Learner Task Analysis 503

8/3/2019 Learner Task Analysis 503

1/12

Instructional Design Project I 1

Learner and Task Analysis Plan for Picasa Software Workshop

Michelle JenkinsBoise State University

EdTech 503: Instructional Design Project 1

Table of Contents


2/12


Part 1.A Topic of Design Plan 3

Part 1.B Selected ID Model and Rationale 3

Part 2 Analysis of Learning Context 3

Part 3 Analysis of the Learners 5

Part 3.A Learner Analysis Plan 5

Part 3.B Learner Analysis Survey 5

Part 3.C Learner Analysis Report/ Data 6

Part 4 Analysis of the Learning Task 9

Part 4.A The Learning Goal 9

Part 4.B Learning Task Analysis 9

Part 4.C Learning Objectives 10

Part 5.A Assessment 11

Part 5.B Rubric 12

Reference List 13

Part 1A TopicThis project is an instructional design plan for a workshop about the desktop softwarePicasa.


3/12


Part 1B ID ModelThe Morrison, Ross, and Kemp Model of instructional design is used for this project.Because an instructor in a classroom setting will deliver the training workshop, aclassroom model is more appropriate than a product-oriented model. It specificallyaddresses the needs of the learners, looks at the instructional problem and emphasizesobjectives, plans for selection and design of instructional materials, and offers morethan one opportunity for evaluation of the learners and the instruction.

Part 2 Analysis of Learning Context

The Washington County, South Carolina, school district has requested SCID to

create a workshop focused on the photo editing software, Picasa. Some of the logistical

information has already been decided. Workshops will be delivered onsite, in an

updated lab with broadband access that can accommodate up to 40 participants.

Because the superintendent has already requested that the workshop should be

designed, this needs assessment would likely prove that this workshop is warranted

because the staff currently is not demonstrating desired skills in photos and image

usage.

To get information about the current technology in the school district, a survey

will be created and given to members of the IT department at each school in the district.

The IT survey will ask about photo editing software that is currently installed or being

used in the district, what type and how many digital cameras are available in the

schools, if they are kept in teachers classrooms, or if they are available to check out.

There will be questions about the operating systems on the staff and student

computers. In regards to the computer lab where the workshops will take place, IT staff

will be asked about availability of USB ports or CD drives, or about other network


4/12


functionality that might be used for sharing sample photos for the workshop. The

survey will also ask about availability and type of presentation equipment to be used by

the person teaching the workshop. All of this information will help the designer to create

instruction customized to the workshop setting, and also will reveal some background

context about previous photo editing activity used at the schools.

The designers will contact the superintendent or other administrators by phone or

email, and discuss timing options for the workshops, such as if the workshops will occur

during the workday at each specific building for small groups, or if staff will be required

to travel after school hours to a specific location. It will be useful to know if the staff is

receiving compensation for their attendance, if attendance will be a mandatory, or if

there has been interested expressed by the staff in this area of training. The designer

will also ask the superintendent in what ways the staff will apply their new knowledge

about photo editing and sharing, and if there are other technology or school

improvement goals related to the content of the workshop. Knowing the intended

outcome and workshop goals will definitely influence the designer in the creation of

practice materials that are meaningful to the learners. To collect information about

current image usage in the district, the designers could analyze the school district web

pages and look for evidence of the different ways images are currently being published.

Part 3.A Analysis of the Learners - Plan

In this instructional design plan for Washington County South Carolina, the

intended audience is adult learners, the teaching staff of approximately 160 people.


5/12


When planning for the target audience, the designer will use information gathered from

the surveys of the learning context to determine what prior opportunities the staff may

have had available in the area of photo editing and publishing. This indirect information

may be helpful, but a direct survey of the audience will provide more evidence of

specific skills the learners have, recent experience with cameras and computers in

general, and their attitude towards learning technology skills. An online survey will be

distributed via direct email to all of the staff, and the responses recorded directly to a

spreadsheet for analysis. This learner analysis survey coincides with a prerequisite

analysis of skills of the specific learners. Collecting real data and information gives the

designer directed information for developing effective instructional materials.

Part 3.B

The learner survey contains 17 questions that will collect general information

about the teachers job duties and experience, computer experience, and some specific

information about the workshop topic, digital photo use, and editing skills. The

questions also draw from the learners opinions and impressions about the topic, and

about other tech training experiences.

Connect to the online survey: https://spreadsheets.google.com/viewform?

formkey=dE83UTZtMl85VEJmcm1wQkx5cUJMVkE6MQ

Part 3.C Report on Survey Results

Of the 160 staff members of the WSDSC, 95% are teachers and 5% are

classroom aides. Fifty percents have been employed by the district for 2-5 years, 10%
https://spreadsheets.google.com/viewform?formkey=dE83UTZtMl85VEJmcm1wQkx5cUJMVkE6MQhttps://spreadsheets.google.com/viewform?formkey=dE83UTZtMl85VEJmcm1wQkx5cUJMVkE6MQhttps://spreadsheets.google.com/viewform?formkey=dE83UTZtMl85VEJmcm1wQkx5cUJMVkE6MQhttps://spreadsheets.google.com/viewform?formkey=dE83UTZtMl85VEJmcm1wQkx5cUJMVkE6MQ


6/12


for 5-10 years, and 40% for more than 10 years (figure 1). Sixty percent are elementary

grade teachers, 30 % are secondary teachers, and 10% teach multiple grade levels.

All of the respondents report using a computer every day, or several times a day,

indicating a target audience with a previous base of computer skills. They report using

a computer for a variety of tasks including record keeping, communication,

entertainment, research, and multimedia. Thirty percent prefer Apple operating system,

20% prefer Windows operating system, and 50% indicate they can use either of the two

main operating systems equally. Forty percent say they participate in formal technology

training a few times each year, while 60% report once a year, or less. All respondents

have participated in some form of organized computer training, and 70% prefer face-to-

face teacher led training over pursuing training individually by watching videos or

reading manuals. In their classrooms, 50% of teachers have students using computers

in class every day, and 50% of students use computers once a week.

In regards to working with photos, the topic of the training, there is a lot of

background experience. One hundred percent have uploaded pictures from a camera,

and also used a photo gallery tool to look at pictures. In editing skills, 60% have used

editing tools to correct lighting or crop a photo, while 40% have not (figure 2). In rating

their ability to edit photos, 50% report a high rate of confidence with these skills, and the

other 50% are not quite as secure in their skills, but none rated themselves in the very

lowest category (figure 3).

Figure 1

Figure 2

Figure 3


7/12


This analysis of the learners indicates that the target learners have previous

knowledge in several important areas: general computer skills, transferring pictures

from a camera to a computer, and photo viewing skills. This will allow the instruction to

focus on tools specific to the software application, and on more detailed instruction and

practice with photo editing features. The analysis also shows that learners

overwhelmingly prefer teacher-led instruction, which should translate into the

development of the instructional methods and materials.


8/12


Part 4 Analysis of Learning Task

Part 4.A Learning Goal

After participating in the Picasa workshop, participants will be able to edit photos byadjusting exposure, focal point, red eye, and color balance, so that the photo is in anatural, not exaggerated state. Participants will also export the photo for use in otherprograms.

Part 4.B Task Analysis

This flowchart shows the learning tasks for operating the Picasa photo application.Task Analysis flowchart 1 http://mywebspiration.com/view/478292a37635

This chart details the tasks to be learned in editing pictures.Task Analysis flowchart 2 http://mywebspiration.com/view/478750ad487
http://mywebspiration.com/view/478292a37635http://mywebspiration.com/view/478750ad487http://mywebspiration.com/view/478292a37635http://mywebspiration.com/view/478750ad487


9/12


Part 4.C Learning Objectives

1. Given a set of pictures, the student will use available tools to view pictures.Given a set of pictures, the student will

1.2 View a single picture1.3 Move from one picture to the next with navigation arrows1.4 Move back to the library view1.5 Select a different set of pictures

2. Given a set of pictures, the student will activate the slideshow tool.

3. A student will operated designated tools to edit pictures.

3.1 When presented with a picture of many people, the student willmodify the picture so that it only includes one person.3.1.1 The student will demonstrate the crop technique.

3.2 When presented with a dark picture, the student will adjust the lightlevels.3.2.1 The student will define terms highlight, shadow, and fill

light.

3.3 When presented with a picture, the student will adjust the color to amore natural state.

3.4 When presented with a picture, the student will eliminate red eyes.

3.4.1 The student will analyze the amount of color distortion

in a picture that includes human faces.

3.5 After editing a picture, the student will save the changes.

4. Given a set of pictures, the student will select one or more pictures to exportto a folder.

4.1 The student will define export.4.2 The student will choose an image resolution.

4.2.1 The student will define image resolution.

Part 5 Assessment


10/12


This plan is designed for a hands-on, teacher-led, instructional workshop. It

takes place during a single occurrence of time; it does not have multiple class meetings.

The learners will learn the skills and practice the skills during the same time period.

Because the tasks require the student to practice and demonstrate skills, then the

measure of achievement should reflect the demonstration of learning, not a written

description of what was learned. Therefore, a rubric will be used to assess the learning

of the participants during the instructional time. Because these are adult learners in an

informal setting, the rubric could be used as a self-assessment rather than a formal

evaluation by the instructor. Given the time frame, it might not be possible for an

instructor to evaluate all the students with a rubric, so self-assessment might be the only

realistic means of evaluation. For record keeping or professional development

purposes, a simple checklist could also be used to verify that the participants had

completed the tasks.

Based on the rubric, the instructor can identify which skills might be a target for

additional instruction, possibly via a video tutorial that could be posted on the school

district website. The rubric provides results to the superintendent about the success of

the workshop, and would determine how the new skills could be applied. Depending on

who designed the workshop, assessment data could also be communicated to the

instructional designer for summative evaluation of the course material.


11/12


Rubric: Picasa photo editing software

Use a table for each student. Make a checkmark in the appropriate column.

NameTask Mastery Proficient Needs

Improvement

Picture

Viewing Tools

___Uses all

viewing tools and

library gallery with

ease

___Uses all

viewing tools and

library gallery

___Difficulty

selecting the

desired picture in

the edit window

Slideshow

Tools

___Uses custom

features of

slideshow

___Uses slideshow

but not

customized

features

___Unable to start

auto-play

slideshow

Editing - Crop ___Picture cropped

using sample croptools and custom

crop

___Can crop use

the sample cropareas

___Difficulty

selecting specificarea of picture

Editing

Exposure

___Uses auto

exposure tool and

custom light

sliders

___Uses auto

exposure tool

___Cannot

improve extreme

light/dark

Editing - Color ___Uses auto colortools and custom

color sliders to

obtain natural

coloring

___Uses auto color

tool or color

sliders

___Cannot

improve distorted

color in a photo

Editing Red

Eye

___Completely

removes red eye

with natural

looking face result

___Removes red

eye, but not

completely

___Cannot remove

red eye defect in

photo

Export Pictures ___Exportspictures to desired

folder with

resolution chosen

for picture

application

___Exports

pictures to desired

folder

___Cannot locate

pictures that have

been exported


12/12


References

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th

ed.). New York: John Wiley & Sons, Inc.

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective

instruction. New York: John Wiley and Sons, Inc.

Documents

Learner Task Analysis 503