Easy Editing: Basic Digital Photography Manipulations Instructional Designer: Jessica Pettyjohn

INSTRUCTIONAL UNIT 2: THE TASK ANALYSIS AND INSTRUCTIONAL OBJECTIVES

SPECIFIC GOAL
After completing this tutorial, the learner will be able to use Windows Live Photo Gallery for basic digital photography manipulations, including: adjusting exposure, adjusting color, straightening photos, cropping photos, adjusting detail, fixing red eye, and adding black and white effects. Learners will demonstrate newly acquired digital photography manipulation skills by completing several exercises and projects that will incorporate their own personal digital images. Learners can repeat any of the IU exercises or tutorials until they feel as if they have mastered all skills being taught.

FIRST LEVEL TASK ANALYSIS

The following steps outline the steps learners will take while completing the basic digital photography manipulations tutorials: 1. Set up and familiarization of program workspace 2. Introduction of photography manipulations 3. Completion of photography manipulations tutorials and exercises 4. Completion of photography manipulations project 5. Check for understanding and mastery of skills

IN-DEPTH TASK ANALYSIS

The flowchart on the last page of document depicts the main tasks, subordinate skills, and entry behaviors involved with the completion of this photography manipulations tutorial and Instructional Unit (IU).

DOMAIN OF LEARNING GOAL

In order to complete the IU learning goal, learners will be required to use a variety of intellectual and cognitive skills. The goal is considered an intellectual skill goal because learners will be required to learn concepts, follow rules, and solve problems in performing the goal (Dick, Carey & Carey, 2005). Another way to describe the learning domain of the goal would be to use Benjamin Blooms Domains of Learning (McNair, 2004). Bloom divided learning behaviors into the three domains of cognitive, affective, and psychomotor. The learning goal of this IU falls under the cognitive domain of learning. Blooms Taxonomy divides the cognitive learning domain into the following six main categories of behavior: knowledge, comprehension, application, analysis, synthesis, and evaluation. These six categories of behaviors are used to describe the increasing complexity of cognitive skills as students move from beginner to more advanced in their knowledge of content (Vinson, 2011). This domain focuses on intellectual skills and is most familiar to educators since the cognitive domain is the core learning domain (Science Education Resource Center at Carleton College, 2011). This IU requires learners to use both intellectual and cognitive skills as they complete the multiple tutorials and exercises of the unit.

SUMMARY OF PEER REVIEW

One of the members of the intended audience (a high school student) and a fellow high school graphic design instructor were asked to review the task analysis and flow chart of this IU. The photography manipulations tutorials were met with some boredom from the student whom said he already knew how to complete the steps listed. When I asked him to review them as if he was

teaching someone else how to complete the photography manipulations, he became more interested and offered sound advice. Firstly, he expressed apprehension with the number of steps in the task analysis and suggested combining a few of the steps so that there were a less number of tasks. Secondly, when I explained that the IU had to be completed within half an hour, he suggested that I focus on less photography manipulations and manipulation exercises. I took both of his suggestions into consideration while revising my task analysis. The high school graphic design instructor reviewed the IU and the task analysis flowchart. Like the students, he also advised a decrease in the number of photography manipulations. With the given time limit for the IU, tutorials, exercises and final project, he said that I might have given too many steps and photography manipulations techniques for the learner to master. Additionally, he offered suggestions for the entry level behaviors that were required for learners to possess in order to complete the tutorials. However, he suggested utilizing Adobe Photoshop instead of Windows Live Photo Gallery. After discussing and explaining the basic photography manipulations skills that would be taught, he then agreed that Windows Live Photo Gallery would be best to use in this IU. Based on the peer reviews, I decreased the number of first level tasks from 6 steps to five. I combined the tasks of (3) completion of photography manipulations tutorials and (4) completion of photography manipulations exercises. These were combined into the new step three (3): Completion of photography manipulations tutorials and exercises. The exercise for each manipulation will be found at the end of each manipulation tutorial.

Instructional Goal: After completing this tutorial, the learner will be able to use Windows Live Photo Gallery for basic digital photography manipulations, including: adjusting exposure, adjusting color, straightening photos, cropping photos, adjusting detail, fixing red eye, and adding black and white effects.

D. Download Windows Live Photo Gallery

C. Access organized digital photos on computer

B. Download digital photos from camera to computer

A. Ability to operate personal computer

Entry Level Skills Above

1. Set up and familiarization of program workspace

1.1 Open Windows Live Photo Gallery Program

1.2 Open digital photograph learner wants to work with

YES 2.2 Comprehend Adjust Exposure?

1.3 Open and view each menu at top of workspace

YES 2.3 Comprehend Adjust Color?

1.4 After choosing Fix, explore menu to left of digital photo

YES

2. Introduction of digital photography manipulations

2.1 Read definitions and explanations of each manipulation Repeat all tasks NO

2.4 Comprehend Straightening Photos?

2.5 Comprehend Cropping Photos?

NO 2.8 Comprehend Adding Black & White Effects? YES 2.7 Comprehend Fixing Red Eye? YES 2.6 Comprehend Adjusting Detail?

YES

YES 3.1 Complete each manipulation tutorial and exercise Repeat all tasks NO YES 3.2 Demonstrate mastery of adjust exposure tutorial by completing exercise? YES NO

3. Completion of photography manipulations tutorials and exercises

3.3 Demonstrate mastery of adjust color tutorial by completing exercise?

3.4 Demonstrate mastery of straightening photos tutorial by completing exercise? YES YES

NO 3.7 Demonstrate mastery of fixing red eye tutorial by completing exercise? YES 3.5 Demonstrate mastery of adjusting detail tutorial by completing exercise?

3.8 Demonstrate mastery of adding black & white effects tutorial by completing exercise?

4. Completion of photography manipulations project

3.6 Demonstrate mastery of adjusting detail tutorial by completing exercise?

YES

YES

4.1 Examine requirements for and directions for project

4.2 Evaluate project example given to learner

4.3 Compose photography manipulations example

5. Check for understanding and mastery of skills

5.1 Compare learners photography manipulation project to project example NO

5.2 Does learners project resemble project example?

YES

REFERENCES
Dick, W., Carey, L., & Carey, J. (2005). The systematic design of instruction (6th ed.). Boston: Pearson/Allyn and Bacon. McNair, J. (2004). Domains of Learning. Miami, FL: Miami-Dade Community College. Retrieved March 9, 2011, from http://faculty.mdc.edu/jmcnair/Joe19pages/DOMAINS%20OF%20LEARNING.htm Microsoft Company. (2011). Windows live photo gallery 2011. Redmond, WA: Author. Retrieved February 13, 2011, from http://explore.live.com/windows-live-photo-gallery?os=other Konkle, B. (1999). The photo editing process. Marceline, MO: Walsworth Publishing Company. Retrieved February 13, 2011, from http://www.walsworthyearbooks.com/idea-file/8080/thephoto-editing-process/ Science Education Resource Center at Carleton College. (n.d.). Domains of Learning. Northfield, MN: Author. Retrieved March 8, 2011, from http://serc.carleton.edu/introgeo/assessment/domains.html Tracey, S. (2010). The importance of photo editing software. Xzcution.com. Retrieved February 13, 2011, from http://www.xzcution.com/the-importance-of-photo-editing-software/ Vinson, C. (n.d.). Learning domains and delivery of instruction. Los Altos Hills, CA: Foothill-De Anza Community College District. Retrieved March 8, 2011, from http://pixel.fhda.edu/id/learning_domain.html All images and pictures from Microsoft Word Clip Art Gallery.