Ed Tech 503 Instructional Design

Creating Quality High Dynamic Range (HDR) Images

Instructional Design Final Project spring 2012 Submitted by Damon Fairchild _________________________________________________

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Table of Contents Reflective Synthesis Paper Part One - Topic Part 1a: Learning Goal Part 1b: Audience Part 1c: Rationale Part Two - Analysis Report Part 2a1: Needs Analysis Survey Part 2a2: Needs Analysis Survey Report Part 2b1: Description of Learning Context Part 2b2: Description of Transfer Context Part 2c: Description of Learners Part 2d: Learning Task Analysis Part Three - Planning Part 3a: Learning Objectives Part 3b: Matrix of Objectives Part 3c: ARCS table Part Four - Instructor Guide Part Five - Learner Content Part 5a: Learning Materials Part 5d: Formative and Summative Assessment Materials Part 5c: Technology Tool Justification Part Six - Formative Assessment Plan Part 6a: Expert Review Part 6b: One-to-One Evaluation Part 6c: Small Group Evaluation Part 6d: Field Trial Part Seven - Formative Evaluation Report Part 7a: Evaluation Survey Part 7b: Results of Expert Review Part 7c: Comments on Change Part 8 - AECT Standards Grid References

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REFLECTIVE SYNTHESIS At the inception of this term we were asked as students to define from our current experience what the meaning of design was. The definitions, while similar, varied quite a bit and I simply defined it as creating with a purpose. I dont think I was too far off but we were later challenged to consider then Instructional Design and Systematic Instructional Design and how adding those words into the mix would change the meaning. In looking back at my interpretations of those was also reasonably close but at the same time showed evidence of being extremely simplistic and I might even add nave. While there is no question I am far from being the expert I one day wish to be I can say without question that even if I lack the ability to create a well-designed course that is effective in communicating the instructors duties, the learning objectives, the learners needs and motivations, the methods of assessment, the technology needed to execute the plan, the context within which instruction will be delivered, and the exact methods by which the plan will be implemented I am sure I have a more full understanding of how in depth the process is and has to be. At some point in most of our lives we have placed before us a heavy box with a brand new barb-que, bookshelf, entertainment center, or childrens toy. We joke with those around us that in a rather small font you can find, if you look for it, the phrase Some assembly required. To us this is funny because of the word some. We know that some really means You will be assembling this piece by piece. You will be hoping the entire time that all of the necessary pieces are contained in the box. You will also be hoping, before you open the box, that the instructions are written in a language that you can read and that the various pieces are still the same size and dimension as those that appear on the instructions that quite possibly might not have been updated over the previous 3 revisions to the objects design. Despite these well-known challenges we, most of the time, are able piece things together, but not without reaching a certain level of frustration and perhaps letting a curse word our two slip from the tip of our tongue, through our teeth, across our lips, and out into the space around us! Now imagine this same scenario in a classroom or in a boardroom at the corporate headquarters. How long could the attention of the learners continue under such conditions? How long would their motivation be at a peak or even manageable level? Without a well-designed, well planned, detail rich and ultimately well executed plan the chances of course objectives being met are extremely slim. Ed Tech 503 has transformed my nave mind from believing that instructional design meant something along the lines of planning instruction in a multi-sensory, multi media environment to instructional design actually meaning a theory based, research re-enforced, system of developing wellstructured instructional materials using objectives, related teaching strategies, systematic feedback, and evaluation.

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PART 1: TOPIC
PART 1A: LEARNING GOAL After a watching a series - 10 to 15 minute video presentations, intermediate to advanced photography students will be able to use a digital SLR camera to capture the multiple exposures necessary to create an HDR image, import the RAW images into Adobe Lightroom, and then create an HDR image using Nik HDR Efex Pro.

PART 1B: AUDIENCE Learners for this course will consist of intermediate to advanced photography students. The age group and formal education range from high school students to doctors and the only requirement to enroll in the class is previous photography experience and sound understanding of how to make manual adjustments to camera settings.

PART 1C: RATIONALE In todays world of high definition televisions, retina displays, and a 159 foot 1080p jumbotron at Cowboys stadium we are becoming more and more accustomed as a society to see the world through almost unrealistic glasses. Real or not, it has become the norm and the expectation from most all sources of media and there is no exception to photographers. As we try and keep up with the competition and expectations of our customers or even print competition fellows, amateur and professional photographers alike have a need to keep up with the times. This course will allow the professional to maintain or build the foundation for a competitive edge and will also help propel the amateur into a field of photography with limitless possibilities. Interestingly though with as much creativity is typically associated with photography as an art form this course is mainly supplantive instruction as the processes and systems by which the images will be created are strictly laid out. On the other hand the work being performed for the final project takes on much more of a generative feel as the learner will use their own creative juices to put together the final project. I would say it is a 65-35 split. Finally, the motivational strategy that most closely would be associated with my course is procedural. It is a step by step process that must be learned and followed, for the most part, with exactness in order to ensure the desired result.

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PART 2: ANALYSIS REPORT PART 2A1: NEEDS ASSESSMENT SURVEY I used the following survey to determine the needs of those intermediate to advanced learners who would be taking the course: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. What is an F-Stop? How can the F-stop affect an image? Which would F-stop would cause more to be blurry in an image: F 2.8 or F 22? What is the Shutter speed? How can shutter change an image? Which shutter speed would be more likely to stop the motion of a humming birds wings: 1/20th or 1/2000th? What is ISO? How does ISO affect an image? Which ISO would most likely have more grain: ISO 100 or ISO 800? What is Bracketing? What is Dynamic Range? What does HDR stand for? What are the benefits of HDR? Where is the Automate menu found in Adobe Photoshop? What is a levels adjustment in Adobe Photoshop? Which File type is of higher quality: JPEG or TIFF?

PART 2A2: NEEDS ANALYSIS SURVEY REPORT

HDR Survey Results

120

Percentage Correct

100 80 60 40 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Question Number

HDR Survey Results

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I was interested to find the above results from the survey I gave to 12 recipients. Of the 12, 3 were high school students in an Advanced Photography course and the remaining 9 were photography enthusiasts. What I found was that adults ranging from ages 19-35 did not miss a single question but the Advanced Photography students who were actively involved missed all of the questions that were missed! In their defense, their high school does not offer any courses specifically dedicated to HDR photography and the majority of the questions the missed were related to HDR specifically. If I had to determine whether or not these potential learners were ready for the class I would have to say yes. In fact, I might even be able to say that the 9 adults were over prepared and that this basic HDR class might not be as challenging for them while the high school students would have a much more significant learning experience. All students had a strong understanding of the camera, its functions, and how each of those functions affects the output of the camera. PART 2B: DESCRIPTION OF THE LEARNING CONTEXT PART 2B1: LEARNING CONTEXT This course will be offered completely online although it will not be completely self-paced. It will be important for learners to share their progress as well as give feedback to their peers throughout the course. In order to perform the tasks necessary students will need the following: Camera Gear 1. Digital SLR Camera 2. Light Meter a. Professional b. In camera c. Mobile App Hardware 1. Windows or Mac operating system a. Windows 7 or OSX preferred b. Can work around with older versions but will not operate the same Software 1. Adobe Lightroom 2. NIK Color Efex Pro 3. Both can be downloaded as a free 30 day trial if necessary

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2B2: TRANSFER CONTEXT Learners will study and share online, but will ultimately put skills learned into practice in a variety of ways. The high school aged students will use their newly acquired knowledge of HDR to prepare for and create images to be entered into the local and state print competitions. Some of these students will be seeking art degrees after high school and a strong showing at competition and a portfolio with high quality samples of their abilities can make a tremendous difference. The adult learners in this case are all hobbyists. The learned skills will serve them in having more impactful personal blogs, Faceboook pages, higher number of flikr views, and the ability to just plain have more fun and feel a sense of pride an accomplishment. PART 2C: DESCRIPTION OF THE LEARNERS The learners for this particular course happen to all be between the ages of 16-35 and have an interest in photography. Their knowledge of the key components of a camera is excellent and their understanding of how the three key components (F-Stop, Shutter Speed, ISO) allows them to already create good quality images. While I have not yet seen sample images I feel confident in knowing even if I subjectively dont like the images or if the creator lacks knowledge of areas like composition or impact that their images should still be technically sound. Between all individuals surveyed of the first 9 questions which were directly related to camera settings, only 5 missed missed 1 question and no one missed 2.
109 108 107 106 105 104 103 102 101 100 1 Possible Answers Answered Correctlly

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By the same token, there were 3 individuals who took the survey who have virtually no knowledge of more advanced photographic concepts. All three missed every question regarding dynamic range, high dynamic range (HDR), and 2 of the 3 missed all questions concerning file types. PART 2D: LEARNING TASK ANALYSIS

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PART 3: PLANNING PART 3A: LEARNING OBJECTIVES Using a Digital SLR, Adobe Lightroom Software, and Nik HDR Efex Pro the learners will be able to: 1. Measure intensity of light a. Use light professional light meter, in camera meter, or mobile app meter b. Determine proper camera settings based initially on desired aperture. 2. Adjust camera settings to capture multiple exposures a. Set Camera to bracket at desired settings. 3. Import images into Adobe Lightroom a. Connect camera card to computer via card reader b. Create database in Adobe Lightroom 4. Organize images, select and label preferred images a. Organize by file name b. Highlight with 3 star rating to indicate favorites 5. Import Images into Nik HDR Efex Pro a. Open software and browse to desired images 6. Select Appropriate Pre-Set Effects a. Determine if any of the NIK presets are to your liking b. Test a variety of presets 7. Make manual global adjustments a. Adjust the following i. Levels ii. Saturation iii. Contrast 8. Create control points and make adjustments to them a. Adjust the same settings as with global only over selected areas b. Add control point to eliminate changes to area not desired 9. Save final image in several formats and sizes a. TIFF b. JPEG

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PART 3B: MATRIX OF OBJECTIVES Blooms Learning Taxonomy Format of Objectives Classification Assessment
1

Evaluation

Description of Test Form Perform measurement Performance of light

Application

Perform adjustments Performance to camera settings

Application

Perform act using Performance computer software Perform act using Performance computer software Perform act using Performance computer software

Sample Items Using either a professional light meter, a light meter app for your phone, or the built in light meter in the camera, determine the intensity of light on your subject Manually adjust the exposure settings on your camera to the appropriate ISO, Fstop, and shutter speed based on desired outcomes After capturing images, import them into Lightroom Browse through images and label your favorite series with 3 stars for each image After selecting you favorite images, make not of the image numbers and import your favorites into Nik HDR Efex Pro Upon opening Nik software, decide which preset HDR effects you would like to apply to your image and make the selection After Nik software has created the HDR image, make manual adjustments to the image exposure After making manual global adjustments to image, make adjustments to specific areas of the image After completing final adjustments, save file first as a PSD or TIFF

Evaluation

Application

Evaluation

Perform act using Performance computer software

Application

Perform act using Performance computer software

Application

Perform act using Performance computer software

Application

Perform act using Performance computer software

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PART 3C: ARCS TABLE Categories & Subcategories ATTENTION A.1. Perceptual arousal Students will view this video demonstrating the uses of NIK HDR Efex Pro and sample images created from it. Ask questions: What type of photography do you enjoy? What subject matter do you prefer to photograph? Show samples of HDR images in varying categories i.e. landscape, commercial, portrait, wedding. Process Questions

A.2. Inquiry arousal

A.3. Variability

RELEVANCE R.1. Goal orientation Ask learners what their objective in taking the course is. What do they intend/hope to learn and how do they expect the class will change their current practices whether they be business or personal. Learners will be allowed to choose the subject matter of their photographs, but will be asked, in advance, to report what that subject matter will be. Prior to instruction, the students will fill out a survey to assess their ability level, but will also submit sample images of their prior work. Instructor will give learners feedback on at least 1 of those images upon receipt.

R.2. Motive matching

R.3. Familiarity

CONFIDENCE C.1. Learning requirements Points of emphasis: HDR is a process that if followed precisely offers all those who use it a high level of success. Sharing samples of images with standard dynamic range compared to the same image in HDR will show students the success they can achieve. They will also be given a rubric with requirements to fill each step of the process. Because this class is extremely task oriented, students will be able to measure their success simply by seeing the improvement in their work. Instructor will also give positive feedback and constructive criticism of final projects. Learners will compare their work/process with the rubric provided to ensure that they arent missing any steps in the process and finish the task completely and appropriately.

C.2. Success opportunities

C.3. Personal control

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SATISFACTION S.1. Natural consequences Students will either be engaged armatures or working professionals. The nature of their work provides them with real life, every day opportunities to use the knowledge gained from this course. Student images will be posted in a gallery or discussion forum for others to view and give feedback on. Specific instruction will be given to give feedback only on items found in rubric rather an art critique as our opinions on such things are clearly subjective. Immediate positive feedback will be given. Yes, some critique will come from the instructor in order to promote future growth, but congratulations for new found knowledge and success are extremely important.

S.2. Positive consequences

S.3. Equity

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Part Four - Instructor Guide Introduction Active Attention or Gain Attention As this is an online course, the instructor will send welcome email with contact information offering to answer questions or make clarifications prior to the first lesson. Establish Purpose or Inform Learners of Purpose 1. Initial email will state name of course: Creating High Quality HDR Images using DSLR, Adobe Lightroom, and NIK Color Efex Pro. 2. Upon visiting course homepage learners will find introductory message detailing the course objectives which upon completion will ensure ability to do the following:
1. Measure intensity of light 2. Adjust camera settings to capture multiple exposures 3. Import images into Adobe Lightroom 4. Organize images, select and label preferred images 5. Import Images into Nik HDR Efex Pro 6. Select Appropriate Pre-Set Effects 7. Make manual global adjustments 8. Create control points and make adjustments to them 9. Save final image in several formats and sizes

Arouse Interest and Motivation or Stimulate Learners Attention/Motivation Students will watch this video Preview the Learning Activity or Provide Overview
After a watching a series of 10 to 15 minute video presentations, intermediate to advanced photography students will be able to use a digital SLR camera to capture the multiple exposures necessary to create an HDR image, import the RAW images into Adobe Lightroom, and then create an HDR image using Nik HDR Efex Pro. 1. Lesson 1 Measuring Light and Using your DSLR a. b. c. 2. Measure light using professional light meter, mobile phone light meter app, or built in light meter in camera. Adjust camera settings appropriately Capture multiple exposures using bracketing technology built into DSLR camera.

Lesson 2 Adobe Lightrooom a. b. Import images into Adobe Lightroom Organize images, select and label preferred images

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3.

Lesson 3 NIK Color Efex Pro a. b. c. d. e. Importing Images Selecting Presets Making global adjustments Using Control Points Saving Images in multiple formats

Body Recall relevant prior knowledge or Stimulate recall of prior knowledge 1. As an introduction to the course students will be required to do the following: a. Share in class forum their prior experience in photography b. Submit at least 1 and up 3 images to be reviewed and discussed by peers under strict guidelines of providing positive feedback. The objective at this point is not to critically judge each others work but rather to share personal experiences. Each image submitted will also be accompanied with a short excerpt as to why the learner had taken the picture and under what conditions it was created. c. Learners will also complete the following survey in order to analyze needs: 1. What is an F-Stop? a. How can the F-stop affect an image? b. Which would F-stop would cause more to be blurry in an image: F 2.8 or F 22? 2. What is the Shutter speed? a. How can shutter change an image? b. Which shutter speed would be more likely to stop the motion of a humming birds wings: 1/20th or 1/2000th? 3. What is ISO? a. How does ISO affect an image? b. Which ISO would most likely have more grain: ISO 100 or ISO 800? 4. What is Bracketing? 5. What is Dynamic Range? 6. What does HDR stand for? 7. What are the benefits of HDR? 8. Where is the Automate menu found in Adobe Photoshop? 9. What is a levels adjustment in Adobe Photoshop? 10. Which File type is of higher quality: JPEG or TIFF?

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Process information and examples or Present information and examples

Lesson 1 Measuring Light and Using your DSLR Watch the following Videos: 1. Using Light Meter

2. Capturing Brackets Important note: Every camera setup is different. It will be important for learners to use camera manual how to set up automatic bracketing. This video gives some great information for once it is done. 3. Here are some additional reading resources: a. HDR How to Photographing b. Capture More Light Lesson 2 Adobe Lightroom Learners will read this and watch the accompanying video after the article. Lesson 3 NIK Color Efex Pro Watch this tutorial

Focus Attention or Gain & Direct Attention Lesson 1 Require learners to submit low resolution images showing multiple exposures to class forum and discuss challenges, accomplishments, and ideas. Also require to comment on 2 of their peers posts. Lesson 2 Require learners to submit screen shot of images after import into Adobe Lightroom to class forum and discuss challenges, accomplishments, and ideas. Also require to comment on 2 of their peers posts. Lesson 3 Require learners to submit final image to class forum. Also require to comment on 2 of their peers posts. Employ Learning Strategies or Guide or Prompt Use of Learning Strategies Accomplished in completion of each lesson requirements. Practice or Provide for and Guide Practice Accomplished in completion of each lesson requirements. Evaluate Feedback or Provide Feedback

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Be sure to give prompt, detailed feedback in class forums and encourage interaction among peers. Ask thought provoking questions when necessary or an appropriate opportunity arises. Conclusion Summarize and review or Provide summary and review After each lesson provide a brief summary of the previous lesson and use as transition into subsequent lesson. Transfer learning or Enhance transfer Have learners do final reflection on course. Discuss skills learned and how they plan to use HDR in the future in class forum. Remotivate and Close or Provide Remediation and Closure After Final images are submitted to class forum and commented on by you and by classmates send a congratulations email to entire group with like to Animoto Video you create using all of their final images set to music. This will help to re-emphasize the growth they experienced in the course. Assess Learning or Conduct Assessment Evaluate Evaluate final images as well as feedback from learners throughout the course. The ability to produce a final product that meets the criteria of an HDR image is the most important and clear method of discerning whether or not learning has occurred. Feedback and Seek Remediation or Provide Feedback and Remediation Comment promptly on final images as students will not wait long before they dont visit course site again. Encourage learners to continue with future photography courses and to immediately put into practice principles learned in this course.

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PART 5 LEARNER CONTENT PART 5A: LEARNING MATERIALS

Learning Material HDR Video Sekonic Light Meter Video Capturing Brackets Video How To Article Capture More light Article Lightroom Article Lightroom Video Tutorial NIK Video Tutorial

Purpose Motivate and Introduce HDR Images Instruct how to use professional Light Meter Instruct how to capture multiple images at once Additional Reading Additional Reading Introduce Basics of Lightroom Introduce Basics of Lightroom Introduce Basics of NIK Color Efex Pro

When Used Introduction to course Lesson 1

Lesson 1 Lesson 1 Lesson 1 Lesson 2 Lesson 2 Lesson 3

PART 5B: FORMATIVE/SUMMATIVE ASSESSMENT Assessment Material Pre-Quiz Final Image Rubric Purpose Determine prior knowledge Ensure HDR process followed

The Pre-quiz is found in the instructor guide Instructor will use the following rubric for grading final image project: Task Original 3 Images submitted Screen Shots from Lightroom Screen Shots from NIK Final HDR Image Evident Not Evident

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PART 5C: TECHNOLOGY TOOL RATIONALE Technology Tool Rationale Camera Gear To determine quality of light To capture images To Hold Camera Steady Hardware To record captured images To copy images from camera card to computer To process, organize, and edit images Software Software Used to process images Software used to manipulate HDR Images

Light Meter Digital SLR Tripod Camera Card Camera Card Reader Personal Computer Adobe Lightroom Nik Color Efex Pro

PART 6: FORMATIVE EVALUATION PLAN

PART 6A: EXPERT REVIEW My SME is Shawn Murphy. Shawn has nearly 20 years of teaching experience as a High School Photography instructor. He is also the Art Department Chair and works professionally as a photographer outside of school. Shawn began his career as an art teacher and soon after designed a photography curriculum that not only has helped to turn out photographers such as Jon Johnson, who later graduated from the prestigious Brooks Institute of Photography, but his courses have become wildly popular among students at his high school in Richland Washington. He teaches 5 classes a day with anywhere from 30-35 students in each class many of whom regularly win awards at local, regional, and state competitions. His expertise in both the field of education and photography make him a perfect SME for this project. PART 6B: ONE-TO-ONE EVALUATION I will have two learners, high school photography students, complete the course. I will have their high school photography teacher administer the course using the instructors guide provided so that I can get some perspective from both the learner and instructor. The instruction will take place online as the course is designed to be online with a facilitating instructor and the evaluations will take place via telephone or Skype as the learners are quite a distance from me.

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I would ask the learners the following questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. Do you feel you learned what was intended to be learned in the course? If you did not learn the intended material, what did you learn if anything? Was the instruction too short, too long, or just enough to learn the desired material? If it was too short or too long, what would you recommend? Was the order of instruction precise? Was the instruction motivating? If it was motivating, what was the most motivating portion? What was the least motivating portion? How easily were you able to access the necessary materials in order to complete the instruction? 10. What suggestions would you make to improve the instruction? I would ask the instructor the following questions: 1. Was the instructors guide clear? 2. If not, what areas need more clarity and what would you suggest? 3. Was the order of instruction appropriate in order to achieve objectives of course? 4. Were there any typographical or grammatical errors in the instructors guide or instruction materials? 5. Can you see yourself teaching this course again? 6. Why or why not?

PART 6C: SMALL GROUP EVALUATION My small group instruction will take place similarly to the one to one instruction but the group will be 5 students. I will have a new instructor facilitate so that I can get yet another perspective on the instruction. Of course prior to administering the small group instruction I will have modified the course based on the information gathered from the one to one instruction. I will observe the progress of the course and make my evaluation based my findings. I would ask the learners the following questions: 1. What percentage of learners was actively engaged in the instruction and forum discussion? 2. Were learners able to complete the task for each section on time? 3. Based on the answer to number 2 was the time allotted for completion of assignments too long or too short? 4. Were learners able to effectively complete assignments? 5. Were revisions made from one to one evaluation effective? 6. What new revisions might need to be made based on small group evaluation?

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I would ask the instructor the following questions: 1. 2. 3. 4. Was the instructors guide clear? If not, what areas need more clarity and what would you suggest? Was the order of instruction appropriate in order to achieve objectives of course? Were there any typographical or grammatical errors in the instructors guide or instruction materials? 5. Can you see yourself teaching this course again? 6. Why or why not?

PART 6D: FIELD TRIAL After completing revisions based on small group instruction I would conduct a field trial consisting of 20 high school photography students. 5 would come from Richland High School, 5 from Hanford High School, 5 from Kamiakin High School, and 5 from Pasco High School. The instructor would be Shawn Murphy, the photography teacher from Richland High School. Shawn would be familiar with the content as he would also have been the original instructor from the one to one. This way he could offer more feedback given the perspective from the beginning and give feedback on whether or not it appears we have improved the instruction. After having completed the course learners will complete a short survey asking the following questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Did you find the instruction to be consistent with what you expected to learn in the course? Do you know feel qualified to create HDR images on your own? Was the order of instruction logical? Was the instruction complete? If it was not complete, was steps were missing that should be included in the learning process? Did you find any typographical or grammatical errors? Were there any technical problems with the web delivery? Do you feel you would like more or less instructor feedback? Did the course offer you sufficient time to complete the necessary tasks? What would you change about the course?

I would ask the instructor the following questions: 1. 2. 3. 4. Was the instructors guide clear? If not, what areas need more clarity and what would you suggest? Was the order of instruction appropriate in order to achieve objectives of course? Were there any typographical or grammatical errors in the instructors guide or instruction materials? 5. Can you see yourself teaching this course again? 6. Why or why not?

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PART 7: FORMATIVE EVALUATION REPORT

PART 7A : EVALUATION SURVEY

The Survey for my SME included the following questions: 1. Did you find any typographical or grammatical errors in the learning materials or instructors guide? 2. Does the sequence of instruction appear to be logical? 3. If not, what order would you change? 4. If you were a student would you feel motivated to take this course? Why or why not? 5. If you were assigned to teach this course would you feel motivated to teach it? Why or why not? 6. What modifications would you recommend to the course? 7. Do you have any additional instructional materials that you would recommend for the course? 8. Did you learn anything from facilitating this course?

PART 7B: RESULTS OF EXPERT REVIEW The results of my expert review were encouraging as well as informative. I was pleased to learn that the order of instruction seemed logical and that a reasonable level of motivation could be had from the imagery used in the instructional videos. In addition my SME mentioned that while the structure of the course was rigid enough it also allowed for flexibility in creativity which is important in an art environment. PART 7C: COMMENTS ON CHANGE My SME suggested that I introduce learners to some alternative shareware that would reduce the cost and need for using NIK Color Efex Pro. I agree that if this course was intended for high school students that cost reduction is a wonderful idea, but as the target audience of this class is online adult learners I will not make any changes to my plan. In addition, it is possible to download a 30 day free trial for use during this short class and students will not have to pay anything. The only drawback would be that the trial version has a watermark over all images produced.

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PART 8: AECT STANDARDS GRID Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X X X X X X X X ID Project ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project ID Project ID Project

X X X

ID Project Reading Quiz; ID Projects (all assignments)

(all assignments) ID Project

X X X

ID Project ID Project

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REFERENCES
Adobe Photoshop Lightroom 3 * Importing photos into Lightroom: Basic workflow. (n.d.). Retrieved from http://help.adobe.com/en_US/Lightroom/3.0/Using/WS427A4C94-2499-456d-8E17AE09D3316A03.html Canon DLC: Article: Capture More Light: How to Capture High Dynamic Range (HDR) Images with your DSLR. (n.d.). Retrieved from http://www.learn.usa.canon.com/resources/articles/2011/capture_more_light_hdr_DSLR_article. shtml HDR How to. (n.d.). Retrieved from http://www.secondpicture.com/tutorials/photography/hdr_how_to.html HDR Tutorial Part 1: Capturing the Brackets - YouTube. (n.d.). Retrieved from http://www.youtube.com/watch?v=teO27xnRBBY HDR with Nik Software HDR Efex Pro and Photoshop Lightroom - YouTube. (n.d.). Retrieved from http://www.youtube.com/watch?v=xCqa1yXAShw Nik Software, Inc. | HDR Efex Pro. (n.d.). Retrieved May 3, 2012, from http://www.niksoftware.com/hdrefexpro/usa/entry.php Sekonic L-358: Ambient Metering [Quick Start Guide Part 2 of 4] - YouTube. (n.d.). Retrieved May 3, 2012, from http://www.youtube.com/watch?v=nQs2tNuNXVg&feature=relmfu Instructional Design Central | Instructional Designer Resources and Community Collaboration. (n.d.). Retrieved from http://www.instructionaldesigncentral.com/ Full specs on the Dallas Cowboys worlds largest 1080p LED scoreboards -- Engadget. (n.d.). Retrieved from http://hd.engadget.com/2008/04/16/full-specs-on-the-dallas-cowboys-worldslargest-1080p-led-scor/

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