Juanita R. Martinez
EDTC 6321: Instructional Design
Manipulation of Digital SLR Cameras for the Process of Taking Artistic Photograph
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Project Description:
The purpose of this instructional unit is to present students with the procedures to manipulate an Digital SLR camera.
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Responsibilities Met:
2.1, 2.2, 2.3, 2.4, 2.5
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.2, 5.3
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Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.
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| Performance Indicators |
Justification |
2.1 Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience.
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2.1 Student from the Donna Independent School District who enrolled in an Art II- Photography class were provided with digital SLR camera's and were given the task of taking artistic photos by using manual camera settings. The IT conducted a performance analysis and determined that 35 out of 75 of the students in the photography classes only operated a camera to take basic photographs and had never used the manual settings to take more artistic photographs. The learning goals of the training were created based on the intended audience of approximately 75 high school art students. |
| 2.2 Demonstrates ability to perform comprehensive task analysis of an instructional objective. |
2.2 A task analysis was conducted and the two instructional goals were broken down into 8 tasks. For each task, an objective and test item were identified. .
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| 2.3 Demonstrates ability to select and integrate into instruction a variety of research-based instructional strategies. |
2.3 Lesson plans created followed Gagne's 9 Events of Instruction and were opportunities for various learning styles: verbal, visual, auditory kinesthetic, and social. These guidelines were used as to create research based instructional strategies such as demonstrating how to manipulate the shutter speeds and aperture settings of the digital SLR camera.
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| 2.4 Demonstrates ability to develop and select appropriate assessment instruments. |
2.4 The assessments used to evaluate the quality of the information were comprehension assessments where the learner was required to complete a specific task in order to verify knowledge was attained. The questions were based on the different levels of Bloom's Taxonomy.
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2.5 Demonstrates ability to use formative evaluations for iterative assessments of components of the design process.
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2.5 As part of the project three formative evaluations were conducted. One by a subject matter expert, another by a Master Technology Teacher and the third by a Teacher who is part of the intended audience. Feedback was provided and changes were made.
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Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.
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| Performance Indicators |
Justification |
3.1 Demonstrates ability to develop instruction using a minimum of three different medias.
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3.1 The media selected for this instructional unit consisted of Digital SLR Camera, camera Manual, YouTube videos, a PowerPoint presentations, these were the different medias utilized in this training also provided instruction for different learning styles.
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| 3.2 Applies research-based rationale for the selection and utilization of technologies for learning. |
3.2 Gagne's 9 Events of Instruction were followed to create the instructional unit, alongside the course textbook was the basis for the selection and utilization of the technologies for learning incorporated on the instructional unit. |
| 3.3 Demonstrates ability to manage projects and evaluate progress and improvement. |
3.3 As the project manager,I made sure to stayed on a schedule to make sure the project would not run behind. I also followed a calendar closely to ensure all deadlines were met. |
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3.4 Uses the results of evaluation methods to revise and update instructional materials.
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3.4 Revisions made to the instructional unit were based on the feedback provided by the learners during the formative evaluation. If there was any failing students during the summative evaluation, they were offered tutoring on their own time. |
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Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.
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| Performance Indicators |
Justification |
4.1 Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction.
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4.1 Formative evaluations were conducted using a One to One Trial, Small group trial, and a field trial were all conducted. All feedback and suggestions were used to update and improve the instructional unit material.
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| 4.2 Demonstrates ability to use summative strategies to evaluate the quality of instruction. |
4.2 The Summative evaluation took place at the end of the evaluation. The results were used to revise the instructional unit as necessary. |
| 4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives. |
4.3 The assessments used to evaluate the quality of the information were comprehension assessments where the learner was required to complete a specific task in order to verify knowledge was attained. The results and feedback were used to improve the instructional unit where necessary. |
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4.4 Documents results from formative evaluations and uses those results to revise instructional materials, and/or instructional development process.
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4.4 All the modifications and revisions made to the instructional unit were based on the results from formative evaluations. The feedback received was analyzed to identify the areas that needed improvement and the modifications were done accordingly.
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| Responsibility 5: Research. The candidate collects, evaluates, and synthesizes research from a variety of appropriate sources in order to support decision-making in design, development, implementation and evaluation of instructional systems. |
| Performance Indicators |
Justification |
| 5.2 Uses research in instructional technology to justify academic decisions in course work projects and professional work-related responsibilities. |
5.2 Gagne's 9 Events of Instruction were followed to create the instructional unit, alongside the course textbook was the basis for the selection and utilization of the technologies for learning incorporated on the instructional unit |
| 5.3 Uses research to justify selections of instructional strategies. |
5.3 The use of instructional strategies were based on research, developer experience, and Gagne's 9 Events of Instruction
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Modifications Made:
The project was continually being modified over the duration of the due dates for the different sections of the project. Feedback from the instructor occurred after every step of the project and resulted in continual improvements of the product.
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