Instructional Design CUR516
- 1. CUR 516 Instructional Plan Gina Myers Instructional Plan Template | Slide 1
- 2. Digital Scrapbooking – From Organization to Publishing Dresden International School has identified a community desire to document their amazing expatriate adventures using technology, as adequate and affordable sources for traditional scrapbooking methods are scarce. Participants will learn methods for converting photos to digital images, organizing photos in meaningful order, and sourcing and organizing creative materials. They will move on to becoming familiar with Photoshop or Photoshop Elements by creating layouts using “quickpages” and templates. Finally, participants will learn to compile layouts into an album and submit to selected printers for binding. Instructional Plan Template | Slide 2
- 3. Learner Characteristics O This digital scrapbooking course will be attended by the at-home partners of working expatriates whose children attend the Dresden International School. Participants are primarily women, ranging in age from 27 to 78, and have vast differences in experience with computers. All are English-speaking, and all have some experience with scrapbooking in the traditional methods – with paper, stickers, and ephemera. O Because some of the participants are using a computer for graphic design for the first time, worksheets for planning and design will be provided, as will “cheat sheets” with keyboard shortcuts for common activities within the programs. Instructional Plan Template | Slide 3
- 4. Needs Assessment 1. What is the learning problem or opportunity? Dresden International School (DIS) has a community of hundreds of expatriate families whose continuing stay at the school requires that family members be satisfied with their experiences within the community. Many at-home partners of the working expats are lonely and find it difficult to reach out to others with similar interests. Since travel and photography go hand in hand, scrapbooking is a strong link that can help to forge the connections that build contentment. 2. What is currently available? The city of Dresden currently has two arts and crafts stores that sell a small amount of traditional scrapbooking supplies, and online retailers can provide the supplies, but either option is expensive. Instructional Plan Template | Slide 4
- 5. Needs Assessment (cont.) 3. What should be available? The community should have the knowledge that allows it to access and utilize the available internet resources, and have the confidence to step out creatively. 4. Explain the gap analysis between what is available and what should be available. DIS has a state-of-the-art computer lab in their community outreach center, and Shabby Princess digital scrapbooking shop has graciously allowed the free use of digital materials for the purpose of teaching a course. Community access, allowing regular use of the lab for creating, collaborating and learning will fill a need expressed by members of the community, while also ensuring the success of DIS families living abroad. 5. What is your recommended solution for filling the gap? Bring the at-risk, at-home partners together to teach them to explore their creativity in a digital format and allow them to interact with others with similar stories. Instructional Plan Template | Slide 5
- 6. Delivery Modality Because the participants have varying levels of computer expertise and even the skilled may have no graphic design experience, the course will be some instructor-led and some computer lab. The course will be taught in four three-hour sessions on the 3rd Saturday of each month. Using a blend of PowerPoint presentation and live examples in Photoshop, the instructor will lead the group through exercises designed to increase their comfort with navigating through folders and programs. Worksheets will help keep participants focused and allow note-taking. The second half of each session will use hands-on application, allowing those with advanced skills to work ahead and interact with others in the class who need assistance. Instructional Plan Template | Slide 6
- 7. Instructional Goals for Course O At the conclusion of the course, each participant will feel comfortable using a computer to organize and present their precious photos. O The expected outcome of the course is that each participant finishes with a completed album, ready for publishing in the desired format. Instructional Plan Template | Slide 7
- 8. Learning Context Description of the intended instructional setting. O DIS has a state-of-the-art computer lab, including necessary software, in their community outreach center, and Shabby Princess digital scrapbooking shop has allowed the free use of digital materials for the purpose of teaching a course. Description of the intended application setting. O Learners have a few options for applying their new knowledge. They can return regularly to the community center for “Crops” or workshops, or they can use a home computer to create in any location. Explanation of how the information about the learning context will be used in developing the instructional plan. O Because learners can utilize the information anywhere, and in different formats or platforms, it’s important to understand the challenges they may face. An Apple product uses different commands than a PC, and publishing media range from bound books, to individually printed pages, to PowerPoint slide shows, so sensitivity to the preferences of participants is important. Biases exist, even in the scrapbooking community, so it’s important to be sensitive. Instructional Plan Template | Slide 8
- 9. Phase II: Week Five Instructional Plan Template | Slide 9
- 10. Digital Scrapbooking – From Organization to Publishing • At the conclusion of the course, each participant will feel comfortable using a computer to organize and present their precious photos. • After session 1, the participants will know how to successfully scan or upload the photos they want to archive into organized folders and will have scanned three test photos into specified folders in class. • Participants will register at two or more online digital scrapbooking stores that offer freebies, sales, and challenges before leaving the first class. • The scrapbookers will add their own photos to a quick-page or template without guidance by the end of the second session. • In the third class, participants will explore their creativity and make at least one page without using a quick-page. • In the third class, advanced learners will successfully design a page without a quick-page or template. • The final session will end with participants effectively using popular online services or software for publishing. As publishing may have additional costs involved, this objective is met when the student has completed the steps prior to ordering.
- 11. Digital Scrapbooking – From Organization to Publishing • The expected outcome of the course is that each participant finishes with a completed album, ready for publishing in the desired format. • Scrapbookers will complete five to seven layouts during each class session, for a total of at least 20 pages for publishing. A successful layout is one that includes a minimum of one picture and either a block of journaling or a basic “who, what, where” notation. • At the conclusion of the series of sessions, each participant will have practical knowledge of how to publish their layouts in their chosen medium and those publishing hard copies will have opened an account for uploading layouts. Instructional Plan Template | Slide 11
- 12. Instructional Strategies The overall plan governing the instructional content and process. O The Digital Scrapbooking course will be taught using project-based learning and collaborative learning, as scrapbooking is a creative and hands-on activity that is learned best through practice and sharing of ideas. Instructional Plan Template | Slide 12
- 13. Description of strategies and technologies O Each of the four 3-hour sessions will focus on specific projects specific to digital scrapbooking. After presenting the session’s project, students will individually and collaboratively work on completing the tasks. O The technologies used will include a PowerPoint presentation, live examples within PhotoShop, and web content available through digital scrapbooking shops. Instructional Plan Template | Slide 13
- 14. Phase III: Week Seven Instructional Plan Template | Slide 14
- 15. Details of implementation O The DIS News & Notes bulletin that is delivered weekly to families will promote the course and offer options for enrollment. O Enrollment will occur online, through a page on the school’s website O All applicants will be accepted to participate on a first-come, first-served basis. There are 10 seats available. Instructional Plan Template | Slide 15
- 16. Plan for Implementation OThe course will be taught on the third Saturday of the month, beginning January 17, 2015, for four consecutive months. Sessions are three hours long, and participants are encouraged to continue their exercises outside of class. OA facilitator will lead the instruction, using a PowerPoint to introduce the topics, and live demonstration of the software. Additional computer instruction will focus on online resources. Participants will utilize a worksheet for planning their album. Instructional Plan Template | Slide 16
- 17. Instructional Resources The computer lab will require 11 working computers, loaded with Photoshop, Microsoft Office, and a web browser. A beamer will project the facilitator’s monitor onto a screen. Facilitator will use a PowerPoint to lead discussion and illustrate outcomes. Participants will use a worksheet to plan their layouts. Instructional Plan Template | Slide 17
- 18. Instructional Content and Strategies Week 1 First 1.5 hours Second 1.5 hours Goal At the conclusion of the course, each participant will feel comfortable using a computer to organize and present their precious photos. PBO After this , the participants will know how to successfully scan or upload the photos they want to archive into organized folders and will have scanned three test photos into specified folders in class. Participants will register at two or more online digital scrapbooking stores that offer freebies, sales, and challenges before leaving the first class. Activities Ice-breaker, presentation, demonstration, 15-minute break Facilitator-lead Workshop: Scanning, organizing, downloading, planning Instructional PlTane mTepm cphlaetec k|s Slide 18 Q&A after 45 minutes, exit cards Assessmen t
- 19. Instructional Content and Strategies Week 2 First hour Next 2 hours Goal At the conclusion of the course, each participant will feel comfortable using a computer to organize and present their precious photos. The expected outcome of the course is that each participant finishes with a completed album, ready for publishing in the desired format. PBO The scrapbookers will add their own photos to a quick-page or template without guidance by the end of the second session. Scrapbookers will complete five to seven layouts during this session. A successful layout is one that includes a minimum of one picture and either a block of journaling or a basic “who, what, where” notation. Activities Review, presentation, demonstration Facilitator-lead Workshop: Put techniques taught in first part of class into practice, 15-minute break after 30 minutes Assessment Temp checks Layout sharing, exit cards Instructional Plan Template | Slide 19
- 20. Instructional Content and Strategies Week 3 First hour Next 2 hours Goal At the conclusion of the course, each participant will feel comfortable using a computer to organize and present their precious photos. The expected outcome of the course is that each participant finishes with a completed album, ready for publishing in the desired format. PBO • In this class, participants will explore their creativity and make at least one page without using a quick-page. • Advanced learners will successfully design a page without a quick-page or template. Scrapbookers will complete five to seven layouts during this session. A successful layout is one that includes a minimum of one picture and either a block of journaling or a basic “who, what, where” notation. Activities Review, presentation, demonstration Facilitator-lead Workshop: Put techniques taught in first part of class into practice, 15-minute break after 30 minutes Assessme nt Temp checks Layout sharing Instructional Plan Template | Slide 20
- 21. Instructional Content and Strategies Week 3 First hour Next 2 hours Goal At the conclusion of the course, each participant will feel comfortable using a computer to organize and present their precious photos. The expected outcome of the course is that each participant finishes with a completed album, ready for publishing in the desired format. PBO This session will end with participants effectively using popular online services or software for publishing. As publishing may have additional costs involved, this objective is met when the student has completed the steps prior to ordering. • Scrapbookers will complete five to seven layouts during this session. A successful layout is one that includes a minimum of one picture and either a block of journaling or a basic “who, what, where” notation. • At the conclusion of the series of sessions, each participant will have practical knowledge of how to publish their layouts in their chosen medium and those publishing hard copies will have opened an account for uploading layouts. Activities Review, presentation, demonstration, class discussion about publishing media Facilitator-lead Workshop: Put techniques taught in first part of class into practice, two 15-minute breaks after 30 minutes Assessment Temp checks Final album sharing Instructional Plan Template | Slide 21
- 22. Formative Assessment This is a course for which success is measured by the individual participants. The goal is to bring together people who have little in common but that their children attend the same school – a school that educates pre-K through 12th grade – and help them to form relationships that make their residence in Dresden more tolerable. Because success is so easy to attain, the hope is that positive emotions associated with the class translate to positive emotions about the school, community, and city. The goals and objectives are met if participants leave with a smile at the end of each session. Instructional Plan Template | Slide 22
- 23. Phase IV: Week Eight Instructional Plan Template | Slide 23
- 24. Summative Evaluation of Program Outcomes OParticipants in the course will complete an online survey after completion to determine if the course was conducted in a way to make the subject enjoyable and understandable, whether they would recommend the course to others and if they are interested in further, ongoing classes. Instructional Plan Template | Slide 24
- 25. Evaluation Instrument https://www.surveymonkey.com/s/GTZZ7HZ Instructional Plan Template | Slide 25
- 26. Future Implications OAfter review of survey responses, the course may be reviewed for changes to content, timing, or structure. If response is positive and the school finds long-term effects beneficial, the course may be repeated or continued toward advanced subjects. Instructional Plan Template | Slide 26