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  • 1. Adobe InDesign for Instructional DesignersKimberly K. KlotzUniversity of Central ArkansasInstructional Design – Summer II 2012
  • 2. Description• The course consists of instruction in an online environment with a rich media variety and multiple learning models utilizing synchronous and asynchronous instruction in order to obtain the learners goal of becoming proficient in Adobe InDesign to use this program in job-related practical applications.
  • 3. Needs Assessment• Conducted using an online form platform called Wufoo.• Constructed to gauge the learners’ current skill levels and characteristics, familiarity with computers and technologies, their felt needs in learning the design software Adobe Indesign and their perceived motivations for learning the software. • http://kgkdesign.wufoo.com/forms/needs-analysis/
  • 4. Learner Characteristics• High level of comfort with technology• Comfortable with online courses• Self-motivated & independent adult learners• High affirmative response to applied learning• Mixed response to collaborative learning
  • 5. Learner Description• A graduate class at the University of Central Arkansas, currently enrolled in the instructional technology graduate program. Learners are adult learners currently working in various types of fields including K-12 education and higher education. All learners currently take courses via distance delivery. Learners have positive attitude towards skills that improve their instructional design knowledge, skill set, and marketability in their careers. Learners show a high level of motivation and independent learning style with emphasis on practical use of the materials. Almost all learners wanted to use their skills to excel in their professional lives; therefore there is a strong motivation to learn. Additionally, the learners bring expertise in many areas to the learning environment. The learners were also open to at least some collaborative learning methods as part of instruction.
  • 6. Learner Characteristics• Learn best when assignments apply to their lives• Most experience in: writing, education & technology• Least experience in: drafting & design, creative arts, graphic design, & communication/journalism
  • 7. Learner Characteristics• Learner motivations: – Increased job performance – Marketability in the job market – Find employment – Improve job performance – Build upon current skill set
  • 8. Learning Goals• Learning Goals: – Participants indicated through the needs analysis that they would like to be able to do the following: • Produce digital publications (most popular response) • Newsletters, portfolios, business documents, letterhead, and brochures
  • 9. Learning Goals• Specific features learners interested in: – Layout and design – Working with text – Working with images – Digital publications
  • 10. Learning Goals• Goal Statement: – The goal of the instruction in the Adobe InDesign program for instructional design graduate students is to provide instruction for proficiency in the program so that learners can navigate the user interface, set up documents, work with text and images, and export documents. Users will be able to set up, create and publish documents to use in a job-related applied setting.
  • 11. Objectives• Given a description of the uses of Adobe InDesign, learners will recall five document types that can be created with Adobe InDesign.
  • 12. Objectives• Given access to the Adobe InDesign program, the learners will identify the eight major areas of the Adobe InDesign workspace.
  • 13. Objectives• Given access to the Adobe InDesign program, the learner will construct a document that correctly places and manipulate at least five graphics in size and placement.
  • 14. Objectives• Given access to the Adobe InDesign program, the learner will experiment with the tools in the program to create a document that utilizes both text and graphic elements.
  • 15. Objectives• Given access to the Adobe InDesign program, the learner will demonstrate how to publish a PDF and EPUB document from Adobe InDesign.
  • 16. Instruction• Blackboard Coursesites – www.coursesites.com/s/_id_sum12_indesign • Synchronous & asynchronous course modules • Discussion board • Applied learning • Blackboard Coursesites Live
  • 17. Assessments• Pre-Instructional Survey• Rubrics for each assignment• Learning logs for each session• Formative test for module
  • 18. Instructional Materials• Instructional Materials include: – Text in modules – Embedded Video – Embedded Presentations – Images – Web links – Example InDesign Files
  • 19. Sample Lesson• Visit www.coursesites.com/s/_id_sum12_indesign• All modules are online in Coursesites course.
  • 20. Theoretical Framework• The ADDIE model was used to develop the course. – Analysis – Design – Development – Implementation – Evaluation
  • 21. Theoretical Framework• Merrill’s Five Principles of Instruction was also used in the course design. – Demonstration – Application – Integration – Task-Centered Principle
  • 22. Formative Evaluation• Online Survey (10 Questions) to adult learner enrolled in Instructional Technology Graduate Program. Higher Education and writing background.• Results – Course is organized for learner’s needs – Assignments were moderately easy
  • 23. Formative Evaluation• Results – Workspace and Working with Graphics were the most useful modules – The assignments were helpful in understanding the material and about the right amount in number. – The course met the initial goals. The video links and graphics were viewed positively.
  • 24. Implications for Instruction• Considerations for Implementation: • Create folders and smaller modules for sub- objectives to break up text. • Include original screencasts of different techniques and skills in indesign. • Include gallery where students can show their work. • Further develop instructional design content related assignments.
  • 25. Implications for Instruction• Create additional sub-objectives for various techniques and skills• Engage students through synchronous learning experiences and student presentations.• Experiment further with Coursesites tools.
  • 26. Conclusion• The course is a introduction to Adobe InDesign for Instructional Designers. Through analysis, the learners are highly motivated and independent. The online format is condusive to the content and the learners independent learning styles.
  • 27. Conclusion• The intention of this course is help further the learner’s skill set in this particular program. However, upon further analysis, I would like to pursue other programs as well, and add other courses to compliment the Adobe InDesign course.

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