교설보고서

2014 1st Semester『Instructional Design』Team Project

Team ProjectFinal Report

Team Name: +E1235029 정민지1240041 최선함

13 유희경13 이다운13 이미진

1346025 이정원

I . Analyze Phase

1. Validate the performance gap1) Measure the actual performance

We conducted an online survey on college students who have DSLR cameras to find out whether our program would be desirable for target students or not. This report will also include survey result charts and circle graph to demonstrate the information visually. Although the report is written in English, since the class will be delivered in Korean language, the survey also targeted Korean college students and used Korean while conducting the survey.

1매우 모른다----매우 잘 안다5The second question of the survey asked students how much they know

about the knowledge on DSLR usage skills. Its purpose is to check whether or not this instructional program has validity to be developed into reality.The higher the scale is, the more they know a lot about DSLR cameras. According to our survey result, 66% of students answered they barely know or know only a limited usage of DSLR cameras. Significant thing is that only 3% of the students answered they know fairly well about how to use DSLR cameras. None of the students answered highest scale, which means that they are very good DSLR camera users.

This result shows that students’ actual performance on how to use DSLR cameras is limited and they need constructive instruction on how to improve their knowledge on them, which validates the instructional program is worth being developed. The program will focus on improving students’ prior

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knowledge on DSLR camera and get them involved fully in the whole process of the instruction.

The fourth question in our survey questionnaire asked students how they use DSLR cameras in reality. Most of the students, which amounts to 91% of the whole answers, replied that they use DSLR cameras in auto mode, without adjusting any specific or further functions such as exposition rate, shutter speed, or iris. Only less than 10% of them answered they know how to use those functions by themselves. Although students have DSLR cameras and want to take wonderful photos, since they lack knowledge and skills on how to use functions in DSLR cameras, most of them use only auto mode. However, taking pictures in this way cannot fully satisfy students’ desire to take pictures which suits their individual taste, and cannot outlet their desire of characteristic expression.

The sixth question of the survey asked students whether or not their pictures represent their intended expression on objects well. Same as the first question, the higher the number of the scale is, the better their pictures are. Only 14% of the students answered their pictures well-represent their intention when taking photos. The most important and significant point in this result is that students’ lack of knowledge and skills lead to their lack of appropriate actual performance. Students cannot use a variety of functions of DSLR cameras,

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which make DSLR camera worth using even though relatively expensive cost. However, the result shows that students cannot fully use those functions since they lack knowledge and skills. Therefore, this instructional program which is going to be developed by our Instructional Design team is very important because it will improve their knowledge and skills on how to use them.

2) Confirm the desired performance

The eight question of the survey asked students’ interest in taking this instruction course. The question intended to check students’ will of taking this course and their desired performance. Absolutely most of the students show strong agreement to this question, which means that students desire to get knowledge and skills on how to use DSLR cameras. Therefore, this instruction defines the desired performance of the whole instruction process to make students get usable knowledge and skills on how to actually use DSLR cameras in a variety of circumstances and help them express their intention into pictures, which give them opportunity to satisfy their desire of expression.

3) Identify the causes for the performance

The third question of the survey asked students whether or not they had opportunity to study how to use DSLR cameras. 39% of the answers showed that they even had any opportunities to learn how to operate DSLR cameras, which led to the lack of knowledge on how to fully use them. Significant thing found in this survey result is that although significant number of students, which

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amounts to 56% percent of the whole answerers, had experience on learning how to use DSLR cameras such as searching internet or reading books on DSLR cameras, still they lack knowledge on full operation of DSLR camera which is usable in a variety of circumstances. The result says that the causes of lack of their knowledge and skills on DSLR cameras may be inadequate instruction program or having no opportunity of systematic and well-organized instruction on how to use DSLR cameras. Therefore, this instructional program will also focus on methodical program for college students to get knowledge and skills which is very useful in reality, since the result of the survey shows that pre-existing learning materials such as limited number of books or online sites are not enough to satisfy students’ need of learning.

2. Performance AssessmentIn this course, the overall education on the instruction of DSLR usage

skills for beginners will start with assessing students’ actual performances. Most of the students know the basic usage of DSLR camera: for instance, turning on and off the cameras. They use only auto mode when taking photos. Therefore, this instruction aims to make students to learn how to adjust cameras in specific situations such as time, place, people, and sceneries. However, they do not know how to use other functions except auto mode because although they have enough motives to take pictures well, they lack the actual knowledge about camera utilizing skills and functions. Therefore, this instruction aims to close the performance gap of students.

4. Purpose StatementThis program aims to let Ewha University students’ desire of expression by

appropriate skills of taking pictures, and to enhance the applicability of DSLR.

5. Instructional GoalsBlooms Taxonomy: Knowledge and Application

Achieving desire of expression will be taught according to Bloom’s Taxonomy, especially based on knowledge and application process. First of all, students will study the bases of DSLR and basic operation. After that, students will take pictures in a variety of situation: people, sceneries, and static objects.Basic of DSLR camerasBasic operationShooting peopleShooting sceneriesShooting static objects

knowledge Acquiring basic knowledge on DSLR cameras

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comprehensionUnderstanding important operating principles for better shooting

application Taking photos themselves in different circumstancesanalysis Finding out the characteristics in their own pictures

synthesisGive solutions for better pictures by comparing theirs with model pictures

evaluationGiving feedbacks on peers’ photos to create their own photo blog

Students will learn each desirable level of achievements and have opportunities to actually perform the acquired knowledge. Each step will be conducted following the chart below. Furthermore, by creating their own photo blog, their desire of expression will be achieved, which is the main goal of this instruction.

6. Learner AnalysisThis instruction will target the students of Ewha. They all have DSLR

because this course includes field shooting process and assignments that require individual students’ actual pictures. About thirty students will take this course, because if students are less than that, the number of photos gathered in the course will not be enough to hold a photo exhibition at the end of the semester. On the other hand, if students are more than thirty, efficient feedbacks between peers to peers, small group work assignments, or actual performance evaluation from the instructor will be hard to maintain the prior objective of this course. Therefore, the instruction will mostly work with thirty students, and when doing group assignments, each group will be composed of four to five students. The group will be composed base on their interests or age. Since this course is a liberal course, each group will be composed of students with different majors to give participants to communicate and have relationship with students from other majors. This way of grouping will give them the opportunity to broaden their perspective on their relationship and give a fresh air on the overall atmosphere of instruction.

The class will take place on campus. The instruction will be held mainly in classroom, especially in the process of delivering basic knowledge on the function of DSLR cameras, or important operation skills of them. While field-shooting, a variety of spots on campus will be used; for instance, the outside of the building, backyards, or even flower gardens; everywhere on campus will be the best places to take photos for students. The important thing here is keeping

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eye on students whether or not they may have trouble finding a suitable place to take photo. If students may have find an appropriate place for their shooting, the instructor may suggest them possible ideas for field shooting spots. In addition, since the field shooting is also the part of whole instruction process and program of university, instructor should be very sensitive to students’ safety problems. Before going outside, instructor will regulate the places to go for shooting on campus, in the range of not breaking the students’ free emotions of expression. In this course, the range will be suggested according to the name of the building where the course is conveyed

Students are all beginners in using DSLR cameras; however, they are very motivated and expecting to learn useful skills to appropriately taking pictures by using DSLR cameras. Skills that impact potential to succeed in the learning experience include communication skills such as common language between students and the instructor. Also, they all at least know how to turn on and off the camera with auto mode function.

5. Required ResourcesThe content of this instruction course will include the information about

the basic components of DSLR cameras, basic operation skills, and specific shooting skills according to circumstances: people/sceneries/static objects. The instruction contents were selected based on Bloom’s Taxonomy, as analyzed in the previous part of the report. Since this instruction will target college students with only limited knowledge on DSLR camera, such as turning on and off the camera, the instruction will set off with learning the basic components of DSLR cameras. This process may seem to be very trivial. However, knowing the basic terms and jargons about DSLR cameras will make students to further understand the operation of the camera, and unified usage of words in class will make the instruction much efficient by reducing the wasted time on expressing jargons in long words or using different words on the same meanings. After getting the information on the basic components of DSLR cameras, students will start acquiring basic camera operation skills. Since taking pictures need a lot of experience, this instruction will focus on maximizing the opportunity of each students’ individual shooting experiences. Before getting into shooting pictures with actual varying objects and circumstances, practicing basic operation skills such as grabbing a camera in stable and suitable way, changing and choosing appropriate lenses, keeping camera adequately will serve as the preparation content resource of later instructional process, learning specific

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shooting skills according to circumstances such as people, sceneries, static objects, which is the most important and core part of the whole instruction program.

The instructional facilities required in this course are classrooms and outside field shooting places. The classroom should be wide enough for thirty students and an instructor. Desks and chairs in the classroom should be movable and light for students sometimes have to move the desks to make groups and do group activities. The desks in the classroom would be desirable if it can be moved without making much noise since making too much noise while class will give nuisance to the classrooms next doors. Students may move the desks and make circle to see the instructor’s demonstration, or group them to four to five to engage the group works or pair works. In the same context, chairs also should be separated from desks since mobility is one of the most important qualities of facilities in this instruction.

For photo exhibition, a place wide enough to hold an exhibition is needed. This hall would be as large as two classrooms, so that visitors can freely come in enjoy appreciating students’ pictures. Also, for this event, a printer and frames are also necessary. Students and the instructor will choose which photo they will hold up at the exhibition, and later this will be printed to be framed and attached to walls. Therefore, qualified printer is in need. This will be solved by the help of already-existing printers in the university since this course will be opened in the department of Media and Broadcasting, which also professionally deals with photography.

Also, enough technology materials such as computers, projector, blackboard, and cameras are in need. Since the instruction contains blog posting as students’ activity, immediate sending to web or simple editing will make the instruction very efficient. Each computer are connected to internet, and equipped with Adobe photoshop and illustrator programs. However, students may use their own laptops. The classroom will have six computers with those programs so that while group activity, each group can have at least one computer and use them for editing of their pictures. Since Adobe programs are expensive and not easy to get, students will have time to use these programs.

The resources required in this course also include human resources, such as an instructor and instructor-trainers. The instructor must be certified by taking instructor training course, which will be further explained in later part of this report, in Development phase(p. 00). In this instruction program, the instructor-trainers will be scouted by our instructional designer team. ID team will bring

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one full-time professor majoring in photography to get possible comments and suggestions while whole process of instructional design. Also, the ID team themselves will have a member with knowledge on DSLR camera so that the actual development of the program would be suited well to reality.

6. Potential Delivery SystemWhile deciding on the potential delivery system, following chart is used to

organize the benefits and costs of each option.

Determine Potential Delivery System(including cost estimate)Step 1. Identify the delivery options under consideration.Option A: ClassroomOption B: Video and classroom combined

Step 2. Estimate the length of time for each delivery option under considerationOption A: 2 h 30 minOption B: Classroom: 2 h 30 min, including video instruction and actual demonstration by the instructor

Step 3. Estimate Analysis CostsCompute the actual expenses in completing the Analysis and add to cost estimateDesigner Total: KRW3000000Double the total(other costs such as time of those interviewd): KRW6000000

Step 4. Estimate Design costsCalculate the designer's time using the following guidelines. -Multiply the estimated time by KRW500000/h2 h 30 min Classroom Training=1 day Designer time1day(2 h 30 min)X500000(KRW)/h=2500000Option

The potential delivery systems included in this course are face to face. Also, Cyber Campus system will be used for the accumulation of assignments and class materials. For maintenance and finalization of this course, costs will be Photo exhibition. Profit from selling postcards will be donated in promoting photography industry by the student’s name.

(₩KRW)Usage Outcome

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Payment for Instructor 2,000,000Payment for ID team 3,000,000Production cost of teaching materials 400,000Cost of photo printing 300,000Production cost of poster and pamphlet for exhibition 500,000Cost of renting an exhibition room 500,000Production cost of postcard 22000(110*200)

(₩KRW)Usage Income

Profits from photo exhibition400,000(2000*200)

7. Project Management PlanIn this course, the stakeholders will be the staff members of the College of

Broadcasting System and Photography, since it will be opened as one of the basic courses of the college, registration staffs, and students who are willing to take the course. In this process, the first significant constraint that comes into the mind of the instructional designers’ mind is the problem of ratio on the number of students per professor since the course will require field shooting and actual teaching demonstrations and performances of students. Except this, the course seems to have not much problem unless it lacks the budget to be developed into real instruction contents. This problem in this course would be solved by getting extra money from the college or students. Since all of the students will endeavor to hole a brilliant exhibition at the end of the semester, it is important to have enough money to open it well. Therefore, students may pay KRW30,000 for printing and preparation of the exhibition.

Another constraint may be how students will prepare the exhibition. This will be solved by co-working with the department of Ewha University’s Department of International Office Administrations. Actual preparing, planning, and conducting of the exhibition such as making posters, reserving exhibition hall, inviting professors will be done by the students in International Office Administration’s “convention planning and Management” class, in course #35592. As a result, students will be able to only concentrate on improving their skills on operating cameras and taking photos in different circumstances or specific characteristics. For this class-to-class cooperative course management,

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students of both classes should be communicated well via their professors and both offline and online as well.

The schedule tasks will be processed as the following schedule chart:

Schedule Tasks

Expected due

Analyze a weekInstructional design team members will generate overall outline to make efficient instructional course on using DSLR cameras

Design a week

Design process will also be conducted by ID team members. In this phase, actual learning materials, methods of delivery, learning environment, or other things that are in need of while conducting the instruction in reality. The overall frame will be summed up in this phase, which will be connected to the next step, development phase.

Develop 2 weeks

In developing phase, instructional design team members will make guidance for students and teachers which would be actually used while implemented in the real situation on campus.

Implement16 weeks ( a semester)

Since this instruction is targeting college students, the most appropriate form would be the college course so that students can choose to take during semester. Thanks to this course, students are expected to acquire skills on operating DSLR cameras and earn credits for graduation.

EvaluateMidterm exam (students)

One day in 8th week; since the earlier part of this course is mainly about cognitive knowledge on DSLR cameras, formative paper-based midterm exam style will evaluate students.

Final exam (students)

Students post photos on their blogs after every lecture. Professor will Evaluate them every week and all grades will be added up at the end of the course.

Photo Exhibition

The most characteristic feature in this course is that the later part of this course is evaluated by the

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(students)

form of photo exhibition. Students take photos and they will be sorted by themselves and professor to decide which pictures would be printed out and displayed in the exhibition. In this process, evaluating and giving feedback process will naturally melted down while preparing this photo exhibition event.

Lecture Evaluation(professor, students, ID team)

For 2 weeks after finishing the course; students will check whether or not they gained desired skills, knowledge, and experiences during this course. Professor will also be evaluated whether or not he or she tried to enhance students’ skills and close their performance gaps.

II. Design Phase1. Performance ObjectivesIn this instructional course, the performance objectives are:1. Get familiar with structure of DSLR’s body and related terms.2. Grasp the concept of shooting photos adequately in certain situations without

experts’ help.3. Adapt appropriate shooting skills of taking photos of people representing

their specific characteristic regarding how many they are, and where they are taken.

4. Adapt appropriate shooting skills of taking photos of sceneries representing their specific characteristics regarding where and when the pictures were taken.

5. Adapt appropriate shooting skills of taking photos of static objects representing their specific characteristics regarding unique features and usages of them.

2. Task Inventory

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The task inventory of the instruction is based on the analysis which was previously conducted to decide which materials and what kind of contents will make students engaged and interested. Especially, actual shooting photo in different circumstances―people, sceneries, and static objects―will make students interested and since all of these education is mutually connected to each other and every process is divided into several steps.

1. Be familiar with the structure of DSLR cameras and related terms1. Explain the difference between DSLR cameras and regular ordinary

digital cameras.2. Regarding DSLR equipment:

a. Can explain the body part and lenses and can replace them with suitable ones.

b. Can explain other DSLR related equipment such as flash, memory cards, a tripod, etc.

3. Other related basic concepts on DSLR cameraa. Exposure : State three different exposure measuring methods.b. Iris : Adjust the amount of light and focus on the subject using iris.c. Shutter speed : Adjust the amount of light with shutter speed and

take pictures of moving objects.d. ISO : Get the desirable amount of light by adjusting ISO rate when

shooting photos outside in darknesse. White balance : Get the desirable hue by using different kinds of

white balances.4. With all of these overall skills, students can operate their own DSLR by

themselves

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2. Apply various skills while taking pictures with DSLR.1. Take pictures with different moods on them by shooting in different

angles, and can explain the difference in them.a. Shoot in high-angle.b. Shoot in low-angle.c. Shoot in eye-angle.

2. Apply photographic compositions while taking stable pictures.a. Be familiarized with golden-ratio and can adopt it when taking

pictures.b. Take pictures using suitable horizontal angle.c. Find comfortable composition for individual learners, and suggest

examples. 3. Apply the depth of field and out-focusing while taking pictures.

a. Get out-focusing effect using iris.b. Get out-focusing / pan-focusing effect using differences in shooting

distance.c. Get out-focusing effect through lens’ focal distance when adjusting

photographic depth.

3. Adopt appropriate techniques when shooting pictures of people to represent specific characteristics and unique features of individuals regarding the number of people or places.1. Take a picture of a person in certain conditions.

a. Take a picture which magnifies people’s physical advantages.b. Utilize light effects when taking pictures of human.

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c. Add props when taking pictures of human.2. Take a picture of a group in good composition.

a. Take group pictures without omitting physical ratio or giving too much concentrating on backgrounds.

b. Take group pictures in appropriate photographical composition when the main subject is a group of people or sceneries.

3. Take a picture of subject’s outstanding performancesa. Regarding different stage settings, adopt appropriate iris open degree

and ISO.b. Shoot pictures in a variety of photographic compositions in static

performances.c. Shoot vivid photos of dynamic performances by getting enough

shutter speed.

4. Take sceneries’ pictures which represent characteristics of different places and times.1. Taste a variety of landscape pictures.

a. Take a picture of individual’s everyday life sceneries and share them with peers.

b. Share feelings on pictures with other groups’ members.2. Take beautiful sceneries in dark circumstances.

a. Shoot nightscapes with DSLR.b. Shoot fireworks and their festive atmosphere.

3. Take scenery pictures with revelation of each places’ characteristics.a. Take a picture of an ocean view.b. Take a picture of urban sceneries and skylines.

4. Take photos of specific shooting techniquesa. Take pictures against the sun.b. Take pictures of variety of flights by applying bokeh.c. Applying panning shot techniques while taking pictures.

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5. Take a picture of static objects related to their characteristics and usages.1. Take a picture of delicious food

a. Decide which angle is the most suitable, top-angle, high-angle, or low-angle, when taking certain kinds of food by taking photo themselves.

b. Take a photo of warm/cold feeling of food by adjusting color-temperature.

c. Take a photo with mouth-watering food using small props that adjust angle and light.

2. Take a picture of flowersa. Make good structural angles for subject flowers by shooting in close

distance or in wide rage.b. Take a photo of different moods of flowers by shooting in varying

angles.c. Decide whether to emphasize flower or background by modulating

background with iris.

Task inventories are constructed based on Bloom’s Taxonomy and Gagne’s Nine Events of Instruction.

3. Generate Testing StrategiesWe planned three tests for students to evaluate if they’ve achieved what we

intended. As demonstrated before, first they will take a midterm exam to test how much they understand the construction and the terms related to DSLR. Second, an exhibition is in contemplation where photos of the students would be displayed and they are evaluated. Lastly, to estimate their performance, a blog posting evaluation would be implemented.

Task Objective Test Items15

-Be familiar with the construction and the terms related to DSLR-Use DSLR with basic skills

-Students can explain the construction and of DSLR without somebody’s helps.-Students can handle DSLR with basic operating skills in every situation taking photos.

-Examination on paper(There would be some multiple choice and short answer questions which ask the terms related to DSLR and how to use it in fundamental level.

Take a picture for an exhibition

Students will get feedback while sorting out which pictures would be displayed in the exhibition.

-feedbacks will be in written form by the instructor and peers.-The evaluating sheet will be emitted twice: while choosing pictures to be displayed, the instructor will give feedbacks on students’ photos and evaluate whether or not their performance gaps are closed. Evaluating sheets will also be assigned while the exhibition. Each pictures displayed in the exhibition will have small sheets for visitors of the exhibition and peers in the class can write comments and feedbacks on.

Blog posting -Each student will upload an online posting successfully using their photos taken in the class.-Students can choose pictures that confirm the concept and theme of their own.-Make students wrap up the materials and skills they learned in the class

-Online Blogs-Posting board(equipped with a simple editing program that students can use while uploading their photos)

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-Students will share their knowledge and the intention of the photos with peers in their own words on their blogs.

4. Calculate Return on InvestmentBenefits of the instruction include: students’ high satisfaction, giving outlet

for students to show off their desire of expression, positive effect occurred when donating money earned in the photo exhibition. Training benefits earned in this program include:

Potential benefits from giving outlet for students to show off their desire of expression, positive effect occurred when donating money earned in the photo exhibition, making full use of DSLR value, achieving a career with knowledge and skills of photography, raising appreciators’ interest by looking at learner’s photograph.

Following is the specific cost of each category of training benefits:

1) Training Benefits(₩KRW)

- Potential benefits Giving outlet for students to show off their desire of expression

5000000 Positive effect occurred when donating money earned in the photo

exhibition5000000

Make full use of DSLR value (DSLR cost)1200000

Achieve a career with knowledge and skills of photography100000000 (3000000 x 30year = approximately 100000000)

Raise appreciators’ interest by looking at learner’s photograph100000

- Total111300000 (KRW)

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To calculate the Return on Investment, calculating training cost is needed. Whole money needed in this process is followed:

2) Training Costs(₩KRW)

AnalyzeItem CostInstructional Designers’ Salaries 3000000 Meals, Travel, and Incidental Expenses 300000 Office supplies and related expenses 50000 Printing and reproduction 0TOTAL 3350000

DesignItem CostInstructional designers’ Salaries 3000000 Meals, Travel, and Incidental Expenses 300000 Office Supplies and Related Expenses 100000 Printing and reproduction 0 Professional Fees 500000 TOTAL 3800000

DevelopmentItem CostInstructional Designers’ Salaries 3000000 Meal, Travel, and Incidental Expenses 300000 Office supplies and related expenses 50000Cost of renting a classroom for pilot test

100000

Printing of pilot test material 20000TOTAL 3470000

ImplementationItem CostInstructional Designers’ Salaries 3000000

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Payment for instructor 5000000Student (travel, meal..) 1000000Production cost of teaching materials 500000Production cost of poster and pamphlet for exhibition

200000

Cost of renting an exhibition room 500000Production cost of postcard 100000TOTAL 10300000

EvaluationItem CostInstructional Designers’ Salaries 3000000 Payment for instructor 5000000Payment for photography experts 1000000TOTAL 9000000

All five ADDIE phasesItem CostAnalyze 3350000Design 3800000Development 100000Implementation 10300000Evaluation 9000000TOTAL 26550000

To calculate the Return on Investment, cost from potential benefits is divided by training cost. Therefore, the whole cost of Return on Investment uses this formula:

3) Return on Investment (ROI)

ROI = 111300000(KRW )26550000(KRW ) ⅹ100 = 419.21%

III. Develop Phase19

1. Generate ContentWe’ve generated content and instructional strategies according to Gagné’s

Nine Events of Instruction. Although there are 5 chapters in our program, we only made plans of “5.1 Take a picture of delicious food” because of limited time of our project. The chart below shows the strategies of our lesson. Gagne’s Nine Events of Instruction

1. Take a picture of delicious fooda. Decide which angle is the most suitable, top-angle, high-angle, or low-

angle, when taking certain kinds of food by taking photo themselves.b. Take a photo of warm/cold feeling of food by adjusting color-

temperature.c. Take a photo with mouth-watering food using small props that adjust

angle and light.

Learning Strategy (Gagné’s Nine Events of Instruction) and MediaEvent Activity Media

1. Gaining Attention

Video about a food Video(Youtube)

2. Inform learner of lesson objectives

Demonstrate lesson objective with Powerpoint

Powerpoint, overhead projector, beam projector, screen

3. Stimulating recall of prior learning

Review lesson2(Operate DSLR with application of various skills) with pop-quiz

Multiple choice quiz

4. Presenting stimulus with distinctive features

Teach them skills and contents for good food picture by comparing good picture to bad ones

Powerfpoint, overhead projector, beam projector, screen

5. Guided learning

Demonstrate photographing skills with actual DSLR camera and let students follow the teachers

DSLRs, Video camera, monitor or screen

6. Elicit performance

In groups, take a picture of food regarding the contents and upload in CyberCampus

DSLRs, Internet

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7. Providing information

Based on shared pictures in CyberCampus, each students and teachers write comment

Internet

8. Assessing performance

Work on a photograph of food for displaying in photo exhibition held in the end of the semester. At the site of exhibition, experts such as teachers, professional photographers, and professors in the field evaluate each photo and determine photo that is 1st place. Then, selected photo will be produced in postcard and the profit will be donated in promoting photography industry by the student’s name.

Photos

9. Enhancing retention and learning transfer

After class, students post pictures of every meal they have in their blogs. Teachers assess students’ final performance with blogs.

Blog

2. Select or Develop MediaMedias needed for lesson are listed on the chart above. First, the lesson starts

with a video about food. We planned to show a part of TV program “Tasty road” which is now broadcasting on O’live channel, so Youtube is needed for ‘Gaining Attention’ phase.

Second, to inform learners of lesson objectives, PowerPoint would be used. There should be PowerPoint program on computer, an overhead projector, a beam projector, and a screen.

Third, a pop quiz with lesson 2 “Operate DSLR with application of various skills” would be used for stimulating recall and of prior learning. Multiple choice question sheets are necessary.

Forth, in ‘Presenting stimulus with distinctive features’ phase, a lecturer would teach them skills and contents for good food picture by comparing good picture to bad ones showing them with Powerpoint. For this, Powerpoint, overhead projector, beam projector, and screen should be prepared.

Fifth, lecturer’s demonstrating photographing skills with actual DSLR camera and let students follow him or her. It is guided learning. DSLRs are

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necessities, and Video camera and a monitor or a screen would be prepared for students who are in trouble with seeing the lecturer because of sitting far from him or her.

Sixth, to elicit performance, the lecturer let students take a picture of food regarding the contents in groups and upload on CyberCampus. They would use DSLRs to take photos and upload it on the Internet (CyberCampus).

Seventh, providing information (feedback) would be written comments by the students and the teacher based on shared pictures on CyberCampus. Internet accessibility is needed to use CyberCampus.

Eighth, for assessing performance, students will work on a photograph of food for displaying in photo exhibition held in the end of the semester. At the site of exhibition, experts such as teachers, professional photographers, and professors in the field evaluate each photo and determine photo that is 1st place. Then, selected photo will be produced in postcard and the profit will be donated in promoting photography industry by the student’s name. Only photos are required media for this phase.

Last, after class, students post pictures of every meal they have in their blogs. Teachers assess students’ final performance with blogs. It would be implemented for enhancing retention and learning transfer. Blogs on the Internet are media needed.

3. Develop Guidance for the StudentIn this course, students need a guidebook (textbook) to learn handling DSLR

following the professor’s lecture. In the textbook, there are illustrations of terms related to DSLR or specific skills, a number of picture examples with declaration of DSLR settings, and simple explanations of how to apply skills and some precautions for beginners to pay attention when taking pictures.

Pictures on the next page are some parts of the guidebook.

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Picture 1 Table of Contents (Part 04-Part05, Glossary, and Appendix)

This is the ‘Table of Contents’ of our guidebook for students. In the textbook, there are totally 5 parts: 1) Befriending DSLR, 2) Various Skills on DSLR, 3) Techniques on Shooting People, 4) Techniques on Taking Scenery Pictures, 5) Techniques on Static Objects. We designed the whole contents, but we developed the guidebook only for Part 05-Chapter 01 “Shooting Delicious Food” as our product.

Picture 2 Title of the Chapter

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This is the page of the title of Part 05-Chapter 01 “Shooting Delicious Food”. At the top of the page beside the title, there is a comment of problems the students may experience. Below the comment, a picture with DSLR setting declaration attracts students and let them imagine what they are going to learn.

Picture 3 Body part of the chapter (Photo examples, illustrations)

This is the body part of the Part 05-Chapter 01. The title of the page shows what skill is going to be applied to take photos. Below the title, a simple explanation of the skill is located. There are some photos which draw students’ attention and can be examples to students when they take pictures by themselves.

4. Develop Guidance for the TeacherThe teacher (professor) needs a guidebook which explains how to teach

students operating DSLR and applying skills. It is similar to the students’, but It has more details. Guidebook for the teacher will be uploaded as a lesson material.

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Picture 4 How to use this guide

Picture 5 Leading Questions & Answers

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Picture 6 Examples

Picture 7 Media directions

The table of contents, the title pages, and the contents of teacher guidebook is the same to the students’. However, there is “How to use this guide” section for lecturers to know how to teach students DSLR with this guidebook. In this section, 1) Symbols and icons, 2) Leading questions, 3) Directions, 4) Examples

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are included in the first part. These are the guidelines for lecturers to refer to when they give the lecture to students.

5. Conduct Formative RevisionsFinishing the Development, our team started to plan formative evaluation.

Before a pilot test and actual implementation, we have to check if all of the phases (Analysis-Design-Development) have been done well. Formally, formative revisions have to be conducted from one-to-one trial to small group and field trial, but our circumstances didn’t appropriate for do all of them, so we only carried out one-to-one and small group trials. In one-to-one trial, a student majoring in Education who has good knowledge and skills cooperated, and in small group trial, about 10 students were included for the revision.

We asked them to review our project from Analysis to Development and they answered to our questions honestly. The chart below shows arranged formative revision process.

Summary of Formative Revisions

Component Problem Data SourceRevision Decision

Purpose

Seemed abstract The necessity

of the program didn’t comes to heart

ID team External

reviewers(Students of Educational Technology)

Added specific factors about performance and criteria

Gave shape to the purpose appealing the students

Goals

Poor in contents Made to feel

like that the instruction doesn’t need to fulfill them

ID team External


Described the instructional goals according to Bloom’s Taxonomy

Specified performance, criteria, condition

Objectives Needed to be specific

Lack of specialty

ID team External

reviewers(A student of

Made them specific by subdividing the performance

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Education who has good knowledge about DSLR)

Referred to some books guiding DSLR to add some specialty

Prerequisites

Adequate ID team External

reviewers(A student of Education who has good knowledge about DSLR)

No need to modify

Instructional Strategies

Seemed boring ID team External


Included some creative activities to make the instruction more interesting

Testing Methods

Stale Not sure if it is

proper to evaluate DSLR skills and knowledge

ID team External

reviewers(A student of Education who has good knowledge about DSLR)

Contrived some special testing methods and strategies

Reviewed the Instructional goals and performance objectives to make sure what to be evaluated

Information to Guide the

Learner

Good ID team External


No need to modify

Information to Guide the

Facilitator

Looked the same to the students’ guidebook

ID team External

reviewers(Students of Educational

Added more details to guide the facilitator who is going to teach students with the book

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Technology/ A student of Education who has good knowledge about DSLR)

Referred to books which guide DSLR for users

Supporting Media

Generally looked good, but in the beginning of the lesson, more specific media to show food images

ID team External


Took YouTube videos showing the TV program “Tasty Road” to show it to the students as inducement of interest

6. Conduct a Pilot Test1) Pilot Test Plan

Components

Participant Description

- Ewha University student

- 3 students

- Beginner level

Prerequisites

- Possess DSLR

- Know how to on/off camera

- Know how to take a photo in auto mode

Location, Date, Time

- 2014, May, 24

- 2:00 p.m ~ 4:30 p.m

Learning Environment - Ewha University ECC B132

- Beam projector

- Computer

- Whiteboard

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- Learning materials (Guidance for students)

Facilitator Qualifications

A teacher should have- A knowledge of Instruction process

- An expert qualification of DSLR

* But it is impossible to employ real DSLR expert, so we set one of ID team members (Yoo Hee Kyung) who have relatively large amount of DSLR knowledge and skills.

Measurement Plan

- Student measurement plan : survey (likert scale, short answer)

- ID team measurement plan : checklist (likert scale, short answer)

- Representative measurement plan : checklist (likert scale, short answer)

Evaluation Team Description

- Students (3)

- ID team

Jung Min Ji : Production of pilot test plan

Choi Sun Ham : General setting of pilot test

Yoo Hee Kyung : Production of pilot test plan, Facilitator

Lee Da Un : Production of learning materials (Guidance for student, Guidance for teacher)

Lee Mi Jin : Production of learning materials (Guidance for student, Guidance for teacher)

Lee Jung Won : Production of pilot test plan

2) Pilot Test ImplementationOn May 24th, we carried out the Pilot Test at ECC lecture room. There are

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computer, beam projector, and screen so we could do what we planned. 3 students in beginner level and a facilitator Yoo Hee Kyung who has large knowledge and skills with DSLR participated in this test. Hee Kyung gave a lecture with PowerPoint and guidance of teacher. The students listened to her taking notes on their guidebooks.

Pictures below are the scenes of the Pilot Test.

Picture 8 Two students are writing down the lecture on their guidebook.

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Picture 9 Hee Kyung is lecturing with PowerPoint and 3 students are listening.

Picture 10 Two students are taking notes.

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Picture 11 The guidebook one of the students is writing down

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Picture 12 The guidebook for students (cover)

3) Pilot test evaluation34

After finishing the lecture, there was an evaluation session. The evaluation was for revising the program and it was carried out by the students and ID team. We dropped the evaluation by the representatives from management because we couldn’t. We attached the evaluation sheet for all three (students, ID team, and representatives from management) and the results of the evaluation including only of students and ID team.

Evaluation sheet for students

Questions Strongly Disagree

DisagreeNotSure

AgreeStrongly Agree

1. Can you comprehend whole lesson contents well?2. Do you think learning material is written in adequate level?3. Do you think media used in lesson enhanced your understanding and concentration? 4. Do you satisfy with quality of facilitator’s instruction? 5. Do you feel that your photography competency increased after this lesson?6. Can you take a picture of food depending on diverse situations or type of food?7. Can you set a temperature of photography depending on type of food?8. Can you utilize tablewares when taking a photo of food?9. Can you choose props carefully related to kinds of food when taking a photography?

10. What is the most satisfying part in this lecture? Why?

11. If there are parts or elements that need improvement, please write down with reasons.

Evaluation sheet for ID team

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DisagreeNotSure

AgreeStrongly Agree

1. Looking at lesson process, did lesson contents is delivered well according to intention?2. Looking at students’ evaluation sheet, did lesson contents is delivered well according to intention?3. Looking at lesson process and students’ evaluation sheet, did delivery method (media) is used effectively as intended?4. Looking at lesson process and students’ evaluation sheet, did facilitator instruct effectively as educated and intended?5. Looking at students’ evaluation sheet, students’ satisfaction level to lesson material is high enough?6. Looking at students’ evaluation sheet, students’ satisfaction level to facilitator is high enough?7. Looking at lesson process, did lesson hour is appropriate for effective instruction?

8. According to students’ evaluation sheet, what are flaws of lesson and how should we improve those parts?

Evaluation sheet for representatives from management

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DisagreeNotSure

AgreeStrongly Agree

1. Looking at lesson process and students’ evaluation sheet, did lesson contents is delivered well as expected?2. Looking at lesson process and students’ evaluation sheet, did facilitator delivered lesson contents well as expected? 3. Looking at lesson process and students’ evaluation sheet, did delivery method (media) is used effectively as expected?4. Looking at pilot test plan and lesson process, does expense of lesson is effective and adequate as expected?5. Looking at pilot test plan, lesson process and students’ evaluation sheet, do you think is it ok to proceed to the implementation phase?

6. If you are not satisfied, what is the reason? What parts of lesson must be improved?

4) Pilot test results

Evaluation sheet for students- Student #1 Questions Strongly

DisagreeDisagree

NotSure

AgreeStrongly Agree

1. Can you comprehend whole lesson contents well?

O

2. Do you think learning material is written in adequate level?

O

3. Do you think media used in lesson enhanced your understanding and concentration?

O

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4. Do you satisfy with quality of facilitator’s instruction?

O

5. Do you feel that your photography competency increased after this lesson?

O

6. Can you take a picture of food depending on diverse situations or type of food?

O

7. Can you set a temperature of photography depending on type of food?

O

8. Can you utilize tablewares when taking a photo of food?

O

9. Can you choose props carefully related to kinds of food when taking a photography?

O

10. What is the most satisfying part in this lecture? Why?I think media was used appropriately.

11. If there are parts or elements that need improvement, please write down with reasons. Facilitator’s speaking speed is too fast.

- Student #2Questions Strongly

DisagreeDisagree

NotSure

AgreeStrongly Agree


O


O


O


O

5. Do you feel that your photography competency

O

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increased after this lesson?6. Can you take a picture of food depending on diverse situations or type of food?

O


O


O


O

10. What is the most satisfying part in this lecture? Why?Learning material’s (Let’s DoSLR) design and contents are very satisfying.11. If there are parts or elements that need improvement, please write down with reasons. Facilitator’s clarity of speaking is not satisfying.

- Student #3Questions Strongly

DisagreeDisagree

NotSure

AgreeStrongly Agree


O


O


O


O

5. Do you feel that your photography competency increased after this lesson?

O

6. Can you take a picture of food depending on diverse situations or type of food?

O


O

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O


O

10. What is the most satisfying part in this lecture? Why?It is very satisfying that I could take photo by myself and share my photo with other students.11. If there are parts or elements that need improvement, please write down with reasons.I’m perfectly satisfying with this lesson.

Evaluation sheet for ID team


DisagreeNotSure

AgreeStrongly Agree

1. Looking at lesson process, did lesson contents is delivered well according to intention?

O

2. Looking at students’ evaluation sheet, did lesson contents is delivered well according to intention?

O

3. Looking at lesson process and students’ evaluation sheet, did delivery method (media) is used effectively as intended?

O

4. Looking at lesson process and students’ evaluation sheet, did facilitator instruct effectively as educated and intended?

O

5. Looking at students’ evaluation sheet, students’ satisfaction level to lesson material is high enough?

O

6. Looking at students’ evaluation sheet, students’ satisfaction level to facilitator is high enough?

O

7. Looking at lesson process, did lesson hour is appropriate

O

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for effective instruction?8. According to students’ evaluation sheet, what are flaws of lesson and how should we improve those parts?Facilitator’s speaking clarity must be improved. To improve this flaw, we should inform facilitator this unsatisfying element and instruct facilitator to increase clarity of speaking.

IV. Implement Phase(Plan)

Based on our Analyze, Design, and Develop, we should implement the instruction. However we don’t have time until to do that, so our team made a plan of implementation to let people who are going to open a course of DSLR use this program whenever they want. We’ve prepared the Facilitator Plan and the Learner Plan. The former will be used by who wants to set up a DSLR course. Because we developed this program for Ewha University, the university would use it to train a lecturer. The latter will be used by the lecturer to plan the course and each lesson.

1) Facilitator Plan

IdentificationA teacher should have

A knowledge of Instruction process An expert qualification of DSLR

Schedule

Where: A classroom in universityWhen: Duration of this DSLR course - Sep.1 ~ Dec.20 (2nd semester)

2days a week, 2hours

Pilot test: May. 24th (1day, 3hours)Train the trainer: Aug. 20-21 (2days, 2hours each)

Train the trainer

Teach them Analysis of students (ex. Actual performance of

students, age, characteristics, etc,.) Review the facilitator guide and learner guide A way to use Cyber Campus Operating facilities for instruction in classroom

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Train-the-Trainer AgendaTime Topic10min

Introduction

30min

Inform learner analysis

60min

Review facilitator guide

10min

teach a way to use ewha cybercampus

10min

Teach how to operate teaching facilities in classroom

2) Learner Plan

Identification

Ewha university student Numbers of Students: 30 Location: a lecture room at school Experience Levels: Beginners(Handle DSLR just

in AUTO MODE) Attitudes: enthusiastic Skills that impact potential to succeed in the

Learning Experience: Possibility in communication, Capable of turning on and off camera and setting in auto mode

Schedule Will be provided with each students’ e-mail. (list

of prerequisites they need to possess before class)

Pre-course communication

Remind them of location, class schedule and how they will be evaluated. Upon completion of the course, students will be able to

Befriend DSLR Use Various Skills on DSLR Techniques on Shooting People Techniques on Taking Scenery Pictures Part 05 Techniques on Shooting Static Objects

TrackingTeacher should record students’ record with the evaluation of each student’s piece displayed in exhibition.

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V. Evaluate Phase(Plan)

After the course, we are going to have evaluation about the lesson and the students’ achievement. Our testing strategies have been shown in DESIGN phase. In this evaluate phase, more specific information about our test will be displayed. The test will be taken in perception, learning, and performance level. Because our program is a university lecture, a chance for students to evaluate the lecture is necessary. Also, with this course, students finally apply skills when taking picture, so we decided to test both students’ learning and performance. Three charts below shows the 5W1H of our test in each level.

Level PerceptionWho Administered by the Professor

WhatMeasure students perception of lecture, facilities or tools used in class, and about instructor

When Dec 20Where

through cybercampus(teacher will upload evaluation sheet)

Why Determine degree of satisfaction with the content, tools, and instructorHow multiple choice survey and open ended question

Level LearningWho Administered by the Professor

WhatMeasure how well they understood about DSRL and how well they can deal with when taking picture

When Dec 21~Dec23Where

exhibition hall

Why Determine students’ level of comprehension of the lecture

Howby displaying students’ photo in exhibition and is evaluated by teachers and experts in photography

Level PerformanceWho Administered by photography experts What Measure their actual DSRL using skill, and how well they applied in

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their photo through identifying number of visitor of blog and the feedback they wrote in comments of posts

When during winter vacation(Dec 21~ Feb 28)Where

on online blog

WhyDetermine students’ ability to apply their learning in their photos in reality and judge whether performance gap has been closed

Howby observation of authentic work task and observation of perception of blog visitors

Select Evaluation MediaTo evaluate the level of ‘perception’, we are going to use a multiple choice

survey and open ended question. So there would be needed a survey sheet and a questionnaire.

For the level of ‘learning’, a photo exhibition will be held. The professors and experts in photography evaluate the students’ photos displaying there. An exhibition hall and printed photo of the students are necessary for the exhibition.

Evaluating the ‘performance’ level is carried out with the students’ blogs. During the semester, students upload their photos on their blogs. After the semester, the professor will look around them. By observing of authentic work task and perception of blog visitors, the evaluation would be held.

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Appendix-Questionnaire

Before starting the project, we conducted a survey targeting university students around us from Mar. 26 to Mar. 28. We asked them what would be helpful to our project. The questions are as follows. (* On the questionnaire, we used Korean for the students to answer questions easier.)

1. How long have you used (had) DSLR?2. How much do you think you know about how to operate DSLR?3. Have you ever searched the Internet or a bookstore for learning how to

operate DSLR? If you have, was it easy to learn?4. How do you usually operate DSLR when you use it?5. If you use DSLR in auto mode without any setting, what’s the reason?6. Are the pictures you took with DSLR reveal your intent to express well?7. Next is about liberal arts in university. How much do you think the liberal

arts in university are helpful to your real life?8. If there is a liberal arts course where you can learn about DSLR from the beginning and have field days for taking photos with DSLR, are you of a mind to take it?

The survey was carried out on the website:https://docs.google.com/forms/d/1ftoMIEYZ-MfOgqdiW5Ud7T1aAsm31rDsupBGpSETTuA/viewform?usp=send_form

We got answers from 35 students and used it for our Analysis phase. The analysis contents and the graphs before are all based on this survey.

On the next page we’ve attached the original copy of the questionnaire.

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https://docs.google.com/forms/d/1ftoMIEYZ-MfOgqdiW5Ud7T1aAsm31rDsupBGpSETTuA/viewform?usp=send_form

https://docs.google.com/forms/d/1ftoMIEYZ-MfOgqdiW5Ud7T1aAsm31rDsupBGpSETTuA/viewform?usp=send_form

DSLR 카메라 소지 대학생 대상 설문조사

Instructional Design +E Team

1. DSLR 을 사용한 지(갖게된 지) 얼마나 되었습니까?① ~3 개월② 3 개월~1 년③ 1 년 이상

2. 당신은 DSLR 사용법에 대해 어느 정도로 알고 있다고 생각하십니까?매우 모른다 1 2 3 4 5 매우 잘 안다

3. DSLR 조작법에 대해 배우기 위해 인터넷이나 서적을 찾아본 경험이 있습니까?

있다면 알기 쉽게 배울 수 있었습니까?① 경험 있다 – 쉽게 배웠음 ② 경험 있다 – 어려웠음③ 경험 없다

4. 당신은 DSLR 카메라를 사용할 때 주로 어떻게 사용하십니까?① 별도의 설정 없이 auto 모드로 찍는다② 스스로 노출, 셔터스피드, 조리개 등을 조절하며 찍는다

5. 별도의 설정 없이 auto 모드로 찍는다면, 그 이유는 무엇입니까?① auto 모드로 찍는 것이 스스로 여러가지(노출, 조리개 등)를 조절하는 것보다 잘 나옴② 귀찮아서③ 노출, 조리개, 셔터스피드 등의 조작법을 잘 몰라서

6. 당신이 DSLR 을 사용하여 찍은 사진들은, 당신이 표현하고자 했던 의도를 잘 드러냅니까?

매우 드러나지 않음 1 2 3 4 5 매우 잘 드러남

7. 다음은 대학 교양 강의에 대한 질문입니다. 대학교의 교양 강의들은 실생활에 어느 정도로 유용하다고 생각하십니까?

매우 유용함 1 2 3 4 5 매우 유용하지 않음

8. 대학 교양 강의에서 DSLR 을 처음부터 쉽게 배우고, 실습을 나가 사진을 찍는 강의가 있다면 참여할 용의가 있습니까?

① 예② 아니오

설문에 참여해주셔서 감사합니다. :-)

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Group MembersChung Min Ji/1235029/ Analysis, Design(Testing strategies), Develop(Instructional Strategies, Formative Evaluation), Final ReportJung Won Lee /1346025/

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