Part 6c. Small Group Evaluation 39 Part 6d. Field Trial 40 Part 7. Formative Evaluation Report 40 Part 7a. Evaluation Survey or Rubric 40 Part 7b. Report the results of the expert review. 41 Part 7c. Comments on Change 41 Part 8: AECT Standards Grid 42 2
Reflective Synthesis Paper Instructional design is flying a kite. You have a goal of getting the kite airborne, you need to consider all the steps needed, and you need to adapt to the wind conditions. Not only must a person think about how to put the kite together, add string, and get it ready to go, but there are also steps that must be followed and known before it will fly. A person must consider many things to get the kite up: the direction and speed of the wind, the proximity of trees and other obstacles, and the space on the ground in case it crashes. Finally, after all steps have been accounted for and followed, the kite can soar into the sky, but an effective design will also evaluate and assess the wind to determine whether to pull back or let out more string. The learning process involves many steps and must account for varied learning conditions to allow for a successful account. Just like flying a kite. Learning about the design process during this course has reinforced the work that I do in the classroom and the instruction I had previously received in getting my teaching credential. In addition to revisiting the theories of learning contexts, it was helpful to specifically apply these contexts to a specific project. It is always useful to reflect on one s own practice to find ways to improve. This course was an effective way to do this reflection since a large component of design is analysis and evaluation. In the course of creating my instructional design project, I identified several steps that needed revision, and it was useful to engage the target learners in that evaluation and revision process. As a high school teacher, instruction is often done very quickly without any chance for feedback or revision before delivery of the lesson. Although an effective classroom teacher reflects and revises after each lesson, it is often a year or more before the lesson gets taught again. Furthermore, the lesson will be taught to a different set of learners the next time around. The process of evaluation and revision is very difficulty in my current work environment, but there are things that I have started to do. Since I teach one of my classes three different times a day, I have built in a little time at the end of each lesson to gather feedback from my learners. Although there s not a lot of time to make revisions, I can take the information and modify delivery or content to an extent throughout the day. By the third time I teach the lesson, the design has been changed a few times. The ability to be able to adapt to the learners is key to effective design. It is important to know what your learners know coming into a lesson, which ways they learn most effectively, how to motivate them to perform the best, and which components and scaffolds of the lesson need to be applied. Because of this, instructional design needs to take into account many different components to be most effective. It was also very interesting to learn the historical origins of instructional design. The practices we teachers use every day without thinking about are all based upon work that began during World War Two and evolved over the last half century. As a teacher, the idea of scaffolding and chunking instruction (which I do daily in my practice) seem obvious, but these ideas were developed and proven over the last several decades. One item that I found very useful, was a statement that seems very simple and obvious. The classroom text included a section on analyzing the learning task, and it was interesting to 3
think that...in order to ascertain what learners have learned, we must determine what kind of evidence of learning we will accept as an indication that learning has occurred (Smith and Regan p. 97). It seems obvious that assessment should be connected to the learning task, but often in high school, tests are given that don t specifically relate to learning goals. For example, it is rarely a learning goal for a student to understand what the protagonist did in chapter four of a book, yet that type of question is often asked. It is often a goal to understand why the protagonist did something, but that is harder to assess, so those questions don t get asked as much. As a result, educators don t accurately assess whether learning has occurred. I have taken that idea and worked very hard to make sure all assessments I am doing are related to desired learning outcomes (and that they can actually assess learning adequately). I also appreciate the fact that a lot of what I do in my classes is supported by this research. Even in my instructional design project, I utilized a lot of supplantive learning techniques that lead to the learners being able to do generative tasks on their own at the end. I also like that the motivational strategies are a big part of instructional design. As a school district, we have spent several days incorporating motivational strategies. It is interesting to see how these strategies (such as making connections to a literary text) connect with the ARCS table s attention phase. The ARCS table also reinforces the importance of making learning tasks accessible to the learners so they have success opportunities and confidence. There is no doubt that the design process will have an affect on my work in education and educational technology. I will always think about design with an eye toward my learners and their entry skills to a task. My learning outcomes will be measurable and achievable. I will always design assessment that is focused on assess the desired learning outcomes. And I will always be willing to adapt and revise my design to meet my learners needs. Works Cited: Smith, P. L., Ragan, T. J. (2005). Instructional design: Third Edition. Hoboken, NJ: John Wiley & Sons, Inc. 4
Part 1 Part 1A: Goal ID Product Description: Adobe indesign layout skills The learning goal of this instruction is for the students to learn basic design skills which they will subsequently use in designing the school newspaper. At the end of the instruction task, learners will have the skills required to create and format a document, add text and images, and flow the text and images in various ways that will be used in a newspaper layout. The entire lesson will occur over 3 hours (spread over 3 days). The instruction will teach learners the procedural knowledge intellectual skills to complete the task of laying out a newspaper using Adobe indesign. The learning will be demonstrated by students performing the layout of a newspaper that demonstrates all of the learning objectives using Adobe indesign. Part 1b: Audience Description This is a lesson for 11 th and 12 th grade Journalism 3 students at Carlmont High School located in Belmont, California who have already taken the earlier journalism classes and written articles for the school newspaper. The instruction will be conducted through a computer interface, so the students can complete it by following the instruction online without intervention from an instructor. Students will be given tools and artifacts to create a design project using Adobe indesign. Part 1c: Rationale Students will focus on two main big ideas during the lesson that are critical skills for editors to possess. Learners will need to be able to access and download files stored on Google Docs, and they will be able to work with an indesign document and access the skills needed to layout the school newspaper. The overall strategy for the learning task leans toward being supplantive, but about 15% at the end will be generative. The purpose of this is for students to take the many specific procedures they have learned in the early parts of the instruction and apply them without scaffolds to perform the last learning tasks. This will demonstrate understanding, but also help them understand how everything works together. Since the students are actually learning several different procedures, it is accurate to call this a procedure-based simulation. As these two things occur simultaneously, it stands to reason that the blending of the two terms is an accurate description of the learning task. The major instructional strategy being used is a simulation of an actual design that the students will be working on with procedures they are learning. As each new procedure is taught, it is being applied in a simulation so the learners can see how they would work in a real-world application. 5
Part 2 Part 2a1: Needs Assessment Survey Students respond to the following questions by selecting the letter that best represents their answer. A. Strongly Agree B. Agree C. Somewhat Agree D. Disagree E. Strongly Disagree 1. I enjoy using computers. 2. I like to design things. 3. I am artistic. 4. I am comfortable using adobe photoshop. 5. I am comfortable using adobe indesign. 6. I have experience cropping photos. 7. I have used graphic design programs in the past. 8. I know what text wrap is. 9. I know what fill means. 10. I know what stroke means. 11. I know what margins are. 12. I know how many columns are on a page. 13. I know how to use the place command. 14. I know how to sign in to google docs. 15. I know how to download a file from google docs. 16. I know how to share a google doc. 6
Part 2a2: Needs Assessment Survey Data The survey reinforced my predictions of what entry knowledge the learners were bringing to the instructional lesson. For the most part, those who had used indesign or Photoshop in the past understood the jargon associated with graphics design. As a result, there will be clear pictures and descriptions of that jargon vocabulary to help learners succeed in the task. 7
Everyone who took the survey was familiar with the google docs procedures (it is a class requirement), so the lesson will not spend any time on that other than to download a shared file. Part 2b1: Description of Learning Context When students take journalism class, many of the students aspire to become section editors. Not only is this a highly-regarding position, it is a leadership role that looks creat on college applications. However, it is critical that editors learn design skills using Adobe s indesign program so that they can layout the newspaper before it goes to the printer. The design and visual impact of a newspaper may be more important than any of the content because the visual design is what attracts eyeballs - if nobody reads the newspaper, then the content is irrelevant. This lesson will teach the editors the skills needed to design a visually appealing newspaper that will attract people to the content. The better the newspaper is, the more accolades it receives. As a result, the newspaper can be used as an effective example on college applications, job interviews, portfolios, and more. Part 2b2: Transfer Context Description The project will include practicing the skills needed for newspaper layout. These skills can be applied throughout their school careers and beyond, as the ability to display work elegantly often is a key requirement. Furthermore, many graphics careers require knowledge of the Adobe software suite, and the indesign skills transfer easily to their other software. Students will also be able to leverage the skills gained here in media careers and post-graduation studies. Part 2c: Description of Learners This is a lesson for 11th and 12th grade Journalism 3 students at Carlmont High School located in Belmont, California who have already taken the earlier journalism classes and written articles for the school newspaper. There will be six total students who will take this lesson. All the students have experience using computers and the Internet. These students are all on a college track, and many are interested in pursuing either journalism, art, or some other form of desktop publishing in the future. The skills gleaned from this learning task will be applicable not only in this class, but also with their future endeavors as well. 8
Part 2d: Task Analysis Flow Chart http://mywebspiration.com/view/563039a3231c 9
Part 3 Part 3a: List of Instructional Objectives Learning Objectives: 1. Learners will be able to download a shared file stored on Google Docs to the computer. 1.1 Learners will be able to open web browser 1.2 Learners will be able to log into google docs 1.3 Learners will be able to located the shared file in their accounts 1.4 Learners will be able to download the file 2. Learners will be able to create a new indesign file. 2.1 Learners will be able to locate and open the indesign application 2.2 Learners will be able to follow the prompts given to create a new file 2.3 Learners will be able to save the file in a designated location 3. Learners will be able to modify the page layout in indesign to adjust margins and column sizes. 3.1 Learners will be able to use mouse to open the proper menu 4. Learners will be able to create text boxes in indesign. 4.1 Learners will identify which icon to use to create a text box 4.2 Learners will use the mouse to create a text box 5. Learners will be able to enter, resize text, and adjust fonts to create a headline. 5.1 Learners will use the mouse to click in a text box 5.2 Learners will type text using the keyboard 5.3 Learners will use the ctrl-a function to select all text 5.4 Learners will use keyboard shortcuts to resize text 5.5 Learners will identify the proper menu for changing fonts and use the mouse to make the change. 6. Learners will be able to use the place command in indesign to place a file into an existing text box using indesign. 6.1 Learners will identify the proper menu to find the place function 6.2 Learners will use the mouse to select the function 6.3 Learners will use the mouse to browse to the file that needs to be placed 6.4 Learners will use the mouse to select the location where the file will be placed. 7. Learners will be able to create a picture frame using indesign. 7.1 Learners will identify which icon to use to create a picture frame box 7.2 Learners will use the mouse to create a picture frame box 8. Learners will be able to place a picture in indesign using the place command. 8.1 Learners will identify the proper menu to find the place function 8.2 Learners will use the mouse to select the function 8.3 Learners will use the mouse to browse to the file that needs to be placed 8.4 Learners will use the mouse to select the location where the file will be placed. 9. Learners will be able to wrap text around a picture. 9.1 Learners Will identify the proper menu for opening the text wrap command 9.2 Learners will use the mouse to select the text wrap command 9.3 Learners will move a picture into text using the mouse. 10
10. Learners will be able to use the pen tool in indesign to closely clip a photo and wrap text around the newly-clipped object. 10.1 Learners will identify the icon for the pen tool 10.2 Learners will use the mouse to select the pen tool 10.3 Learners will use the pen tool to crop around a photo. 10.4 Learners will use the text wrap functions in Objective 9 to wrap text around the photo. 11. Learners will be able to create shape boxes, adjust the fill and stroke of the objects, and arrange their position on the page. 11.1 Learners will identify which icon to use to create a shape box 11.2 Learners will use the mouse to create a shape box 11.3 Learners will identify which icon to use to select the fill of the object 11.4 Learners will use the mouse to change the fill 11.5 Learners will identify which icon to use to select the stroke of the object 11.6 Learners will use the mouse to change the stroke 11.7 Learners will use the mouse to move the position of the objects on the page Part 3b: Objectives Matrix Table Matrix of Objectives, Bloom s Taxonomy, Instructional Strategies, and Types of Learning Objective Number (1) Bloom s Taxonomy Classification (2) Strategy to be employed to teach the objective (3) Type of Learning (4) 1 comprehension supplantive Procedural 1.1 comprehension supplantive Procedural 1.2 comprehension supplantive Procedural 1.3 comprehension supplantive Procedural 1.4 comprehension supplantive Procedural 2 knowledge supplantive Declarative 2.1 knowledge supplantive Declarative 2.2 knowledge supplantive Declarative 2.3 knowledge supplantive Declarative 3 (3.1) application supplantive Procedural 4 comprehension supplantive Declarative 4.1 comprehension supplantive Declarative 11
4.2 comprehension supplantive Declarative 5 application supplantive Procedural 5.1 application supplantive Procedural 5.2 application supplantive Procedural 5.3 application supplantive Procedural 5.4 application supplantive Procedural 5.5 application supplantive Procedural 6 application supplantive Procedural 6.1 application supplantive Procedural 6.2 application supplantive Procedural 6.3 application supplantive Procedural 6.4 application supplantive Procedural 7 comprehension supplantive Declarative 7.1 application supplantive Declarative 7.2 application supplantive Declarative 8 application supplantive Procedural 8.1 application supplantive Procedural 8.2 application supplantive Procedural 8.3 application supplantive Procedural 8.4 application supplantive Procedural 9 analysis supplantive Procedural 9.1 analysis supplantive Procedural 9.2 analysis supplantive Procedural 9.3 analysis supplantive Procedural 10 synthesis generative Conceptual 12
10.1 synthesis generative Conceptual 10.2 synthesis generative Conceptual 10.3 synthesis generative Conceptual 10.4 synthesis generative Conceptual 11 synthesis generative Conceptual 11.1 synthesis generative Conceptual 11.2 synthesis generative Conceptual 11.3 synthesis generative Conceptual 11.4 synthesis generative Conceptual 11.5 synthesis generative Conceptual 11.6 synthesis generative Conceptual 11.7 synthesis generative Conceptual Part 3c. ARCS table Most of the objectives the learners will be accomplishing will require a high level of scaffolding. Once the first nine objectives have been achieved, the students will be asked to accomplish objectives with fewer scaffolds available which will be a more generative strategy. ARCS Motivational Strategies Plan Project Goal Statement: The learning goal of this instruction is for the students to learn basic design skills which they will subsequently use in designing the school newspaper. The entire lesson will occur over 3 hours (spread over 3 days). ATTENTION A.1 Perceptual Arousal > The students will be shown a page that was artfully constructed using Adobe indesign A2. Inquiry Arousal > Students will be asked to identify various design techniques employed in the example. A3. Variability > Students will be asked to conclude what made the design effective and what they liked. 13
RELEVANCE R1. Goal orientation > Students will be told that they will be using Adobe indesign to create a similar design. R2. Motive matching > Students will be told that practicing these design skills will teach them how to use the program to create a newspaper layout. R3. Familiarity > Students will use the model design as an example to copy while doing the lesson. CONFIDENCE C1. Learning requirements Ø Students will be given specific instructions with pictures to follow. Ø Students will already have experience with newspaper design and layout jargon before starting the learning task. C2. Success opportunities > Completion of each step of the learning process will support the learners confidence as they realize they can easily perform these design tasks. C3. Personal control > Students will be told they can progress on the learning tasks at their own pace. There is no penalty assessed for going slowly, so students can focus on learning each step. SATISFACTION S1. Natural consequences > Once the design is completed, the instructor explains how these skill transfer into designing a newspaper layout. S2. Positive consequences > Explain how students can be rewarded by seeing their completed newspaper designs on display in 2000 copies of each printed issue distributed to the school. 14
S3. Equity > Have students sign up via Facebook for the Newseum so they can view and comment on newspaper designs. Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8. Part 4. Instructor Guide This lesson will be conducted by students following directions on a website. Students will be given access to the classroom computers and be instructed to log on, open the Adobe indesign software, and open the web browser in a separate window. Upon beginning the lesson, students will be given the handout (from Part 5a below) that directs them to the web url and gives them instructions on how to proceed. The flow-chart on the next page describes the flow of the learning task. 15
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Part 5. Learner Content Part 5a. Learning Materials Students will be instructed to browse to this web url: http://scotscoop.com/lessons/indesign/indesign.html and be given a printed version of the directions: (this is a copy of the instructions from the website) InDesign Intro Project In this tutorial, you will do the following tasks: Download files onto your workstation to use in the design Open indesign and create a new document Adjust margins and layout Make a headline (create a textbox, add text, and size text) Place a story Add a picture (create a picture frame box and place the picture) Text WRAP (around a picture) Create shape boxes, modify fill and stroke, and arrange to adjust position Tight cropping and clipping around objects Before you begin, download the following files: story image What it will look like when done Open Indesign and Create a NEW Document 17
Switch the document options to tabloid (that s what you ll be using) and 4 columns. Leave the rest alone. Make a headline: Use the type tool (the big T on the toolbar). Click and drag the size of the box you want. Tip: Draw a bigger box than you need and size it down later. The type defaults to being small. Click once in the textbox and hit ctrl A to select all text. Hit ctrl shift > to make it bigger. Keep pressing it until you get it as big as you need. Resize your textbox to shrink it back. If there s a red + in the bottom right corner, it means you have text inside the textbox that isn t being displayed. You need to fix your box size or delete the extra text. Place a story: Click file:place to bring up your loading screen. Browse to the file you want to place. 18
Notice the red plus in the bottom right column. That means there is more text that needs to flow. Click the + once and use your arrow to create a new box next to it to flow more text. Continue doing this until you have flowed the entire story. 19
Add a picture: There are several ways to add pictures. You can drag one from the picture folder in windows, or you can create a box and file:place it. We ll practice the latter method. Use the rectangle frame tool (locate the box with an X in it on the left toolbar): Drag your mouse to create a box this will appear with an X in the middle. With that box highlighted, you can file:place your image into it. Most likely, the image will be WAY bigger than the frame you have created. To fix this you need to switch to the WHITE arrow and select the picture. Doing so will show you an orange box that represents the actual picture. You can then use the HAND to move the part of the picture into the frame that you want displayed. 20
You will still probably need to resize the picture. To do so, look to the toolbars at the top. Find the one with % options. Make sure the chain link option is not broken. You can then change the size percentage up or down. DO NOT do resize only one of the dimensions you will warp the picture and it will look terrible. Switch back to the BLACK arrow and select the picture to move it. Pull it into the middle of the text. Notice the text is flowing behind it. You need to do the next step: Text WRAP: Go to window:text wrap to bring up the tool. 21
Choose the second text wrap icon from the left. You will then be given the option to adjust the padding around the image. You can also adjust the size of the frame to crop the picture and focus on what you want to display. Adjusting the frame size keeps the rest of the photo hidden, so you can adjust as needed to play with your space needs. You may want to place the entire story in a box or frame. Here s how to do that. 22
Boxes, fill, stroke: Use the rectangle tool WITHOUT the X: 23
Use your mouse to draw a box around your content. It is best to go past the content into the gutter to create a little padding between the end of the text and the end of the box. 24
Switch back to your black arrow and find the icons on the toolbar for stroke and fill. Stroke = border; Fill = inside. Make sure Stroke is clicked to the front. Apply color below. (hint, you can also use stroke and fill on text by clicking on that tiny T underneath the icon). 25
Switch to preview mode to check your border: If you want to add color to that text box, you need to make the Fill icon active. (It s the one with the red line through it on the above picture. 26
Once it is active, the icon below will show the current status of the box. If there is a red line through it, it means no fill. 27
Clicking on that box with the red line through it will allow you to switch to pick a color. Then you have to go back up a little to the fill icon to make your choice. 28
Choose the color you want, and it should cover up all of your hard work. Don t worry. RIGHT CLICK on the box 29
Select Arrange:Send to back 30
Clipping: Use the black arrow and select OBJECT:CLIPPING PATH: OPTIONS Once the clipping options come up, select preview and DETECT EDGES 31
As great as this tool is, it does not work well if there is too much similar background in the picture: We have to manually clip it. To do this, you ll want to zoom in as much as possible. 32
Use the Pen tool to click the points around the object and draw a path in the shape you want. You ve now traced around the image and created a new frame. You need to now paste your image into the frame. Use the WHITE arrow to cut the old image. Then right click onto your frame and paste into 33
The original frame is still there: 34
Click on it and Hit delete: The last step is to wrap text around the new frame you created. See if you can remember that trick from earlier. 35
This time, you ll want to use the THIRD icon from the right so that all of the angles are preserved. You can then switch back to the black arrow and move your picture anywhere in the text. 36
Make sure to format all the text with the following: Times new roman 10 point font Justify Indent.125 inches. 37
Part 5b. Formative and/or Summative Assessment Materials The summative assessment will be the students printing out a copy of what they have designed. It will be assessed on whether the students have completed the design task or not. Rubric: Score: 4 3 2 1 Objective: Exceeds Meets Developing Missing margins and columns Layout is done with 4 columns and set to tabloid size. 3 or 5 columns, but still tabloid size paper. Wrong size paper, but has columns. No columns, wrong paper. text placed into text boxes Text is placed in boxes. It is sized and formatted appropriately. There is a separate box for the headline that is a different size. Headline is not sized differently or exists in same text box. Missing headline. Missing text. place a picture, wrap text, cropping picture is present, text is wrapped around it, it is closely cropped like the model example. cropping is not very precise, but everything else from 4 is present. missing one of the criteria from 4. missing more than one criteria from 4. shapes, objects, fill, stroke A background shape has been added, sent behind the text, color has been added to both the fill (box color) and stroke (outline color). missing a fill or stroke element from 4 missing any other one element from 4 missing an object The formative assessment will be a student creating a new, original indesign document (the school newspaper) while being observed by the teacher. The teacher will assess the application of skills and procedural knowledge and provide support and instruction as needed. As students practice these skills, they will learn what gaps in their knowledge need to be filled and either ask for help or refer back to the materials from the learning task. 38
The final assessment, both summative and formative is the publication of the school newspaper. As this will be delivered and read by over 2000 students and parents, it is a true demonstration of the students ability to complete the objectives. However, it is still formative because each task completed publication leads to generative knowledge on what could be done better for the next publication. Part 5c. Technology Tool Justification Using technology in this instruction task is critically important because the task being taught is how to use technology to create a design. Since the students will use Google Docs to find their elements, they need to be familiar with how to access those artifacts. Furthermore, since students will be using the Adobe indesign program to do their actual designs, they need to use the software to complete this learning task. Part 6. Formative Evaluation Plan Part 6a. Expert Review For my learning task, I used my current editor-in-chief of the school newspaper as the subject matter expert. She has been using indesign for the past year and a half, and she is an excellent student and leader. I gave her the materials to review on December 1, and she completed the questionnaire that day. We then met so she could provide verbal feedback that helped clarify the responses. The survey questions are in Part 7a. Part 6b. One-to-one Evaluation The one-to-one evaluation portion of this project was conducted with an experienced student editor in her first year of using indesign. She has used the program, but she did not know all of the procedural knowledge skills that are in this learning task. This evaluator ran through an early draft of the process and provided feedback to me for the final design of the project. Although not an expert, the procedures were fairly new to this learner, so this person can help to point out areas for improvement. Some considerations that were asked included whether a learning task was written clearly enough to be understood and whether the directions given actually lead to the intended outcome. The result of this evaluation led to a few modifications in the overall design - mainly in improving and adding a few screenshots and re-wording some of the instructions. Part 6c. Small Group Evaluation In this part, I will include the one person from the one-to-one evaluation with the other current section editors who use indesign and have experience with the program (there are five people total). This will occur prior to the delivery of the Field Trial. 39
The point of this task is to see if the experienced users can complete the task without intervention from the instructor. At the end of this stage, the learners will be asked how well they though the instruction went. This will include determining whether the entry skills required were appropriate, whether the learning experience was positive or not, and if any revisions should be made. Part 6d. Field Trial After making revisions based on the small group evaluation, the field trial of the instruction will be conducted. For my purposes, this will be the actual learning task that will occur. Because I only have so many students, there are no other people available other than the intended learners to evaluate. The learners will complete the task and be given the same post-task evaluation used by the subject matter expert in Part 6a. This survey will be separate from the summative evaluation that will tell me what they learned. Instead, this will guide revisions of this for future classes and learners who will do this task. The questions included will focus on whether there were any concerns over implementation, the attitude of the learners as a result of the learning task, and what changes the learners would recommend for the future. Part 7. Formative Evaluation Report Part 7a. Evaluation Survey or Rubric The survey: 1. Is the language used in the materials accessible for beginning learners? 2. Are the illustrations and screen shots useful in leading students to their task? 3. Which of the learning tasks were most confusing during the entire process and why? 4. Are all of the tasks being taught relevant for the editors who will be completing this task? 5. Given the goals of the class, are the skills being learned appropriate? 6. After completing the learning task, do you believe a student would have the skills to use indesign for creating the student newspaper? 7. Do you believe the learning task will be effective for the intended learners? 8. Will this learning experience be a positive experience for learners? 9. Will learners be able to maintain focus and complete the tasks? 10. Does the rubric included accurately measure the learning objectives? 11. If asked, would you be able to use this rubric for grading a final project? 12. Are there any specific suggestions for improvement? 40
Part 7b. Report the results of the expert review. This expert completed this survey for me about the design of the project. Below are the results: 1. Is the language used in the materials accessible for beginning learners? a. Yes, it was written well. 2. Are the illustrations and screen shots useful in leading students to their task? a. Yes, although a couple of the examples are a little small or could use more focus. 3. Which of the learning tasks were most confusing during the entire process and why? a. Trying to do the clipping path was hard because you really had to know everything else that is in the lesson to do it. 4. Are all of the tasks being taught relevant for the editors who will be completing this task? a. Yes - this is great! 5. Given the goals of the class, are the skills being learned appropriate? a. Yeah - all the editors should know these things. 6. After completing the learning task, do you believe a student would have the skills to use indesign for creating the student newspaper? a. I think so. They might need some help, but they should be able to do a lot. 7. Do you believe the learning task will be effective for the intended learners? a. Yes. This is a good way to teach indesign. 8. Will this learning experience be a positive experience for learners? a. I think so. They all want to know how to do this stuff. 9. Will learners be able to maintain focus and complete the tasks? a. It s a little long, but I think so. 10. Does the rubric included accurately measure the learning objectives? a. Yes - it looks like it checks for everything you would need to do. 11. If asked, would you be able to use this rubric for grading a final project? a. Yes. 12. Are there any specific suggestions for improvement? a. Make the pictures a little bigger. But it s very good. Part 7c. Comments on Change Based on the survey results, it seems that the main change I can make is to change the size of the screen shots. I m going to keep that in mind, but I d like to see how it plays out in the field trial before making that change. The expert reviewer also suggested that the learners may not learn the skills from this lesson alone and may need support or remediation. I believe that is a valid concern, and once I do the field trial I will see if the instruction needs to be modified more to account for that. However, the end goal of the instruction is a very complex skill, and it may require practice of these skills to fully achieve mastery of the objective. With that in mind, I imagine this instructional design will be effective in its stated goal of teaching these skills, but that these skills will need to be practiced and used further to develop further mastery. 41
Part 8: AECT Standards 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 Innovations 3.3 Implementation and Institutionalization 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 42