Instructional Design CUR516

CUR 516Instructional Plan

Gina Myers

Instructional Plan Template | Slide 1

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.


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.


Needs Assessment1. 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.


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.


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

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.


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.


Phase II: Week Five


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.

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 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.


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.


Phase III: Week Seven


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.


Plan for ImplementationOThe 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 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 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

Assessmen

t

Temp checks Q&A after 45 minutes, exit cardsInstructional Plan Template | Slide 18


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



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




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



Formative AssessmentThis 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.


Phase IV: Week Eight


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.


Evaluation Instrument

https://www.surveymonkey.com/s/GTZZ7HZ





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

Date post:	10-Jul-2015
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Instructional Design CUR516

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