This document provides design documentation for a presentation on harnessing the power of images for effective learning using the Flickr tool. It summarizes the context, audience analysis, learning objectives, problem/solution, evidence, anecdotes, format, sequencing, graphics, text, and layout decisions. The presentation aims to quickly motivate and inspire elementary teachers to integrate photos into instructional materials by showcasing innovative examples. It analyzes the audience of K-5 teachers and adopts a "music video" format using images, text, and background music to appeal to emotions and make connections between the tool and effective learning products.

1. IT 6710: Presentation Prowess Ann Younce
November 28, 2009
Design Documentation
1. Overview:
Context of previous use: The original concept was a webinar on the Web 2.0 tool
“Flickr”. It was then transformed for both make-over projects.
Perceived problems: Earlier attempts focused more on the use of specific site features;
this needs to quickly capture audience interest/imagination and offer enticement to try the
tool.
Context of current use: Part of a “conference-style” introductory presentation for
elementary teachers. This component should continue to create interest & inspire
motivation (Reynolds video, 2008).
Focus and purpose: This piece represents a change from “how to use Flickr site
features” to “how to harness the power of images for effective use in meaningful learning
products”. The design is purposefully engaging, authentic & relevant in hopes that the
audience will “absorb” the content, providing the necessary curiosity and motivation to
“reflect” and “do” more with this tool (Horton, 2006, p.48).
2. Audience:
Analysis of learners: The K-5 audience persona was studied to determine interests,
needs, and points of resistance (Duarte, 2008, pp.15-16):
 Numbers: primary (15); intermediate (15); support staff and specialists (15)
 42 female; 3 male faculty
 Length of experience: 10% less than 1 year; 20% taught 2-7 years; 40% taught 8-15 years; 30%
taught longer than 16 years
 More than 60% have Masters degrees; all have elementary certification; and 30% have additional
training in upper grades or administrative backgrounds
 40% digital natives; 40% skilled digital immigrants; 20% digital immigrants with little/no training
 Most are highly knowledgeable in content and best practice; high reading abilities; regular
practitioners; practiced at self-directed learning skills
 Based on perception data, most are extremely motivated to improve student learning (and to
increase their own professional learning and implement effective best practice) through continued,
embedded professional development offerings
Communication preferences and attitudes: It was determined to appeal to all
personality types to provide greater success in reception (Abela, 2008, pp.20-27):
In general:
- eager (to try Web 2.0 tools)
- reluctant (some minds will need to be changed)
-“no time for this” (perception that this will be “one more thing”)
-new teachers (overwhelmed)
-get to the point quickly

2. -need lots of modifiable ideas
By personality dimension:
-introvert (time to linger on handout)/extrovert (opportunities for discussion)
-sensor (need all details/intuitor (big picture ideas)
-thinker (“how does this affect me?”) /feeler (“what’s in it for the students?”)
-judger (conclusions & powerful samples)/perceiver (other ways to use tool)
-unknown type
3. Learning objectives: Actions will not be changed until the minds of the audience are
changed (Abela, 2008, p.31); move learners from a lower level of Bloom’s to higher level
skills (after the presentation):
 Change “thinking”: (From) “How can a photo be used for valid instruction?”...
(To) “how to use photos effectively to motivate and inspire”
 Change “doing” actions: (From) incorporating creative use of photos into lesson
design… (To) harness the power of images into effective instructional materials
and learning products”
Learners will be able to…
 Approach Flickr in innovative ways
 Integrate photos effectively into instructional materials & learning products
 Analyze photos for potential benchmarks and strategies
 Further explore this web 2.0 tool
 Share fun ideas
4. Problem/solution: Problem: teachers want to utilize web 2.0 tools in effective and
innovative ways, but don’t have the time or the support/guidance for implementation. They
need inspiration, ease of use, benefits, and relevance.
Solution: a quick “motivational” presentation, followed later by more in-depth training,
will allow learners to see practical uses of tool, and become slowly invested in its
integration into their practice. If the teachers receive inspiration following this
presentation model they will then be amenable to future presentations, which will begin
the step-by-step process of learning and implementing web tools on a larger scale.
5. Evidence: The bulk appears in the form of innovative instructional ideas using Flickr.
By viewing these products in multiple ways, the teacher should be able to more quickly
identify with the tool and its capabilities – and engage their creativity through focused
practice…and the montage will appeal to their visual senses (Duarte, 2008, pp. 255 & 267).
By appealing to their needs (practical, age-appropriate example lessons) the audience will
make the connection of “what’s in it for them” and this use of the “reality principle” –
showing concrete & specific real things – make the presentation interesting and persuasive
(Abela, 2008, p.36).
6. Anecdotes: The brief use of central “characters” in the form of fellow educators
continues from the earlier presentations, enabling the audience to make additional
connections. These current, realistic photos (Reynolds video, 2008) help to create shared

3. common experiences with the audience, and offer validation for meaningful uses of the
tool as well as “fast”, “easy”, and “fun” aspects.
7. Format: I selected the “music video” format because it would enable me to showcase
strong images (effective examples of instructional materials and learner products) in a
fluid manner along with background music to appeal to the emotions of the audience, and
lead them to make connections between the ease of the tool and effective learning
products.
8. Sequencing: Revisited the S.C.o.R.E. method (Abela, 2008, p.75) to keep working
through each step of “situation”, “complication”, “resolution” and “example” to anticipate
what the “next hand raised” at a meeting or training would ask/say…. I knew from earlier
formative evaluations that the audience was focused more on the samples showcased, than
the actual tool. So I kept that in mind throughout the design process.
As for specific content and placement design decisions, I continued to employed the use of
realistic, identifiable “characters” for the audience to relate to (Reynolds, 2008, “Brain
Rules” slides) –as a connection to other presentation components and representative of the
grade levels and demographic of the audience (Duarte, 2008, p.160). I approached the
design with repeated glimpses of the end-products to give teachers lots of ideas. The visual
element with the sharpest profile tends to claim the viewer’s attention and the use of a
crisp montage establishes connections based on conceptual relationships (Vernallis, 2004,
pp. 52 & 41). I maintained a “simple, clean, conversational tone” (Reynolds, 2008 video)
speaking directly to the audience through the use of vivid, action verbs that related to
benchmarks. Additionally, I chose to repeat the sequencing and positioning of titles,
arrows, photos, color and characters because as Roam suggests, “if you start with one
model, stay with one model” (Roam, 2008, p. 167). These edits appear frequently as I tried
to have a rhythmic basis that tied to the visual story (Vernallis, 2004, p.27), supported by
“dull” and “fun” background musical excerpts.
9. Graphics: I used specific lesson product images to hold the audience attention- to
create associations between the samples and what need to be done in the classroom –
within less than a 10-minute attention span window (Medina, 2008, p. 74, 84, 90). I
selected visually strong, consistent, aesthetically pleasing images that were large and
engaging, and current photos of “teachers” and actual projects….in hopes that the viewers
would read emotions into the images and make connections to their own practice with the
help of the music (Vernallis, 2004, p. 41). The right images “can represent complex
concepts and summarize vast sets of information in ways that are easy for us to see and
understand” (Roam, 2008, p. 14) and the use of photos will help teachers to clarify the end
products they are looking to create. I made use of angles and floating text (Reynolds, 2008
video), incorporating Flickr text colors. I kept the images and background colors
understated to contribute to the montage’s purpose – to engage and persuade and drive
action (Abela, 2008, pp.92-3). The music video format encourages the viewer to seek out a
narrative through the choreographed images while the song recedes into the background
(Vernallis, 2004, pp. 24 & 4), and the collection of captions, and arrows work together to
“choreograph” the movement of the eye across the information (Tufte, 2006, p.117).

4. 10. Text: Typography and contrasts (size, weight, structure, form, direction, color) were
considered and I chose a light weight, old style font “Papyrus” for its hand-lettering slant
and hint of serif (Williams, 2004, p. 132 & p.143). It reminds me of a teacher writing on the
blackboard- white font against black. This background is open, spacious and simple, so as
not to compete with the content (Duarte, 2008, p.118) I maintained a balance of textual
and graphical content…..not too text heavy yet still able to provide instruction and
information… the more concrete detail, the better (Abela, 2008, p. 117-8). Simple lines and
minimal text is enhanced by image detail, (Reynolds, 2008, video) which purposefully
invites the audience to absorb the text and companion photos to better understand the
content and its practical application. I maximized impact by freezing and isolating text
across multiple frames among the images, and linked standards, offering a “realistic”
quality and contributing to credibility (Duarte, pp. 78-9). The use of this type of repetition
builds subtle connections across a string of images and recurring phrases (Vernallis, 2008,
p. 188).
11. Layout: The sparse background, delicate crisp text, tilted images accompanied by few
words help to convey a Zen-like simplicity, using empty space and purposeful placement
(Reynolds, 2008, video). The bright photos “pop” against the empty background, further
supporting a sense of space that reinforces it visually and helps to communicate a concise
and effective message (Duarte, 2008, pp. 7, 100 & 118). Select photos show the effective
use of images - and their enhancements- and are “brought to life” (Abela, 2008, p.114-115)
to encourage emulation. Photos are selected for meaning- their connections with
benchmarks, and as objects of a music video intended to be continually engrossing
(Vernallis, 2008, p. 15). The design principles of “contrast”, “alignment”, “proximity” and
“repetition” (Williams, 2004, p. 13) are utilized… the black/white stark contrast; the
alignment of angled images balanced evenly on the left/right sides of the frame; the
repetition of rhetorical questioning for consistency and visual interest; and the proximity
of images/text that appear in the same space (Duarte, 2008, p.7), remaining constant for
the eye to predict the patterns amid the movement and transitions of frames.
12. Measurement: (Qualifiers can be added from the earlier objectives):
…As measured by:
 Increased login to school Flickr account
 Engaging use of photos in instruction and lesson product; photo analysis
 Replication of sample lesson ideas
 Share out of “ah-has” and ideas and sample lessons at follow-up PD day
 Requests for modeling/coaching/idea planning/support after presentation
Proof of effective solution:
-teachers will utilize new strategies & techniques effectively: (Increased engagement &
creativity)
- Motivation for professional development: (Increased confidence with web 2.0 tools)
13. Peer review results:
(Unfortunately, I was unable to participate in the peer review process. The following represents the potential
questions I would have used and my own various attempts at follow-up responses and revisions; along with a
few comments from an original partner in that first Flickr webinar assignment one year ago):

5. 1. Story – I tried to entice teachers into making a change from the "same-old" use of
photos into trying the enhancements Flickr offers... is that evident?
Ann- I think it’s only evident to me because I have the first two makeovers in my head and I know
what the original Flickr presentation looked like….I’m not sure if the old-to-new translates well
enough…
Lynne- Wow! What a change from our original presentation – and a change for the better at that!! It
is a dramatic way to focus on the features of Flickr without getting bogged down in all the site usage
details. The images of lessons are appealing and stand out as the best examples of Flickr features.
2. Clarity - the photo and caption quality may be compromised in some shots (due to
bringing screenshots of the ppt slides into Camtasia and MovieMaker for a layering
effect that the editing software won't do... Are they too blurry? In normal Screencast
view they seem fine, but when the video window is enlarged.... :(
I’m out of ideas on this one… I tried re-formatting photos, resizing, working in only one editing tool
then the other… I had no good way of replicating the slide other than to make a screenshot of it. I t
seems that the blue text is the fuzziest of all (I chose to create captions on frames instead of bringing
in screenshots whenever I could).
3. Editing - I had to go back and forth from MovieMaker to Camtasia in order to make
use of the editing features that the one or the other didn't have.... I couldn't find a tool
(either free or one that I own) that would do all the advanced features that I had in my
head.... does it still have the look/feel of student work?
Ann- I did my best with the tools available to me
Lynne- I believe the video editing looks fine. It flows nicely and I don’t notice any rough jerks or
stops. It looks really good.
4. Music - did I transition successfully from the "old/boring" section into more "fun"?
Is the fun song too repetitive?
I tried to transition from one song to the other. I matched the instrument types and general
cadences, and I’m confident that they blend seamlessly.
5. Are there enough "fun" elements? (i.e. bright Flickr colors, happy fonts, quirky
music, variation of movement, humor, and unique uses)?
Lynne- I think you successfully captured many of the same ‘fun’ elements that we were aiming for in
our webinar. The music provides an upbeat tempo and each new lesson photo keeps the viewer’s
attention focused on what will come next. I like how you used the pinks and blues of the Flickr site
colors for continuity!
References:
Abela, A. (2008). Advanced Presentation by Design - Creating Communication That Drives Action.
Duarte, N. (2008). Slide:ology – The Art and Science of Creating Great Presentations.
Horton, W. (2006). E-Learning by Design.
Medina, J. (2008). Brain Rules. Retrieved from http://cu.ecollege.com, October, 2009.
Reynolds, G. (2007). “Brain Rules for Presenters” slideshow. Retrieved from http://cu.ecollege.com,
September, 2009.

6. Reynolds, G. (2009). “Presentation Zen” slideshow. Retrieved from http://cu.ecollege.com, September,
2009.
Roam, D. (2008) The Back of the Napkin: Solving Problems and Selling Ideas with Pictures. Retrieved from
http://cu.ecollege.com, October, 2009.
Tufte, E. R. (2006). Beautiful Evidence. Retrieved from http://cu.ecollege.com, October, 2009.
Vernallis, C. (2004). Experiencing Music Video – Aesthetics and Cultural Context. Retrieved from
http://cu.ecollege.com, November, 2009.
Williams, R. (2004). The Non-Designer’s Design Book.
**Image attribution: some original photos taken myself; most found in Flickr (Creative Commons) or
Google images and were modified by me, creating something unique…Modified background musical
excerpts from Phanfre.com and Incompetech.com.
Appendix:
Worksheet A.1a. Audience Personality Type
Audience Personality Type
Elementary teachers:
** everyone in the list at left will
exhibit something from this list
below:
-detail-oriented
-eager (to try Web 2.0 tools)
-big picture
-get to the point quickly
-how does this affect me?
- reluctant (minds will need to be changed)
-introvert/extrovert *appeal to both
sides
-sensor/intuitor
-thinker/feeler
-“no time for this” (same as above)
-judger/perceiver
-unknown type
-new teachers (overwhelmed)

7. Worksheet A.1b. Audience Personality Implications
Presentation Implications
Provide all or part of presentation in advance
Plan for lots of discussion and Q&A
Make sure to include all relevant facts and detains in handout
Provide overview up-front (to answer “what’s in it for me?”)
Identify principles, costs, and benefits
State implications for each person or group of stakeholders involved
List all alternatives considered
Worksheet A.2. From-To Think-Do Matrix
FROM TO
THINK
How can a photo sharing site be used
for valid instruction? How can they be
inspired to try the tool?
These are some great tools and
effective strategies; Flickr can be used
for effective instruction
DO
Using a variety of individual photo
applications (if any at all) for storage;
Using photos in predictable ways for
instruction; incorporating basic images
into lessons
Begin to experiment with Flickr and
use the tool/ share innovative ideas
Worksheet A.3. Audience Problem
The problem that my audience has is: teachers want to utilize web 2.0 tools in effective and
innovative ways, but don’t have the time or the support/guidance for implementation
- they need it “fast”; they need it to be easy to do; they need to know how it will help them;
they need to know if it’s relevant for kids

8. Worksheet A.4 Audience Problem
Recognize problem > no time to learn new web 2.0 tools and integrate
Define Problem > need “fast” & “easy” instruction; need to know relevance & effective
use
Define solution > “motivating” presentation; invite curiosity and impetus to try tool
Solve part of the problem > create interest and motivate through presentation
Solve the whole problem > TBD….create future presentation for specific training of tool &
its features (teachers that developed previous interest will want to take part in future
training)
Worksheet A.5. Solution Evaluation
Evaluation Criteria:
Option 1
Learn new web
2.0
tools/strategies
to enrich
instruction
[Proposed
Solution]
Option 2
Do nothing
[Alternative 1]
Option 3
Keep trying
independently
using existing
random tools
[Alternative 2]
Option 4
Learn on their
own
[Alternative 3]
Utilize new strategies &
techniques effectively
Increased
engagement in
lesson
-
May or may not
produce
innovative/effective
instruction
?
Motivation for
professional
development
Increased
confidence with
web 2.0 tools
-
Frustration likely
?
Worksheet A.6. List of Evidence
1. “Flickr” as an innovative instructional tool
2. What’s In It For Me?
3. Site overview
4. New users
5. Basic features
6. Additional features & fun

9. 7. Instructional ideas
8. Classroom examples/models by content area
9. Testimonials from educators
Worksheet A.7. Stakeholder Analysis
Whose help will we
need for our
recommendations to
be implemented?
Administration Lead teachers Site Instructional
Technology Liaison
(me)
What must each of
them think or do for
our recommendations
to be successful?
Be supportive and
positive
Learn along with their
team
Support & guide with
patience
Where do they stand
on this?
Supportive supportive supportive
What do we need to
do to close the gap?
- Provide time and
support
Provide time and
support

10. IT 6710: Design Lessons Learned Ann Younce
December 6, 2009
Design Documentation
1. Overview:
Those design lessons that perhaps made the strongest impression on me throughout this
whole term were that of the “Presentation Zen” model offered by Garr Reynolds. It really
opened my eyes to a different type of presentation style and I quickly gravitated toward its
principles. It truly changed how I view (and compile) presentations, and I wanted to use
one or several of these design lessons within my art piece.
Ultimately, I had to abandon my initial “sketch” of a nature scene in the fall that had its
focus on trees that had all but lost their leaves. I just wasn’t able to recreate the picture I
had in my head: stark, bare tree branches against the crisp sky with a solitary leaf hanging
on just long enough to impart some Zen design wisdom… No matter how many different
ways I tried to edit and layer, I just couldn’t achieve the exact effect I wanted.
So, as I thought more about the reasons I was drawn to the various “Presentation Zen”
references to the aesthetic concepts of simplicity… naturalness... clarity… and uncluttered
space, I realized that a new picture was beginning to form in my head and I set out to
recreate it instead.
My design lesson learned comes from Garr Reynolds in a video for the series Authors
@Google where he tells the audience that “design is soul deep” (Reynolds, 2008, video).
He compared “design” to a birthday cake that was full of frosting and decoration on the
outside – which was fine at first glance, but the true quality of the cake could be found on
the inside. I decided to join this concept “Design is soul deep” with a single principle of the
Zen aesthetic “Simplicity” to offer a companion series of my design lessons learned:
2. Personal Relevance:
Lesson Selection: The relevance of the Zen aesthetic for me personally is that it always
seems to appear peaceful and tranquil – things very far from my hectic day-to-day

11. existence. The design lesson, “Design is soul deep”, speaks to Garr’s philosophy that the
true message comes from the essence of our thought… and the effort to take what’s on the
inside and try to communicate that honest message to the audience (Reynolds, 2008,
video).
Significance: The significance of this design to me is that so often my attempts at
communication are too verbose, or there always are too many photos or distractions on a
page. The act of stripping something down to a single image … to achieve simplicity of
message through the subtraction of everything else and letting go to create openness is
something that really appealed to me. (Reynolds, 2008, video).
3. Design Decisions:
Goal: I wanted to use items that represented the Zen aesthetic… the use of natural
elements such as water and stone. The items would need to be simple and pure, and would
need to look like they visually belong together.
Important elements: Each of the elements I chose has a specific contribution to the
overall message. The role that the water plays is to communicate a sense of depth, as well
as provide a natural, uncluttered backdrop. The role of the stones represents a pathway in
the first photo - virtual stepping stones that lead the viewer along the path of the particular
message. In the second photo, the stone represents the change agent – the act of simplicity
in design can change one’s style and change the viewer’s response. Finally, the role of the
ripple is to signify that once a Zen design principle like “simplicity” is employed, the design
style catches on and spreads… which might bring about the eventual end of the “death by
PowerPoint” syndrome. The best design elements exist in nature and achieve balance
through harmony, while the “whitespace” gives the viewer some breathing room (Duarte,
2008, pp.10; 92; 110).
Materials:
Format/Graphics: I selected existing monotone photos of water, ripples, stones, and a
pathway and layered them together with the addition of simple text. I couldn’t create the
same effect in real life, so I edited them together and tried to achieve a large picture that
both attracts the eye and could be memorable at the same time (Abela, 2008, p. 95)
Text: Typography and contrasts (size, weight, structure, form, direction, color) were
considered as I chose a light weight, old style font “Papyrus” for its simple, hand-lettering
slant and hint of serif (Williams, 2004, p. 132 & p.143). Using white font against black
stone, the simple lines and minimal text enhance the image detail (Reynolds, 2008, video)
Layout: The sparse background and delicate crisp text of few words help to convey a Zen-
like simplicity, and add to the empty space of the water and purposeful placement of the
stones (Reynolds, 2008, video). The horizon line an the endless motion of ripples further
support a sense of space that reinforces the photos visually and helps to communicate a
concise and effective message (Duarte, 2008, pp. 7, 100 & 118). The design principles of
“contrast”, “alignment”, “proximity” and “repetition” (Williams, 2004, p. 13) are utilized
and the flow of both water and message is intentional, with stones leading in one clear
direction that moves toward the message (Duarte, 2008, p.97).

12. References
(Many authors that influenced my overall design style in some way are listed below):
Abela, A. (2008). Advanced Presentation by Design - Creating Communication That Drives Action.
Duarte, N. (2008). Slide:ology – The Art and Science of Creating Great Presentations.
Horton, W. (2006). E-Learning by Design.
Medina, J. (2008). Brain Rules. Retrieved from http://cu.ecollege.com, October, 2009.
Reynolds, Garr; (2008) “Authors @ Google: Garr Reynolds” video. Retrieved from IT 6710 http://cu.ecollege.com
Reynolds, G. (2007). “Brain Rules for Presenters” slideshow. Retrieved from http://cu.ecollege.com,
September, 2009.
Reynolds, G. (2009). “Presentation Zen” slideshow. Retrieved from http://cu.ecollege.com, September,
2009.
Reynolds, Garr; “Sample Slides- Before/After” slideshow (2007) retrieved from IT 6710 http://cu.ecollege.com
Roam, D. (2008) The Back of the Napkin: Solving Problems and Selling Ideas with Pictures. Retrieved from
http://cu.ecollege.com, October, 2009.
Tufte, E. R. (2006). Beautiful Evidence. Retrieved from http://cu.ecollege.com, October, 2009.
Vernallis, C. (2004). Experiencing Music Video – Aesthetics and Cultural Context. Retrieved from
http://cu.ecollege.com, November, 2009.
Williams, R. (2004). The Non-Designer’s Design Book.
**Image attribution: Photo of ripples found in Google images and the stone path photo was found at
planetnaturopath.com. All photos were modified by me, creating something unique…