DESCRIPTION

OF PROJECT
Cody Clark, Shannon Eighmey, and Ruth Towne

INTENT

STATEMENT
Through task-based training, we will further their knowledge, improve their
skills, and help them to implement their new skills and learn how to learn
other advanced programs.

LEARNING

PRINCIPLES
1. Instructors create a learning environment online and facilitate students
active participation
2. Instructors promote metacognition through reflective self-assessment
so that students identify their self-concepts
3. Instructors and students provide immediate feedback.
4. Students take in new information and relate it to their current schema.

DESIGN MODEL
1. Identify instructional goals.
1. Name skills to learn.
2. Analyze rhetorical situation and environment.
3. Analyze tasks and conditions of the skills involved.
b. Create instructional materials.
a. Design the message.
b. Include hands-on materials.
a. Evaluate instructional materials.
a. Test.
b. Revise (Analyze, design, develop, and implement).
a. Inform learners of the objectives.
a. Discuss necessary skills.
b. Relate the skills to current knowledge.
c. Identify desired performance outcome.
a. Analyze the current performance level.
a. Have learners perform self-assessment.
b. Assess the learners.
a. Engage learners in their environment.
a. Introduce instructional materials.
b. Stimulate recall of prior learning.
c. Access schema through activities (collaborate, discuss, and use
hands-on materials).
a. Assess performance.
a. Provide feedback (journal and discuss).
b. Measure self-assessment.
c. Compare result with instructional goals.

LEARNER
CHARACTERISTICS
Attitudes

Curious
Apathetic
Coerced
Playful
Disrespectful
Tired

Known information

Basic language and vocabulary

Program
Information gap
Their own knowledge
Their past experiences whether positive or negative

Unknown information

Advanced features
How new features will help them
Specific functions and programs
Which tasks they will learn
What to expect during the training
The training result

CONTEXT

Same age but different skill level

Computer lab with CC on all computers
They have to participate
Prior knowledge were accessing
More formal training, not as relaxed
Usually less directive
Unfamiliar with format

SUMMARY

OF INSTRUCTIONAL PROBLEM
Students in Production Tools and Documentation Design are not aware of and
do not understand advanced Photoshop features but need to in order to
successfully communicate.

DESCRIPTION
1.
2.
3.
4.
5.

OF THE INSTRUCTIONAL SOLUTION

Instructors will analyze the learning environment so that they can
engage students without being disruptive to students current
behaviors and expectations.
Instructors will explain to students the goals and exercises of the
training session, relating the students skills to their current knowledge
and identifying the students desired performance outcome.
Instructors will analyze the students current performance level and
have the learners self-assess their own knowledge.
Instructors will introduce instructional materials, stimulate recall of prior
learning, and access students schema through collaboration,
discussion, and training documents.
Students will assess their own performance by journaling and
discussing their goals and outcomes, comparing their results with the
instructional goals.

TASKS

LIST
Perspective crop
Panorama
Tint black and white

MAJOR GOALS
1. Students will build on their prior knowledge of the Photoshop interface
and tools to use the advanced perspective crop, panorama, bridge, and
black and white tint features.
2. Students will use the perspective crop, panorama, bridge, and black
and white tint features in an appropriate context.
3. Students use the perspective crop, panorama, bridge, and black and
white tint features efficiently.

ANALYZING THE CONTEXT

Learners

The students are the same age but a different skill level.
They must participate in the training although they may not want to
participate.
They are not familiar with structured online training sessions.
They have different levels of prior knowledge with Adobe Photoshop CC.
They have different prior experiences with tutorials whether online or
collaborative.
They have different experiences with self-assessment.

Environment

The students need computers with Adobe CC.

Each student will need to access the instructional program.

MATCHING LEARNING GOALS WITH LEARNING TYPE

Goals

Learning
Type

Learning
Outcom
e

Students will build on their prior

knowledge of the Photoshop
interface and tools to use the
advanced perspective crop,
panorama, bridge, and black and
white tint features.

Knowledge
Comprehens
ion
Responding

Intellectual
Skills

Cognitive
Strategies

Attitude

Verbal

Students will use the perspective

crop, panorama, bridge, and black
and white tint features in an
appropriate context.

Analysis
Application
Valuing

Motor
Skills

Cognitive
Strategies
Students use the perspective
crop, panorama, bridge, and black
and white tint features
efficiently.

Evaluation
Synthesis
Organization
Valuing

Motor
Skills

Intellectual
Skills

Cognitive
Strategies

Sequencing Principle
Presentation of learning
situation for each new skill
should be preceded by prior
mastery of subordinate skills.
Learning and problem-solving
situations should involve recall
of previously acquired,
relevant intellectual skills.
Establishment of respect for
the source is an initial step.
Choice situations should be
preceded by mastery of any
intellectual skills involved.
For major subtopics, order
presentation is not important.
New facts should be
proceeded by meaningful
content.
Provide intensive practice on
partial skills of critical
importance and practice on
total skill.
Learning and problem-solving
situations should involve recall
of previously acquired,
relevant intellectual skills.
Provide intensive practice on
partial skills of critical
importance and practice on
total skill.
Presentation of learning
situation for each new skill
should be preceded by prior
mastery of subordinate skills.
Learning and problem-solving
situations should involve recall
of previously acquired,
relevant intellectual skills.

DESCRIBING THE INSTRUCTIONAL SEQUENCE

1. Bridge and Perspective Crop
2. Panorama
3. Black and White Tint

ANALYZING EACH TASK

Perspective Crop

Panorama

Combining Your Photos

From here, there are two options: Crop the edges of your photo to remove
jagged edges, or use color fill with the content aware feature.
Cropping Your Photos

Using Content Aware Fill

Black and White Tint

Getting Started

Separating the Colors

Changing the Colors

DESCRIBE ASSESSMENT TYPES

To determine changes that have taken place in the instructional event we will
evaluate learners skills and instructors performance.

Learner Assessment Type

Formative assessment
Formative assessments will show learning progress, reinforce learning, and
correct learning errors. We will distribute instructional materials for students
to complete independently. We will use quizzes to objectively measure how
much information they have retained. By using instructional documents and
observing students, we will ascertain whether students have met the
requirements.
Summative Assessment
Summative assessments will certify learners mastery of concepts and aid in
their self-assessment. We will distribute survey tests, performance rating
scales, and product scales to provide an objective standard by which students
can measure their progress. We will interpret norm-referenced results by
assessing learners according to their relative positions within the larger
group. By using standardized aptitude and achievement tests, we will
ascertain whether students have achieved mastery of concepts.

Instructor Assessment Type

Summative Assessment
Students will complete summative assessments of the instructors and
instructional materials to certify the usability of the documents and
proficiency of the instructors. We will distribute survey tests, performance
rating scales, and product scales to provide an objective standard by which
students can measure their instructors performance and documents
usability. We will interpret criterion-referenced results by assessing instructors
and instructional materials according to pre-determined task levels.